ABSTRACT
Information and communication technology
(ICT) has been the most fascinating phenomena that have characterized
the 21st century. The growth of these technologies has over the years
being accrued to researchers in the field of science and technology. The
objective of this research was to determine the knowledge and
utilization of ICT among radiography students in south east Nigeria. It
is a survey research which involved the population of radiography
students in university of Nigeria, Enugu campus and Nnamdi Azikiwe
University, Nnewi campus. The sampling was by convenience sampling and
the sample size was determined by Yaro Yamane method (1973) which
resulted to 400 sample size. The data collection was by questionnaire
administered randomly and analyzed with frequency and percentage table.
Chi-square was used to test the hypothesis in the research. Among the
400 questionnaires distributed, 380 were returned, 8 were wrongly filled
and 12 were not returned.
The research was analyzed to bring out the
students’ knowledge, the availability of ICT to the students and the
students’ utilization of ICT. The research revealed that most of the
students in the research population had good knowledge of information
and communication technology (ICT) and had received training. Most of
their knowledge of ICT was based on Microsoft office. Almost all the
Radiography students in South East Nigeria had one ICT facility or the
other and their ownership increased with their level of study. However
gender differences in the ownership of ICT facilities among the students
were insignificant.
Radiography students in University of Nigeria,
Enugu Campus had more ICT facilities available to them than those in
Nnamdi Azikiwe University, Nnewi Campus and these ICT facilities were of
better quality in UNEC than in NAU, Nnewi Campus. Males had more
intensive use of ICT internet facilities than females in the research
population but there were no significant gender differences in the
general utilization of ICT facilities. Most of the Radiography students
in South East Nigeria use ICT facilities for class assignments and
social networking/recreation.
TABLE OF CONTENTS
Title Page … … … … … … … … … … …i
Approval Page … … … … … … … … … …ii
Certification … … … … … … … … … … …iii
Dedication … … … … … … … … … … …iv
Acknowledgement … … … … … … … … …v
Table of Contents … … … … … … … … … …vi
Abstract ... … … … … … … … … … … … … … … vii
CHAPTER ONE: INTRODUCTION
1.1 Background of Study … … … … … … … … … 1
1.2 Statement of Problems … … … … … … … … 5
1.3 Objective of study … … … … … … … … … 5
1.4 Significance of Study … … … … … … … … … 6
1.5 Scope of Study … … … … … … … … … … … … … … 7
1.6 Statement of Hypothesis … … … … … … … … 7
1.7 Literature Review … … … … … … … … … 8
CHAPTER TWO: THEORETICAL BACKGROUND
2.1 Introduction … … … … … … … … … … 22
2.2 History of ICT in Nigerian Education … … … … … … 22
2.3 Uses of ICT … … … … … … … … … … 23
2.4 ICT Availability in Nigerian Universities … … … … … … 25
2.5 ICT Education … … … … … … … … … … 26
2.6 ICT Utilization among Nigeria Students … … … … … … 28
2.7 Hindrances to ICT Utilization by University Students … … … … 29
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Research Design … … … … … … … … … 30
3.2 Study Population … … … … … … … … … 30
3.3 Sampling Procedure … … … … … … … … … 31
3.4 Instrumentation… … … … … … … … … … 32
3.5 Data Collection … … … … … … … … … 32
3.6 Analytical Procedure … … … … … … … … … 33
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Data Analysis … … … … … … … … … … … 34
4.2 Data Presentation … … … … … … … … … 35
4.3 Test of Hypothesis … … … … … … … … … 48
CHAPTER FIVE: DISCUSSION, SUMMARY OF FINDINGS, RECOMMENDATION, AREAS OF FURTHER STUDY,
CONCLUSION AND LIMITATIONS OF STUDY
5.1 Discussion … … … … … … … … … … 53
5.2 Summary of Findings … … … … … … … … … 59
5.3 Recommendations … … … … … … … … … 60
5.4 Areas of Further Study … … … … … … … … 60
5.5 Conclusion … … … … … … … … … … 61
5.6 Limitations of Study … … … … … … … … … 61
REFERENCES … … … … … … … … … … 63
APPENDIX … … … … … … … … … … … … … … … 69
LIST OF TABLES
Table 1: Demographic Data … … … … … … … … 35
Table 2: Students’ response to knowledge and training on ICT … … … 36
Table 3: The ICT packages done by the students … … … … 38
Table 4: Students’ mode of ICT training … … … … … … … 39
Table 5: Rating Of the Students’ ICT Knowledge … … … … 40
Table 6: ICT Facilities Available In the Institutions … … … … … 42
Table 7: The quality of ICT facilities in the institutions … … … … … 43
Table 8: Gender distribution of students’ ICT utilization … … … … … 44
Table 9: Students’ weekly use of ICT internet facilities in hours … … … 45
Background of Study
A
basic understanding of information and communication technology (ICT)
in education is vital in keeping abreast of rapidly changing
technologies. However, investments in ICT in Nigerian education have not
yielded reasonable expectations compared to similar investments made in
GSM communication. In educational institutions, especially higher
institutions, the mode of delivery of knowledge and curriculums are not
yet ICT-enhanced5. It is obvious that ICT is still in the emerging phase
in the Nigerian educational system.
There are many
definitions of ICT according to different authorities. The definition of
ICT from Whatis.com is an umbrella term that includes any communication
devices or application, encompassing: radio, television, cellular
phones, computer and network hardware and software, satellite system and
so on, as well as the various services and applications associated with
them, such as videoconferencing and distant learning12. Also ICT
encompasses a range of rapidly evolving technologies (telephone, cables,
satellite, TV and radio, computer-mediated conferencing,
videoconferencing) as well as digital technology (computers, information
networks, World Wide Web, intranets and extranets) and software
applications15. Another definition of ICT is given as: “ICTs are diverse
set of technological tools and resources used to communicate, and to
create, disseminate, store and manage information’’15. According to
Wikipedia on-line, information technology is the use of computers and
software to manage information, store information and transmit the
information as necessary.
Knowledge of ICT among students no
doubt plays an important role in developing a nation. The knowledge,
skills and confidence with computer technologies are assets for those
who want to enter into the competitive market. Furthermore, with the
increasing use of ICT in education all over the world, new skills and
competences among the students are necessary for them to learn
effectively. Students who are not well exposed to computers and the
internet technology are likely to get further behind their peers who did
have such exposure9. They will potentially miss out the 70% of jobs
which require moderate or high level of computer and eventually end up
in the 10% low-pay jobs that do not require technical knowledge9.
Although with students’ increasing access to personal computers (PCs)
and the internet than ever before, there are assumptions that the
computer literacy training provided by tertiary institutions may become
unnecessary. So, with increasing use of ICT in schools, it becomes
imperative that students should be equipped with digital literacy
competencies in order to exploit information resources that the
electronic age engenders25.
The utilization of information and
communication technology (ICT) among students of tertiary institutions
simply involves the full integration of ICT in the academic and social
activities of the students. This involves the use of ICT in literature
search, assignments, studies, social networking, e-mail and so on.
However, the level of ICT usage varies significantly from different
institutions and from different students. Certainly, the importance of
the utilization of ICT among students in tertiary institutions cannot be
over emphasized considering that it increases the students’ ability to
embrace the rapidly changing technology and keeps them aware of
innovations and inventions in their field of study. ICT utilization
remains paramount, if a student must develop his or her technological
competencies and remain relevant in her field of study, as well as
compete favorably in any global setting. The key thing is not in ICT
itself, but in understanding ICT and effectively employing it in
learning and research. The utilization of the internet and other forms
of information technology system puts the student on the driving seat on
the highway of learning. Learning is personalized by the student and
the geographical barriers to learning are removed.
Several
authorities have called for the establishment of different ICT projects
(wireless LAN, e-library, cyber cafés etc.) and e-learning programs in
the various institutions of higher learning in Nigeria so as to offset
the cost of using ICT facilities by students and increase its
availability. However, government has made frantic effort to infuse
information technology in all its sectors including the education
sector. This was brought to limelight when Nigeria started implementing
its ICT policy in April 2001 after the Federal Executive Council
approved it by establishing the National Information Technology
Development Agency (NITDA), the implementing body. The policy empowers
NITDA to enter into strategic alliance and joint ventures and to
collaborate with the private sector to realize the specifics of the
country’s vision of, “making Nigeria an IT capable in Africa and a key
player in the information society by the year 2005 through using IT as
an engine for sustainable development and global competitiveness”(5).
This vision is yet to be fulfilled.
Some of the Nigeria’s ICT policy includes:
To empower youths with ICT and prepare them for global competitiveness.
To integrate ICT into the mainstream of educational training.
To create ICT awareness and ensure universal access in promoting ICT diffusion in all sectors of national life.
However,
this research is triggered by the fact that the level of knowledge and
utilization of ICT among Nigerian students needs to be assessed; hence
the researchers study of South-Eastern Radiography students as a case
study. This work will also give an insight into the availability of some
ICT equipment in University of Nigeria, Enugu Campus and in Nnamdi
Azikiwe University, Nnewi Campus as well as the individual ownership of
ICT facilities among the Radiography students.
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