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UTILIZATION OF INFORMATION AND COMMUNICATION

TECHNOLOGIES (ICTs) BY STUDENTS IN FEDERAL

UNIVERSITY LIBRARIES IN NORTH- CENTRAL

ZONE OF NIGERIA

BY

PETER ODEH

PG/MLS/08/49978

DEPARTMENT OF LIBRARY AND INFORMATION SCIENCE

UNIVERSITY OF NIGERIA, NSUKKA

AUGUST, 2011

CHAPTER ONE

INTRODUCTION

Background of the Study

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The University libraries are libraries established to cater for the academic and research

needs of the university. They serve the reading and research interests of undergraduates,

lecturers, researchers, and other users. University libraries are big repositories of information

and knowledge from all fields of learning to the academic community of students and staff

that they serve. University libraries, which are academic libraries, provide support to

members of an academic community, including students, researchers and lecturing staff.

Academic libraries are libraries established in Universities, Colleges of Education,

Polytechnics and Monotechnics. Their collection is tailored towards achievement of the

institution goals of teaching, learning and research. They serve the students, lecturers,

administrative members of the academic community as well as others. They are central to

learning, research, and have always depended on relevant new technologies, which on the

other hand are driven by emerging trends in education and research. The major function of

University libraries is to provide resources to meet the needs of users. Their materials are

diversified to support teaching and programmes that take place within them. Therefore, the

University library has to build a strong collection of information resources in physical and

digital formats to cater for the knowledge requirements of students, faculty members and

research scholars of the institution. To remain relevant, libraries must fulfill some set of roles

for serving their parent institutions.

Akintunde (2006) submitted that, librarianship continues to hold a central place in

higher education worldwide. It has remained the strength of the best traditions in academics

worldwide. Nonetheless, significant progress will have to be made for Nigerian higher

education libraries to be in the main stream of the digital revolution. This is because library

services today require more global networking in delivering services.

According to Aguolu and Aguolu (2002), the University library is the university‟s

principal instrument in the conservation of knowledge through its rational, systematic and

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comprehensive acquisition of all types of human communication records, published and

unpublished, written or oral in recorded form that embody the ideas of knowledge of the past.

As a store-house of information or a record of human experiences to which students,

lecturers, and researchers may turn for data or information, the university library stands in the

same relationship to the society as the memory to an individual by making available and

accessible to its users information resources needed for teaching and students‟ independent

study. To act on these noble core purposes in today‟s academic environment, however,

requires that libraries move beyond parameters of earlier times to pursue new modes of

serving their institutions (Rathinasabapathy, 2005).

The need to have ready access to relevant information for improving knowledge is of

strategic importance to society (Lakos, 2004). The Internet is expanding fast in response to

this, and the amount of digital information available is increasing daily. The importance of

information to the success of any academic institution cannot be over - emphasized. Akinade

and Ogunyade (2002) ascertain that it is a valuable resource required in any society or an

institution to meet its objective. Ready available information to students determines largely

their success and future development. Aguolu and Aguolu, (2002) asserts that, the basic

tripartite function of any university is to conserve the existing knowledge, to transmit

knowledge through teaching, and to create new knowledge through research. There is no

doubt that Information and Communication Technology (ICT) can be a major source of

sharing knowledge and information, and they have come to complement physical library

resources.

Information Technology (IT) is an omnibus term that combines computer and

telecommunications technology; hence, it is sometimes called Information and

Communication Technology (ICT). It is concerned with the technology used in handling,

acquiring, processing, storing and disseminating information (Aina, 2004). Information and

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Communication Technologies (ICTs) has revolutionized information transmission and

storage and has brought the globe to the doorsteps of people. It is a new paradigm in all

spheres of life, be it governance, civil service, health, business, education, and the like. Wole

(2002) defined ICT as electronic technologies for creating, acquiring, storing, processing,

communication and using information. It is a conglomeration of compatible hardware and

software arranged to communicate information from one location to another through the

inter-connectivity or a network of computers.

Information and communication technologies (ICTs) therefore consists of computers

and other communication facilities like telephones, fax machines etc. that are used to process

and communicate (disseminate) information. In line with this, Ukwugwu (2004) indicates

that ICTs is used to describe a wide range of new technologies and their applications such as

telephone, World Wide Web (WWW), e-mail etc. Today information is available in a variety

of forms like CD-ROMs, Online databases, e-journals etc. Inventions of devices like CD-

ROMs and flash memory cards, which have huge storage capacities, have changed the

outlook of libraries.

The accelerating pace of information technology continuously raises the standards of

users‟ anticipations and expectations of new valued-added services. Information professionals

have long sought to comprehend what factors are relevant in encouraging patrons to seek out

information. Over the years, a particular focus of inquiring has been on those factors that play

a role in deciding to use the library‟s electronic resources to seek information as opposed to

just surfing the internet. These inquiries assume an even greater importance in light of the

fact that more people are using the internet to find information they need that is unmediated

by the library, (Kibirge, 2000).

The current shift from the age – long conventional means of providing library services

to technology driven approaches necessitated by advancements in computer technology,

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telecommunication systems and the integration of both have given rise to a new digital

paradigm known as Information and Communication Technologies (ICTs). In the educational

sector, Information and Communication Technology (ICTs) is bridging the gap or rather

blurring the boundaries between students and teachers, the research scholar and his users and

library resources. The application of technology to inform and make teaching, learning and

research entertaining is almost limitless.

Prior to introduction of ICTs in service delivery, there are many activities and services

performed and rendered in the library by the librarians, which were strenuous and time

consuming. These activities were drudgery, grossly insufficient and inefficient, and at the

same time has caused much frictions in inter personal relationship between librarians and the

users as many librarians displayed impatience when pestered by an inquisitive users. This is

because they were performed manually, and they ranged from manually processed acquisition

to dissemination and retrieval of information as contained in the shelves. However, today,

these activities can be carried out smoothly with the help of ICTs facilities with greater

efficiency and effectiveness to reduce space and time. Advances in ICTs have facilitated the

advancement of all professions. It is rapidly influencing the society and our lives, thereby

bringing us more closely to happening around the wider world. Information and

Communication Technologies (ICTs) includes data, information systems, services (e.g. Web

services), computers, telecommunication network, and associated assets (e.g. telephones,

facsimiles, cell phones, laptops, digital cameras) radio, television etc. These resources are

used for information processing tasks as observed by Musa (2005).

The use of internet in higher institutions to access Information and Communication

Technologies (ICTs) is an exciting prospect, especially where there are significant

impediments to obtaining relevant current information the print collections and CD-ROM

databases available locally in the institutional libraries. Cornell (1999) opined that the use of

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Electronic Information Sources (EIS) in tertiary education has resulted in fundamental

changes in teaching and learning, bringing new focus, which is considered by some to have

provided a paradigm shift. It is against this background that this study is been conducted to

assess the utilization of ICTs by students in the federal university libraries in the North-

Central zone of Nigeria.

Statement of the Problem

University libraries provide resources and services for their users. Services to users

constitute an important area of University library services. These services are designed for

meeting the information needs of library users. Studies have shown that many University

libraries in Nigeria are finding it difficult to meet the information needs of their users; a

number of challenges have compounded this ugly trend (Aguolu and Agulou, 2002).

However, from research dimension, many authors have tried to write about one aspect or

another on the subject of information and communication technologies (ICTs) but little study

has been carried out in the area of the utilization of Information and Communication

Technologies (ICTs) by students in federal university libraries in North- Central zone of

Nigeria. Although, studies abound on the application and impact of ICTs on libraries and

majority of the studies were based on personal experiences not on empirical research. Very

insignificantly, where empirical study done, it was always a generalized study relating to the

library and most cases were subjective. Thus, this study therefore is expected to fill some of

these gaps in the literature.

However, previous studies and observations of some University libraries have

revealed that ICTs is inadequately being used in library operations because many libraries

still use manual method. Discussions with some librarians also confirmed the inadequate

utilization of ICTs for the provision of library services and this has greatly affected the

effectiveness of the services rendered in an information age for libraries under study. This

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method invariably creates delay and waste of precious time of the students and other users.

Therefore, there is a gap in the immense imperative of the influence of ICTs on the students‟

utilization of library resources. Thus, the present study aims at filling this gap.

Purpose of the Study

The main purpose of this study is to examine the Utilization of Information and Communication

Technologies (ICTs) by Students in Federal University Libraries in North-Central zone of

Nigeria.

The specific objectives are to:

1. Find out the ICT facilities available to students in the various Federal University

Libraries in North-Central zone of Nigeria;

2. Ascertain the extent to which students‟ utilize ICT facilities in university libraries;

3. Determine the level of ICTs skills of students of the various Universities under study;

4. Find out problems encountered by students using ICT facilities of these Universities;

5. Identify the strategies that could solve the problems and enhance the effective

utilization of ICTs in these Universities.

Research Questions

The following research questions formed the major basis upon which this study was

carried out. They are:

1. Which of the following ICT facilities are available in the University libraries?

2. What is the extent of students‟ utilization of ICT facilities in the library?

3. What are the various ICT skills possessed by students in the university?

4. What are the problems militating against the use of ICTs by students in the

University?

5. How can these problems militating against the use of ICTs by students in the

Universities be solved?

Significance of the Study

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The value of the study relates to the understanding of the utilization of information

and communication technologies (ICTs) by students in federal university libraries in North-

Central zone of Nigeria. It is expected that the findings of this research work will assist

students to have access to the Internet in their respective libraries. Internet access is used for

electronic mailing services, electronic on-line chats, and group activities. It will also x-ray

the problems associated with the use of Information and Communication Technologies

(ICTs), and as such, the result of the findings of this study will contribute to the body of

knowledge on the use Information and Communication Technologies (ICTs). In addition,

findings of this study are expected to be beneficial to librarians, lecturers, students and public

interested in this area of study. The findings of this study are expected to be of benefit to

students as it will reveal to them the various library resources that are been computerized to

enable them carryout effective learning and research. The findings of this study will be of

help to lecturers in diverse fields of knowledge by providing access to information related to

the topics that would be beneficial to them; also, it will enhance their research outputs. The

findings of this study will be of benefit to the public, as it will help widening their horizon in

the knowledge of Information and Communication Technologies (ICTs) processes in the

libraries.

Scope of the Study

This research work is on Utilization of Information and Communication Technologies

(ICTs) by Students in Federal University Libraries in North-Central zone of Nigeria.

They include University of Abuja Library, Abuja; Federal University of Agriculture Library,

Makurdi; Federal University of Technology Library, Minna; University of Jos Library, Jos

and University of Ilorin Library, Ilorin.

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The study also coverde all the Federal University Libraries. The study will focus on

Utilization of Information and Communication Technologies (ICTs) by Students in Federal

University Libraries in North-Central zone of Nigeria.

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CHAPTER TWO

LITERATURE REVIEW

The review of related literature was organized along the following headings:

Conceptual Framework

Overview of Information and Communication Technologies (ICTs);

Overview of the availability of Information and Communication Technologies (ICTs)

Infrastructure in Nigerian University libraries;

Advantages of Information and Communication Technology (ICT) facilities in Nigerian

university libraries;

Information and Communication Technology (ICT) skills possessed by students in

Nigerian universities;

Problems militating against students‟ utilization of ICTs in Nigerian university libraries;

Possible Solutions to problems militating against effective utilization of Information and

Communication Technologies (ICTs) in Nigerian university libraries.

Review of Related Empirical Studies

Summary of the Literature Review

An overview of Information and Communication Technologies (ICTs)

Information and Communication Technologies (ICTs) is an umbrella term that

embraces three major terms: Information, Communication and Technology stands out. Utulu

(2008) opined that, “the term Information and Communication Technology (ICT) evolves

from Information Technology (IT) when the processing of information with electronic

technology integrated with telecommunication technology‟‟. ICT and Information

Technology (IT) are similar concepts that can be used interchangeably. IT implies tools used

for communication and therefore it becomes obvious that the two terms are synonymous and

can be applied in the delivery of Library services. Information and Communication

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Technology (ICT) can also be viewed as composite term, which embodies three important

concepts:

Information

Communication

Technology

To understand ICT, one must understand all the above listed three concepts. The term

“Information‟‟ is an elusive term that means many things to many people, depending on the

context. Scientifically, information is a processed data. Information, though abstract, could

also be visualized as a commodity, which could be bought or sold (Womboh et al 2008).

The term Information and Communication Technologies could refer to the

convergence of interests between electronics, computing and telecommunications- all of

which lead to the rapid development of microelectronics. According to Osuagwu (1999),

Information and Communication Technology refers to the convergence of microelectronics,

telecommunications and computer. These definitions, bring to the limelight the position

occupied by computer telecommunication in the business of ICTs. The components of

Information and Communication Technology, therefore, include the following: computer

systems, communication systems (Telecommunications, Telephone, Satellites, Telex, Fax, E-

mail, Facsimile, Internet, Video Text, and Document Delivery), Reprographic Systems

(Micrographic Electronic Copiers, Word Processing) Microwave systems (Radio, television)

Access to information is fundamental to good academics performance of ITCs to

enable the academic community access and use information more easily and faster is

therefore a priority in libraries. Information and communication technologies (ICTs) has over

the years given definitions in plethora of literature. The American Library Association (1983)

defined Information Technology (IT) as the application of computers and other related

technologies to the Acquisition, Organization, Storage, Retrieval and Dissemination of

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information. Similarly, Omekwu (2005) defined Information and Communication

Technologies (ICTs) as any technology including the computer hardware, software and

telecommunication networks that enable the transmission, processing, storage organization

and the retrieval of information for understanding, decision making and taking. On the other

hand, Communication Technology (CT) essentially encompasses all other technologies that

enable humans to communicate and transmit information, such as the radio, television and

telephone. The integration of IT systems with CT systems develops into ICT systems with

enhanced capacities and capacities for the transmission. Similarly, Margbalani (1987)

viewed IT as a term that encompasses the notion of the application of technologies to

information handling. In addition, Matthew (1999) posited that, IT could be defined as the

mechanism used to process, store and transmit information, which could be in numeric, text

and graphic form. Similarly, Oni (2000) equally submitted that information technology

comprise all the electronic infrastructure and facilities employed by libraries to improve and

provide efficient services. Consequently, IT in the libraries holds the key to effective and

more appropriate delivery of information services in the information age. Nwachukwu

(2005), viewed IT as a term that encompasses the application of technologies to information

handling (generation, storage, processing, retrieval, dissemination) etc.

Daniel, Oketunji, Okojie and Abdulsalam (2003) have observed that the information

technologies found in libraries today is a combination of computers, storage media and

telecommunications. In other words, computers provide the processing storage and retrieval

capabilities of information in the library while, telecommunication provide the capabilities

for transfer and communication of data (information) from one workstation to another in the

library.

Undoubtedly, ICT is affecting positively on all facets of library and information

services, and the Nigerian community is now aware of the role which the library can play in

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the information super-high way. Aguolu and Aguolu, (2002), also affirmed that computers

are well-established feature in modern libraries. That, since the 1960s, computers have been

used to effect, to perform many library functions from clerical housekeeping activities such

as ordering, cataloguing, control and circulation of books and journals to reference and

information services. The latest relate to indexing and abstracting services, inter-library

services, current awareness services, selective dissemination of information services etc.

Today ICT facilities such as computers, software, audio tapes, video tapes, scanners, printers

and other information gadgets have been derived to cope with and make for a quicker, wider

flow of quality information and better library services. Akintunde (2004) defines ICT as a

terminology that has overtaken information technology (IT) because of its appropriateness

and relevance. He also stated that information technology was the technology used in the 80s

and the 90s. The current trend in Information and Communication Technologies (ICTs);

Information Technology (IT) focused on the computer while ICT is a generic term used to

denote all activities connected with computer and other technologies such as electronic

media, satellites, telecommunication and storage devices the transfer of information.

Oketunji (2002) observed that Information and Communication Technology (ICTs) in

the library could be divided into three categories:

Computers: This is used to process data, sort data, store and retrieve information.

Storage Media: This includes both internal and external devices such as Compact Disk, Read

Only Memory (CD-ROM), Flash Drives and other Storage devices.

Telecommunication: This facilitates the transfer or communication of data and

information. Alemna, (1990) defined information as the transmission of human experience; a

signal or a stimulus, a symbol or a set of symbols with the potential for meaning. Thus,

man‟s activities are therefore driven and information dependent. The library services

therefore, should be able to meet the information needs of its users. Information is an

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important commodity that is required by every individual and organization in meeting every

mundane activity. All human activities according to Tiamiyu (1999), entails communication

activities of various kinds of and its process of creating, sending, receiving, understanding

and using information in various forms. Tiamiyu (1999) identified the life circle of

information as passing through various stages namely creation, organization, storage,

retrieval, transfer, dissemination, use and/ or disuse. For him, information service is any

activity performed to facilitate any of the stages of the life cycle of any piece of information.

Information service helps to transform or convey information from a specific format,

medium, location, and /or time.

Communication on the other hand, refers to the transfer or exchange of information

from person to person or from one place to another. When action produces a reaction,

whether positive or negative, communication has take place. James, et al., (2004) defined

communication as a process: a transfer of information, ideas, thoughts and messages. It

involves a sender, a receiver, a code and, a language that is understood by the sender and the

receiver. According to Womboh & Abba (2008), Technology refers to the use of scientific

knowledge to invent tools that assist human beings in their efforts to overcome environmental

hazards, and impediments to comfort. In this regard, technology refers to the things like the

computer, telephone, cell phone, GSM handsets, television, radio, etc. Thus, ICT can be

defined as the acquisition, analysis, manipulation, storage and distribution of information;

and the design and provision of equipment and software for these purposes. (De Waterville

and Gilbert 2000)

Scientific communication has changed because of rapid advances in information

technology, which has also changed the pace of scientific developments. Traditional

information services are no longer sufficient to meet researchers‟ complex needs and

expectations. Consequently, librarians have the challenge of striking a balance between the

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enormous growth in scholarly literature and technological advancements in information

technology. Hence, information and communication technology is now progressing most

rapidly.

Availability of Information and Communication Technologies (ICTs) Infrastructures in

Nigerian University Libraries

The basic infrastructure of an information society includes adequate access to computer

and telephone connectivity. Internet services providers (ISPs) providing low cost services,

adequate telecommunications bandwidth, and locally-relevant online content, and preferably,

in local languages. Other requirements are reliable electricity supply and Internet

connectivity, as the computers and other tools of a digital age require large and reliable

amounts of electrical energy (Wheeler, 2003).

According to the World Economic Forum {2004) however, developing countries

continue to lag significantly, behind developed countries in term of ICT expenditure as

percentage of GDP. In Nigeria, specifically, much of the ICT infrastructure and skills is still

underdeveloped. For instance, an article in CYBERCHUL News, cited by Partnership for

Higher Education in Africa (2004), indicated that Nigeria requires 2600 telecommunication

engineers in order to be able to sustain the development of the telecommunication market.

The report also noted that much also needs to be done to develop the required quality human

resources, as only six percent out of the 400 engineers tested could be employed without

extensive training. According to Steinmueller (2001), cited by Drisu (2009) argued that its

(ICT) sustainability among library operations in developing countries can only be possible

where relevant facilities are available. A number of ICT facilities or resources have therefore

been variously listed. They include Internet, E-mail, GSM handset, Television, CD-ROM,

Websites/pages, Audio tapes and CDs. Okore, (2010) postulates that, ICTs encompass the

following technologies: software technologies for distributed information processing;

telephone, information technology components and subsystems such as semi-conductors,

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micro-systems, peripherals, web-browser and servers; multimedia systems (integrated

personal systems); microprocessor systems, high performance computing and networking

(HPCN) technologies for business processing, photonic technologies, digital multimedia

services and uninterrupted and reliable electric supply (Okore, 2005).

In the words of Oketunji (2000) as mentioned in Anunobi (2005) ICTs available for

libraries include personal computers, CD-ROM, telefacsimile (fax), network, electrocopy

(scanning) and Internet. In attempt to catalogue ICT resources, Aliyu (2005) rather leans

towards communication based resources and regards the following: communication satellite,

cable television networks, wireless telephone systems, computer network system and the

Internet. These according to Anunobi, have communicative powers that have made great

impact on the society. In a related development, Blakes (2006) in a study conducted on ICT

availability and resource sharing in some academic libraries in Nigeria designed a research

instrument to measure the status of ICT equipment/tools in the universities. The ICT

resources listed include computers, uninterrupted power supply (UPS), scanners, satellite

dish, antenna, CD-ROM, Internet connectivity, website, automated LAN and automated

WAN. Others include telephone (GSM), printer, software programme, E-mail, V-SAT main

server, modem, telephone landline, telephone network, telex and fax.

Within Nigerian universities, a survey carried out by National University

Commission (NUC) in 2000 involving 19 of the then 30 federal institutions showed that out

of the 294,946 staff and students in the universities, only 6832 (2%) had network accounts

and access and that, in the 19 institutions studied, only 466 members of staff had access to

direct telephone lines in their homes. However, substantial improvement in the situation has

since occurred in the universities due to the various ICT infrastructural development and

utilization projects initiated by the NUC and individual universities. Nigerian universities are

gradually joining the rest of the world in the use of ICT and EIS in their academic and

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administrative processes. The crucial requirement for connecting Nigerian students

effectively with the information society is substantially improved levels of PC penetration

and low cost Internet connectivity. The low PC penetration and Internet connectivity rates

among Nigerian students at present can be attributed partly to the high cost of PCs. The high

cost of Internet access relative to the average per capital income of Nigerian households, as

well as the non- availability of financing scheme that would make PCs affordable to people in

the lower income groups, including students. The nature and efficiency of information

services provided by a library depends upon the computer facilities it has. If a library lacks

computer infrastructure, then there is every possibility that it fails miserably to meet the

demands of users. In the recent decades, a lot of information has been made available in a

wide variety of formats like CD-ROM, Online databases and e-journals. It becomes necessary

for a library to have adequate computer facilities to serve users.

Advantages of Information and Communication Technologies (ICTs) in Nigerian

University Libraries

Over the years, the introduction of modern Information and Communication

Technologies (ICTs) to library management has drastically changed the technologies and

needed to perform the traditional library operation of acquisition, storage, cataloguing,

dissemination etc. efficiently and effectively. According to Ukachi (2008), the application of

ICT to library services has generally been accepted by academic libraries as the most

effective means of providing timely, accurate and efficient information services. The

application of computers in library services has made provision for the expansion of the

scope of information and services available to library users irrespective of their location; thus

ensuring effectiveness and efficiency in services provided. Given the centrality of computers

to information flow, the use of Information and Communication Technologies (ICTs) to

facilitate research has become indispensable. ICTs are the use of computer and

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telecommunications for the processing and distribution of information in digital, video and

other forms (Morris, 1992).The present information technologies have introduced an epoch of

change, revolutionalizing the way we acquire, process, access, preserve and disseminate

information. It is concerned with generation and dissemination of information using

computers and telecommunications. It is synonymously used with computer applications.

Aina (2005) posits that there is now a paradigm shift among academic libraries all over the

world from the traditional ownership of information materials system to that of access to

electronic information regardless of its location. This new paradigm has opened up a very

new perspective in the library and information environment; paving way for greater and

remote access to information. It has opened the opportunity for increased speed, greater

connectivity, and collaboration, interoperability, greater storage capacity, improved

preservation and overall effectiveness and efficiency in information management. In

addition, this has arisen because of shrinkage in library budgets, growing demands of users

and the escalating cost of journals, which is the major component in any university library

collection.

According to Cochrane (1992), some of the advantages offered to libraries by

computers including the following:

It allows easy integration of various activities;

It facilitates cooperation and the formation of library networks;

It helps to avoid duplication of efforts within a library and between libraries in a network;

It eliminates some uninteresting and repetitive work;

It helps to increase the range of services offered;

It provides marketing opportunity of its services offered;

It ultimately may save and/ or generate money; and

It increases efficiency.

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According to Ugah (2000), computers are very useful in managing library workload

because of increase in the volume of published literature. Computers also assist the library

staff in offering improved and new services in areas such as Current Awareness Services

(CAS) Selective Dissemination of Information (SDI) among others. One of the distinct gifts

of information technology has been the invention of devices with huge storage capacity. CD-

ROMs, DVDs and flash memory cards have changed the face of libraries. Online access to

information has turned many libraries into „‟Virtual libraries‟‟ (Mishra 2000) Libraries are

also changing the way in which information is stored and disseminated to users. The present

revolution of information and communication technologies (ICTs) initiatives are now critical

issues that libraries, especially in the academic environment can no longer afford to fold their

hands if they must continue to remain relevant in this information age. Nwalo (2003) noted

that „‟libraries in Africa including Nigeria are gradually but steadily converting from manual

process to computer based library routines.‟‟

Information and Communication Technologies (ICTs) Skills possessed by Students in

Nigerian Universities

For every business, task and work, skills competencies and training are needed for

efficiency. Such skills and competencies are learnt, developed and sustained through training,

practice and experience. Beck (2002) even equate them by saying, a competency can be

another term for skill. According to Onasanya (1999), skills refer to a form of specialized

skill aimed at providing the trainee with a specialized knowledge, skills and attitudes which

are necessary for effective performance in a given position. Skill refers to the ability to

perform well in a task as result of exposure, training or practice. It is not innately acquired as

one must go through training, exposure and experience to acquire it. That is why a person

who has undergone some extensive training on a particular job and mastered the activity

through length of experience is referred to a skilled person or grouped under the category of

skilled labour (Nnachi, 2007).

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Like other skills, ICTs are acquired through the application of certain strategies.

Library and information professionals need technology skills that go beyond traditional

library practices. This is because in seeking help, the library patron may not know who

computer support staff in the library is and who is a reference librarian. He approaches any

available library staff for whatever help he require in acquiring information. Sometime, more

technical, technology based questions including questions about equipment, software and

connectivity; printing, downloading and e-mailing are being expected or asked at the

reference desk. Library staff therefore needs the ability to discuss knowledgeably with

patrons the finer of file formats and to exhibit the willingness to try the latest version of a

user‟s favourite software (Beck, 2002).

Problems Militating against Students ’Utilization of ICTs in Nigerian University

Libraries

A cursory survey of library services in Nigeria by various scholars such as (Tise 2001,

Oketunji et al 2002, Obajemu, 2004), revealed a catalogue of problems and gaps. These

include a towering infrastructural inadequacy, seemingly insurmountable problems of human

and financial resources, lack of access to necessary information and resources for learning

and poor communication among key players in the libraries in Nigeria.

Due to harsh economic conditions and government apathy to library development in

Nigeria, the state of ICT in University libraries is mediocre. Due to the same economic

conditions and government apathy, the content and quality of services of most Nigerian

University libraries have deteriorated to such a level that the quality of products of such

Universities has also been adversely affected. According to Aguolu and Aguolu (2002), the

position of computer application to libraries in developing countries is, however, a far cry

from that in developed countries. Ogunleye (1997) stated that poor electricity supply,

unfavorable government policy, lukewarm attitude towards the alleviation of the suffering of

the academic institutions, high cost of importation of ICT facilities and insufficient fund

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allocation are some the problems that hinder ICT use in the library. This view affirmed by

Obajemu (1996), Ajala (2000), Majid (2001), Odunsanya (2001), and Adeyemi (2002).

Oketunji, Daniel and Okojie (2002) indicated lack of telecommunication/telephone facilities

and internet accessibility in their of the use of ICT facilities in Nigeria libraries. Shaw (1982),

Adeyemi (1983) and Chisenga (2004) opined that lack of budget provision for the purchase

and maintenance of ICT facilities by parent organizations and library management have

greatly hindered the libraries. Even the meager approved fund, which could have been used

for the development of the library including ICT according to Ayo (2001), tends to be

diverted.

Adeyemi (1983) stated that accommodation could be a problem where new

accommodation is required or the old ones modified to house new ICT facilities as the library

management may not follow the laid down procedure for effective use of ICT in the library

which leads to frustration. Similarly, Ochai (2000) confirm that the poor state of the library

and library services in Nigeria is no longer news. The empty library shelves or the outdated

books on the shelves say it all. The dilapidated library buildings complete the story. These

cases depict the funding problems being experienced by all Nigerian libraries. Dankwa

(2004) informed that the use of ICT facilities such as networking, trunking, cabling,

networking cards software administration and the maintenance of the file servers are capital

intensive. The funds are usually not available for libraries.

Aguolu and Aguolu (2002) revealed that library computerization has been a topical

issue in Nigeria for long. It has generated a lot of seminars, and writings but not much

actualization appears to have taken place. For Oketunji (2000) it is lack of technical support

staff. Adeyemi (2002) states that the mobility rate of System Analysts employed in the

University libraries is very high due to poor remuneration. Dada (1994) asserted that fear and

anxiety hinders ICT skill acquisition by some library staff.

22

Another problem militating against the development of ICT in University libraries is

the negative, laissez-faire attitude of lecturers, students, and even librarians. They feel that

the government or their employers should train them in ICT. This is a wrong conception and

belief. Igberia et al., in Popoola (2002), argue that there is widespread of fear and negative

attitudes that have slowed the progress of ICT implementation. Aina (2004), while admitting

the high cost of ICT training, says librarians must do something:

Given the fact that the cost of training is enormous and only few employers

could afford to send staff on training on a regular basis, there should be the

possibility of improving one‟s career from ones workplace. Down town and

roadside computer schools, business centres and cybercafés now exist in the

major towns and cities of Nigeria, with facilities for training in ICT. (p.4)

Omekwu, (2002) discussed the challenges of information system in modern libraries and

observed that hi-tech information systems have influenced all spheres of human endeavour.

They are used in high-speed supersonic jets, warplanes, industrial machines, weather

forecasting, medical research, food processing, warehouse control, space travel, etc.

Possible Solutions to Problems and Strategies for Enhancing the Effective Utilization of

ICTs in University Libraries

According to Onyeneke (2007), Information and Communication Technologies

(ICTs) provide innumerable opportunities in enhancing the quality and quantity of library

services in tertiary institutions. Despite those benefits, the ICTs have not been widely and

fully exploited in library services in our tertiary institutions. Policies have been formulated

and practical actions initiated in some quarters all in the effort to integrate ICTs in our

academic environments but the full realization of these projects are light years away. A

factor such as lack of funds, computers, internet, network facilities and even technical

expertise adversely affects the adequacy and effective use of the few ones available. For

Nigeria to catch up with the rest of the world, ICT must be priority in our tertiary institutions.

In the light of the solutions to factors militating against the effective utilization of ICTs in

libraries, the following are very essential:

23

Computers should be used tools of effective teaching, learning, research and

information delivery services. In other words, our tertiary institutions should be well

equipped with adequate, functional and well-furnished computer laboratories, especially in

the library, with internet facilities for students and lecturers to use.

Government should provide adequate infrastructure to ensure enabling environment

for the use of ICTs. Also government should at all levels make ICTs as a matter of priority;

provide the funds specifically needed for the training of both lecturers and students in

computer education who will in turn affect it in their research outputs. Some of the inhibitors

of information technology are inadequate communication facilities, as well as constant supply

of market for information and knowledge, and also electricity supply. So far, government has

taken bold steps in liberalizing the market in the telecommunication industry and this has

created competition and increased the bandwidth access as well as the speed of data and

information transfer. Also, efforts by government toward improving the electricity supply

nationwide should be sustained to yield meaningful result.

Collaboration among institutions performing similar functions is pertinent, especially

in this age of fast growing development in ICT and limited resources locally. Libraries of

tertiary institutions in Nigeria should collaborate with each other and with other institutions

as Federal Ministry of Education and the National University Commission in order to be able

to share resources and exchange information.

There is need also for policies that deregulate satellite communication and other

telecommunication links, and cross-border data flow.

Students should be exposed early enough to the application of ICTs and encouraged them to

apply it in their researches. There should be continuous and periodic training of computers

and ICT skill acquisitions.

24

Aguolu and Aguolu (2002) asserted that, computers have great potentials for use in

the library. They are well-established features of modern libraries in developed countries, but

financial, infrastructural, technical and staffing inadequacies, which characterize developing

countries, are major constraints on wide spread use of computer in Nigerian libraries.

Ezugwu (2006), made the following recommendations to these challenges that there should

be orientation and workshops organized for some few days to enable some older lecturers

share ideas with newly recruited members. Mezieobi (2006) in support of this stated that:

Seminars, conferences, workshops and in service training are to be

invigorated as to extend teachers knowledge based and information of

ICT education programme. That there should be total retraining of every

academic staff in Information and Communication Technology, 186.

Proffering further measures, Mohammed (1999) was of the view that we must understand that

creating computer awareness meant much were than paying lip-service to this new

technology. He further noted that heavy investment is imperative as there is need to change

the traditional educational structure available in the country, or at least, complement same

with the introduction of those subjects that would assist people to fully understand and

embrace the new technology. He also suggested that Information Technology or

„‟Informatics‟‟ as it is often referred to should be introduced as disciple in our academic

institutions of higher learning

Review of Empirical Studies

This section concerns with some reviews of empirical studies done in the areas of

ICTs in University libraries by different authors. Among these studies is the work done by

Okafor (2010), on the Availability and Accessibility of Information Services for Academics

in Federal University Libraries: Implication for Information Delivery. The study was a survey

design. A sample was drawn from population of 13 federal universities in southern Nigeria,

291 lecturers in science and engineering faculties. Data collection was through a self-

administered questionnaire. A stratified sampling six universities were selected for the study,

25

two universities from each zone. The sampling took cognizance of geopolitical location in

the country. The study evaluated the status of Information and Communication Technologies

(ICTs) with the view to identifying the progress, prospects and problems. The findings

revealed that the academics use computer services, personal communication with colleagues

and browsing through current journals to keep abreast of the current issues in their fields. The

findings revealed that some library services are not much available in the university libraries.

The study disclosed that the University libraries do not meet up the researchers‟ information

needs.

The researcher made the following recommendations:

(a) University libraries should have internet connectivity.

(b) Training of librarians and library staff on different aspect of information technology,

(c) User education should include having computer laboratory for practice,

(d) Employing staff in different language areas for translation of documents to different

languages,

(e) Establishment of information in the library and open access to library resources

include online services and OPAC etc.

A related study carried out by Ukanu (2008) on Utilization of Information and

Communication Technology Facilities in Nigerian University Libraries. The study was a

survey research. The population was the first, second and third generations University

Libraries of Southern and Northern States of Nigeria, making a total number of 600

respondents. The questionnaire instrument was used for data collection, 590 respondents duly

completed the questionnaire and sample percentage was used to analyze the magnitude of

response, while t-test analysis was used to test the null hypothesis at 0.05 level of

significance. A sample was drawn from population of 13 universities in Southern and

Northern Nigeria. The study revealed that Nigerian university libraries used ICT facilities for

26

the provision of library and information services, and that there is no significant difference

between Southern and Northern university libraries in their utilization of ICT facilities with

respect to location. The researcher recommended the following strategies in order to ensure

effective use of ICT facilities:

ICT facilities on Installation and Monitoring Committee (IMC) should be set up in

Nigerian university libraries to include staff and users. Some of the responsibilities or

functions of the committee should be to inspect installations, maintain and repair broken ICT

facilities for effective utilization.

There should be appropriateness of the technology. That is, the ICT facilities installed should

be suitable to the local and socio-cultural context of the library environment and, these

facilities should be appropriate to the needs of the library.

Edem (2008) equally carried out a study on the use of information and

communication technologies (ICTs) among librarians in selected Nigerian university libraries

in the south- south zone. The researcher examined the centrality of computer to information

flow, the used of information and communication technology (ICT) to facilitate has become

indispensable. The research methods adopted for this study was the social survey research

methods. A total of 25 questionnaires were personally administered to all the respondents in

the four universities under study. There was 100% response rate because the researcher

persuaded the respondents to complete them on the spot and she collected them immediately.

Four of the nine Federal and State universities in the South-South zone of Nigeria were

randomly selected for the study. These are the Universities of Calabar (UNICAL), University

of Uyo (UNIUYO), Cross River State University of Technology (CRUTECH), Calabar, and

River State University of Science and Technology, (RSUST), Port Harcourt. 25 Readers‟

Services librarians in the selected Universities constituted the sample for the study. In this

study, the level of the use of computers was measured in terms of experience, frequency of

27

use and accessibility. The major obstacles to effective use of computers include inadequate

skills in the use of computers, incessant power failure and lack of awareness to computer

potentials. From the findings arising from the study, the inevitable conclusion one arrives at

in this study is that librarians have not taken adequate advantage of computer in relation to

their work.

In the same vein, Ani and Bassey (2008) carried out a study on Availability and

Utilization of Information and Communication (ICT) in Nigeria Law libraries for sustainable

development. The study investigated the level of availability and utilization of ICT in

Nigerian Law libraries as a tool for quality and productive legal education and practice. Data

for the study were collected using questionnaire survey. Analysis of findings indicate

considerable progress with 17 (63%) of paper recommends effective human capacity building

programme and user education on ICT for sustainable adoption and the utilization in Nigerian

Law libraries. The research instrument used for data collection was the questionnaire survey.

A pre-test was conducted in the University of Calabar library, Calabar. The validated

questionnaires were posted to 44 law librarians using attendance list of national workshop

organized for law librarians on the accreditation of law programmes in Nigeria held in

Nigeria Institute of Advanced Legal Studies, University of Lagos Campus from June 21-23,

2005 obtained by one of the authors. Twenty-seven (27) duly signed completed

questionnaires were retrieved with response rate of 61.4% and used for data analysis. From

the results, photocopying machines are available in most responding libraries (23.1%) for

library users to reproduce relevant teaching, learning and research materials for home use.

The availability of internet (12.1%), CD-ROM databases (9.9%) and relevant computer

network in Nigeria law library has shown that, there is a shift in the reliance of the traditional

printed information by the legal practitioners in Nigeria to the modern electronic information

resources. Internet connectivity in law libraries has many positive implications for teaching,

28

learning and research in legal education, and practice of the profession in general in the

country. The study recommended effective human capacity building and usual education

programmes for sustainable adoption and utilization in Nigerian law libraries. Besides, the

proprietors of law libraries in Nigeria should increased their level of funding towards

enhanced participation in the global ICT integration.

Students in federal university libraries in North-Central zone of Nigeria relates these

studies to this work hence it will assess the utilization of information and communication

technologies (ICTs).

Summary of the Literature Review

The review of the literature was based largely on documentary sources, many of

which consisted of journal articles, text- books, conference proceedings, seminar/worksop

papers, articles from the Internet and other relevant publications.

The literature clearly revealed that Information and Communication Technologies

(ICTs) are increasingly revolutionalizing the world of information; changing the way in

which information is acquired, stored, preserved, accessed and retrieved. Ezeani (2010)

quoted Dempsey, Lorcan (2006) in agreement to this assertion explained that over the last ten

years we have witnessed the convergence of the human-readable Web with increased

connectivity. According to the author, the world is flatter because computing and

communications are more pervasive of our working and learning lives: we create, share and

use digital content and services as no generation in the past has been known to and the

application of ICTs has brought tremendous advantages to libraries. In realization of the

aforementioned and bearing in mind the onerous tasks students faces in utilizing ICTs for

their research work and its outputs, there is then an urgent need to investigate effect of ICTs

on research output of students, and the information generated is expected to give useful

29

insight into the extent by which ICTs has affected their output. As a result of this, the present

study becomes imperative.

30

CHAPTER THREE

RESEARCH METHODS

This chapter describes the method(s) that will be in the research, which include the

research design, area of study, population of the study, sample and sampling technique,

instrument for data collection, validation of instrument, method of data collection and method

of data analysis.

Research Design

The design adopted for this study is a descriptive survey. This design is chosen for

this study because a descriptive survey research is fact-finding in nature. It focuses on

selective dimension of a phenomenon and measures them in a systematic and precise manner,

(Eboh, 2009). It is appropriate for this research because this study is set out to identify and

describe the Utilization of Information and Communication Technologies (ICTs) by Students

in Federal University Libraries in North-Central Zone of Nigeria.

Area of the Study

The area of the study is the North-Central States of Nigeria. The North-Central States

are located in the middle of Nigeria. It stretches approximately between longitude 3o

55″ East

and latitude 60

56″ North. The West binds it by the Republic of Benin; in the North, Kebbi,

Zamfara, Kaduna and Bauchi States; to the East by Taraba State; and to the South by Oyo,

Osun, Ekiti, Edo, Ebonyi, Enugu and Cross River States. These North-Central states are six

and FCT. They include Benue, Kogi, Nasarawa, Niger, Plateau, Kwara and (FCT) Abuja.

Specifically, the study will cover all the Federal Universities in the North-Central geo-

political zone of Nigeria. Educationally, this zone has five Federal Universities, four State

Universities and four Private Universities.

31

Population

The entire population of One hundred and fifty (150) comprises of students, the five

(5) University Librarians and ICT Specialists/ System Analysts of the Federal Universities in

North-Central Zone of Nigeria. These Universities include; University of Abuja, Federal

University of Agriculture, Makurdi; Federal University of Technology, Minna; University of

Jos and University of Ilorin. Refer to appendix A for the table of distribution of respondents

by institutions.

Sample and Sampling Technique

All the respondents as shown in the table above will be purposively selected as sample for

the study. For the fact that these subjects are small and accessible to the researcher, there

would be no need for sampling.

Instruments for Data Collection

The instruments for this study will be the researcher-developed questionnaire. The

questionnaire titled Utilization of Information and Communication Technologies (ICTs) by

Students in Federal University Libraries Questionnaire (UICTSULQ) (Appendix A). The

questionnaire was designed for this study by the researcher in line with the five research

questions guiding the study.

The questionnaire was divided into two parts. Part one (1) was specifically designed

to elicit relevant background information about the respondents. Part two (2) dealt with

sections on items raised from the research questions of the study. It is a close-ended

structured questionnaire in that respondents would be provided with optional answers from

which they can make their choice(s). They were required to tick [√] in the boxes provided.

Section A contained the students general information, while section B dealt with

research question 1 which contained 31 items on the availability of ICT facilities required by

students. Respondents were expected to tick either AV= Available, NA= Not Available.

32

Question 2 also dealt with accessibility of ICT, and had 31 items which sought to know

accessibility of facilities. It also had an AV= Available, NA=Not Available answer type.

Question 3 had 31 questions devoted to the competencies possessed by students, which were

VHE=Very High Extent, HE= High Extent, LE= Low Extent, VLE= Very Low Extent.

Research Question 4, which had 13 questions and with an option of VHE=Very High Extent,

HE= High Extent, LE= Low Extent, VLE= Very Low Extent sought to know the benefit of

ICT. Research Question 5, had nine questions that dealt with factors militating against the use

of ICT and strategies that can be adopted to solve the problems of various students. It also

provided for personal suggestions from respondents. .

Validation of the Instrument

To ensure that the questionnaire to be used for this study was valid, the researcher

gave copies of draft questionnaire to his supervisor in addition to two other experts in the

researcher‟s field of study (Library and Information Science) for face validation. The

supervisor indeed validated the questionnaire items and two other experts in the field in terms

of: Clarity of instruction to the respondents; proper wording of items; appropriateness and

adequacy of the items for the study and to add any other item(s) which is/are relevant but was

not included in the instrument and to remove irrelevant or ambiguous statement in order to

improve the strength and structure of the items.

The observations, comments, criticism and recommendations of the research experts

served as a guide to modifications of items in the instrument.

Procedure for Data Collection

The researcher administered the instruments to the respondents with the help of

three trained research assistants. This was done by giving the research assistants detailed

instructions on how to carry out the data collection. The questionnaires were distributed and

collected back immediately to ensure a high return rate.

33

Method of Data Analysis

In analyzing the data, the research questions formed the basis of data analysis. Data

gathered was orderly organized in tabular forms to indicate raw scores which were converted

into percentage and frequencies. The results were deduced by compiling the percentages and

frequencies. Simple percentages were calculated in the data analysis with the following

formula:

P

N 100

Where N = number of respondents, Where P = total Population of study.

Mean values on the other hand were computed using the formula

X = ∑N

X

Where X = Mean

∑ = Sum (total) of values

X = Scores (individual items)

N = Total number of items

Limits of real numbers will be used in arriving at the decisions.

Using the four-point Likert type scale, a midpoint mean of 2.5 which is the criterion mean

was accepted as a positive response. This point was chosen because the average of the

individual mean score is 2.5 4

1234 = 2.5

34

CHAPTER FOUR

PRESENTATION OF DATA

In this chapter, the results of data analysis are presented. This is done with reference

to both the research questions and the questionnaire formulated to direct the study. Out of the

one hundred and fifty (150) copies of questionnaires that were issued out, one hundred and

forty (140) representing 99.33% were filled and returned by the respondents which were used

for the analysis. A total of 10 questionnaires (6.70%) were however lost. They returned

questionnaires were organized and analyzed by means of mean ( X ) and percentages (%) for

the analysis. The table of distribution and return of questionnaires is presented in the table

below.

Table 1: Distribution of questionnaires among the universities

University Number

distributed

Number

returned

Number

lost

Percentage

Returned

University of Abuja 30 26 4 17.33

Federal University of Agriculture,

Makurdi

30 30 0 20.00

Federal University of Technology,

Minna

30 30 0 20.00

University of Jos, Jos 30 30 0 20.00

University of Ilorin, Ilorin

30 24

6

16.00

Total 150 140 10 93.33

35

Research Question 1: Which of the following ICT facilities are available in the university

libraries?

Table 2: Respondent’s view on availability of ICT facilities to students in various universities

in north-central zone

S/N ICT FACILITIES A (%) NA (%) Total Dec.

A COMPUTERS

1 Laptop Computer 92 66.0 48 34.0 100 A

2 Palmtop 45 32.0 95 68.0 100 NA

3 Desktop Computers 127 91.0 13 9.0 100 A

4 Notebook Computers 13 9.0 127 91.0 100 NA

B STORAGE DEVICES

5 Magnetic Disk 75 54.0 65 46.0 100 A

6 Floppy Disk 102 73.0 38 27.0 100 A

7 CD ROM 109 78.0 31 22.0 100 A

8 DVD ROM 112 8.0 28 2.0 100 A

C NETWORKS

9 Local Area Network (LAN) 107 76.0 33 24.0 100 A

10 Wide Area Network (WAN) 108 77.0 32 23.0 100 A

11 Internet Network/Facilities 124 89.0 16 11.0 100 A

D OUTPUT DEVICES

12 Printers 111 79.0 29 21.0 100 A

13 Monitor (Screen) 122 88.0 17 12.0 100 A

14 Speakers 101 72.0 39 28.0 100 A

15 Plotters 27 19.0 13 81.0 100 A

16 Photocopying Machine 120 86.0 20 14.0 100 A

17 Digital Cameras 24 17.0 116 83.0 100 NA

18 Scanners 111 79.0 29 21.0 100 A

19 Computer Output Microfilm

(COM)

38 27.0 102 73.0 100 NA

E TELECOMMUNICATION

FACILITIES

20 Telephone/GSM 89 64.0 51 36.4 100 NA

21 Television 69 49.2 71 51 100 NA

22 Telex 32 23.0 108 77.1 100 NA

23 Facsimile 40 29.0 100 71.4 100 NA

24 Teleconferencing 9 6.4 131 94.0 100 NA

25 E-mail 133 95.0 7 5.0 100 A

26 World Wide Web (www) 134 96.0 6 4.3 100 A

Key: A=Available, NA= Not Available

The table presented in table1 above shows that the ICT facilities identified as

available in the libraries under study include, Computers such as, laptop and desktop, Storage

Devices, Networks, Output Devices and Telecommunication facilities such as, magnetic disk,

36

floppy disk, CD- ROM, DVD- ROM, LAN, WAN, internet network, printer, monitors,

speakers, photocopying machines, scanners, telephone/GSM, television, e-mail and world

wide web. This is based on the “available‟‟ percentage of more than 50% considered to be

available while those with less than 50% are considered to be “not available‟‟. On the other

hand, from the analyzed data, it was gathered that such ICT facilities like palmtop computers,

notebook computers, Out Put Devices such as plotters, digital camera and

Telecommunication facilities like telex, facsimile, teleconferencing are considered not to be

available respectively.

37

Research Question 2: What is the extent of students‟ utilization of ICT facilities in the

library?

Table 3: Respondent’s view on extent which, students utilize ICT facilities in university

libraries

S/N ICT FACILITIES VH E HE LE VLE MEAN DECISION

A. COMPUTERS

1 Laptop Computer 81 39 9 11 3.36 A

2 Palmtop 24 15 48 68 2.18 R

3 Desktop Computers 108 2 6 6 3.64 A

4 Notebook Computers 14 13 41 72 1.78 R

B. STORAGE DEVICES

5 Magnetic Disk 64 41 16 19 3.07 A

6 Floppy Disk 68 41 18 13 3.17 A

7 CD ROM 58 52 17 12 3.1 A

8 DVD ROM 68 41 19 12 3.17 A

C. NETWORKS

9 Local Area Network (LAN) 92 23 13 10 3.37 A

10 Wide Area Network (WAN) 78 31 14 17 3.21 A

11 Internet Network/Facilities 72 35 22 11 3.2 A

D OUTPUT DEVICES

12 Printers 102 27 6 5 3.61 A

13 Monitor (Screen) 97 26 11 6 3.52 A

14 Speakers 30 41 49 20 2.57 A

15 Plotters 16 26 29 70 1.92 R

16 Photocopying Machine 86 39 15 10 3.57 A

17 Digital Cameras 9 17 56 60 1.85 R

18 Scanners 58 60 14 8 3.2 A

19 Computer Output Microfilm

(COM)

12 23 41 63 1.87 R

E. TELECOMMUNICATION

FACILITIES

20 Telephone lines 107 44 12 11 4.25 A

21 Television 32 49 28 31 2.58 A

22 Telex 12 13 43 72 1.75 R

23 Facsimile 10 5 44 75 1.55 R

24 Teleconferencing 0 0 7 133 1.05 R

25 E-mail 116 17 4 3 3.75 A

26 World Wide Web (www) 113 20 4 3 3.73 A

Key: A=Agree, R=Reject

Table 3 above shows that the problems militating against effective utilization of ICT facilities

in the university libraries under study include: lack of ICT facilities, lack of funds, lack of capacity

or competence of personnel, inadequate and epileptic power supply, high tariff in

38

telecommunication and computer importation in the country and lack of policy framework on ICTs

in the country. These had mean weight of 2.69, 3.07, 2.75, 3.62, 2.77 and 2.50. Table 3 above

shows that respondent agreed that students utilize some of the ICT facilities in the university

libraries to a very high extent. This shows that, laptop and desktop computers had mean scores of

3.36 and 3.64; ICT facilities of Storage Devices such as magnetic disk (3.07), floppy disk (3.17),

CD-ROM (3.1), DVD-ROM (3.17); Networks such as Local Area Network-LAN (3.37), Wide

Area Net-WAN (3.21), internet network (3.2); Out-Put Devices like printers (3.61), monitors

(3.52), photocopying machines (3.57), scanners (3.2), Telecommunication facilities like telephone

lines (4.25), e-mail (3.75), World Wide Web (3.73). On the other hand, ICT facilities such as,

palmtop and notebook computers which have mean scores of 2.18 and 1.78, speakers (2.57),

plotters (1.92), digital cameras (1.85), computer output machines (1.87), television (2.58), telex

(1.75), facsimile (1.55), teleconferencing (1.05) are utilized not in a very high extent but in high

extent, low and very low extent respectively.

39

Research Question 3: What are the various ICT skills possessed by students in the

university?

Table 4: Respondent’s view on the level of ICT skills possessed by students in the

universities

Key: VGE=Very Great Extent, GE=Great Extent, LE=Little Extent, VLE= Very Little

Extent, DEC. = Decision

Table 3 above shows the extent to ICT skills possessed by students in the various

universities under study. The mean response shows that, the students possess all the skills to a

very great extent in items 6, 7, 12, 13 better than the others. However, respondents disagreed

on items, 5, 14, 16,17,18,21 and 22. These had the calculated mean scores of 1.77, 2.45, 1.78,

1.73, 1.96, 1.92 and 1.78 which are below the benchmark of 2.5 indicating that they disagree

with acquisition of ICT skills. For the rest of the skills, the result shows the mean values of

S/N ICT FACILITIES VGE GE LE VLE MEAN DEC.

A. INPUT/OUTPUT SKILLS

1 Typing skills 25 55 47 13 2.65 A

2 Scanning skills 42 38 28 25 2.62 A

3 Printing skills 53 34 30 23 2.83 A

4 Photocopying/Cyclostyling skills 31 46 29 34 2.52 A

B. STORAGE DEVICES

5 Web design 10 16 47 67 1.77 R

6 Sending E-mail 61 51 13 15 3.12 A

7 Opening/Browsing a web site 65 44 15 16 3.12 A

8 Downloading/Saving a web page 42 58 24 16 2.92 A

9 Computer Networking 36 45 31 29 2.64 A

10 Web-linking 32 28 40 40 2.37 A

11 Trouble-shooting 32 35 36 37 2.44 A

12 Internet surfing skill 60 49 20 11 3.12 A

C. Application software/Program

13 Word processing program 62 44 21 13 3.39 A

14 Database program 27 47 29 37 2.45 R

15 Spreadsheet program 34 43 42 19 2.62 A

16 Project Management Software 11 14 49 66 1.78 R

17 Desktop Publishing program 7 16 50 67 1.73 R

18 Graphic program 10 26 53 51 1.96 R

19 Internet program 48 44 22 26 2.81 A

21 Statistical Analysis program 11 15 67 47 1.92 R

22 Computer Language programming

program

11 16 44 70 1.78 R

40

2.65, 2.62, 2.83, 2.52, 2.92, 2.64, 2.37, 2.44, 2.45, 2.62 and 2.81 indicating that they possess a

great extent of the skills.

Research Question 4: What are the factors militating against the effective use of ICTs by

students in the university libraries?

Table 5: Problems militating against the effective use of ICT facilities by students in the

university libraries

Key: SA=Strongly Agreed, A=Agreed, D=Disagreed, SD=Strongly Disagreed

The table 5 reveals the respondents‟ views on problems militating against the

effective use of ICT facilities by students in the university libraries. Responses show the

mean values ranging from 2.3 to 3.62. The respondents strongly agreed with items 2 and 4

(lack of funds and inadequate & epileptic power supply) as the greatest problems militating

against the effective use of ICT facilities by students in university libraries. They agreed that

the rest of the problems listed ranging from item 1, 3, 5 7 and 8 with mean scores of 2.69,

2.75, 2.77, 2.50 and 2.3. They disagreed more on items 6 (2.49), they strongly disagreed on

the rest of items minimally.

S/N FACTORS AGAINST USE OF ICTS SA A D SD MEAN DECISION

1 Lack of ICT facilities 27 65 26 22 2.69 A

2 Lack of funds 67 23 34 26 3.07 A

3 Lack of capacity/competence 24 71 31 14 2.75 A

4 Inadequate and epileptic power supply 100 31 6 3 3.62 A

5 High tariff in telecommunication/computer

importation in the country

34 62 23 21 2.77 A

6 Inadequate number of effective internet service

providers (ISP)

24 45 47 24 2.49 R

7 Lack of Policy framework on ICTs in the

country

31 42 34 33 2.50 A

8 Lack of ICT centres in the University and the

Nation at large

20 41 40 39 2.3 R

41

Research Question 5: How can these problems in Q4 be solved?

Table 6: Strategies for improvement and proffered possible solutions to the problems

Key: SA=Strongly Agreed, A=Agreed, D=Disagreed SD=Strongly Disagreed

The table above shows the various strategies that could be adopted as possible

solutions to the problems militating against effective utilization of ICT facilities in the

university libraries. The respondents strongly agreed that all the strategies listed above could

be adopted for effective solutions to the enumerated problems. These strategies include

proper ICT seminars/workshops in the universities (3.42), provision of sufficient ICT

facilities (3.72), government support on provision of stable power supply (3.24), reduction of

telecommunication/computer importation tariffs (3.07), provision of adequate and effective

internet services provider and more cyber cafes (3.09), establishment of National Research

Centre for ICT (3.22), while others agreed that provision of grants and aids by government

and university (2.94) and staff training and orientation (2.95) could be possible solutions.

S/N SOLUTIONS TO THESE PROBLEMS SA A D SD MEAN DEC.

1. Proper ICT seminars/workshops in the

university

80 47 5 8 3.42 A

2. Provision of sufficient ICT facilities 54 69 12 5 3.72 A

3 Provision of grants and aids by the government

and university

49 52 21 18 2.94 A

4 Staff training and orientation 49 50 26 15 2.95 A

5 Government support on provision of stable

power supply

71 41 19 9 3.24 A

6 Reduction of telecommunication/computer

importation tariffs

62 42 20 16 3.07 A

7 Provision of adequate and effective internet

services provider and more cyber cafes.

58 48 24 9 3.09 A

8 The National Information Technology Policy to

be revised.

44 66 18 12 3.01 A

9 Establishment of National Research Centre for

ICT

68 47 14 11 3.22 A

42

CHAPTER FIVE

DISCUSSION OF FINDINGS, IMPLICATIONS, CONCLUSION AND

RECOMMENDATIONS

This chapter discusses the result of the findings presented in the previous chapter; the

implications with respect to the findings, conclusions are also drawn from the major findings,

recommendations, limitations of the study and suggestions for further research highlighted.

Discussion and Interpretation of the findings:

The discussions of the results of the study were followed according to the problems which the

research questions sought to answer. The study was discussed according to the following sub-

headings:

Availability of ICT facilities to students in various universities in North-Central zone

of Nigeria.

Extent of which students utilize ICT facilities in university libraries.

The level of skills possessed by students in the universities.

Problems militating against the effective use of ICTs by students in the universities.

Solutions to the problems and strategies for improvement of ICT usage by students in

the universities.

Availability of ICT facilities in libraries of various universities in North-Central zone of

Nigeria

The findings of the study shown in table 2 revealed that, most of the ICT facilities are

available in the various university libraries understudied. They include Computers, Magnetic

Disk, Floppy Disk, CD-ROMs, DVD-ROMs, Printers, Scanners, Monitors, Speakers,

Plotters, Photocopiers, Microfilms, Telephone Lines, Television, E-Mail and World Wide

Web (www). Also, networks such as LAN (Local Area Network), WAN (Wide Area

Network) and Internet network facilities were available to the respondents. Though, some of

the facilities available in these libraries are not functional, only digital cameras, Telex,

43

Facsimiles and Teleconferencing are not available. This agrees with Dirisu (2009) who

posited that, ICT facilities available in academic libraries are Computers, Microforms,

Photocopiers, CD-ROM, Databases, Videotapes, Audiotape, Internet and Printers. Anunobi

(2005), in a study on ICT availability and use in Nigerian university libraries found that,

majority of the libraries have personal computers and that CD-ROM, LAN, Internet are of

average usage while WAN, FAX and OPAC are not widely available. The finding negates the

study by Edem, (2007) which indicates that computer/Internet was not extensively used by

librarians and the level of use was very low. This is in agreement with the findings of Gbenga

(2000) that there is gross inadequate provision of ICT facilities and equipment. In line with

this also, were Echezona (2005), Gambari and Chike-Okoli (2007) that, there were

inadequate provision of ICT facilities in higher institutions in Nigeria and that there is no

significant difference between the availability and extent of effective use of ICT facilities

and equipment for teaching and research purposes.

Extent to which students utilize ICT facilities in university libraries

Research question two was intended to find out the extent at which students utilize

ICT facilities in university libraries. From table 3, it is observed that the mean score of the

respondents on these ICT facilities mentioned were more than the 2.50 criterion mean

indicating that, ICT facilities such as Storage Devices, Output Devices and

Telecommunication facilities were utilized. This is in line with the findings of Edem (2007)

who in a study on the use of ICTs in selected university libraries found that, majority of

respondents use computers for word processing and Internet search. This also corroborates

Gama (2008) that ICT facilities can be used for different purposes such as academic, leisure

or fun etc. A user for instance may use Internet for fun apart from academic purposes.

Also in line with Nworgu (1991) who postulated that ICT application runs through the

entire gamut of the educational research process, which comprises conceptualizing a

44

problem, reviewing literature, formulating hypothesis, designing an investigation, collection

of data, analyzing the data, drawing references from the analysis and reporting or

communicating the results of the investigation.

Level of ICT skills possessed by students in the universities

Findings from the study as revealed in the table 4 indicate that, the students claimed to

have possessed all skills listed. The students possess all the skills to a very great extent in

areas of sending e-mail, opening/browsing a web page, Internet surfing skill and word

processing program than the others. However, in skills like typing, scanning, printing,

photocopying/cyclostyling, downloading/saving a webpage, computer networking, web-

linking trouble-shooting, database program, spreadsheet program and Internet program

records an above average mean rate. Skills in Web design, Project management software,

desktop publishing program, graphic program, statistical analysis program and Computer

language programming program records a minimal mean rate less than the 2.50 benchmark.

This is in agreement with Aina (2003) as cited in Edem (2008) that, a librarian as information

provider should acquire skills such as: expert knowledge of information source;

understanding the information intricacies of the process of information transfer and a special

understanding of information barriers; understanding the need of users and converting them

into effective search strategies; knowledge of information technology to enhance organization

and dissemination of information; ability to retrieve valuable information from huge sea of

open, multicultural, multilingual, almost uncontrolled and ever-growing repository of

information (data mining); technological skills are required by the librarians to appreciate the

influx of new technologies into the arena. This means that, it is essential for librarians to have

the basic knowledge of information technology etc.

45

Problems militating against the effective use of ICT facilities by students in the

university libraries

From the result of the study as presented in table 5 and aimed at identifying the

factors militating against the effective use of ICT facilities by students in the university

libraries, the following factors were identified: lack of ICT facilities, lack of funds, lack of

capacity/competence, inadequate and epileptic power supply, high tariff in

telecommunication/computer importation in the country, inadequate number of effective

Internet Service Provider (ISP),lack of policy framework on ICTs in the country and lack of

ICT centres in the university and the nation at large.

The findings corroborates with Nworgu (2006) that the following challenges against

the effective utilization of ICTs in educational research among others include lack of ms

capacity/competence, lack of facilities and lack of funds. Madu & Adeniran in 2000, Adediji,

2001 as cited in Gama (2008) on problems associated with ICTs application and utilization in

university libraries in Nigeria enthused that, the problems of ICTs especially in library setting

are seem as common problems to developing countries. Such problems could be classified

under economic, manpower, political, capital, geographical isolation, socio-cultural and

exposure.

In support of this is Nwidum (2006) which is of the view that lack of necessary

infrastructures such as computers, electricity, good communication networks, high cost of

GSM, telephone lines, poverty, inadequate trained professionals, computer illiteracy and

inadequate number of effective ISP were among the factors that militates against the effective

use of ICTs in lecturers and students output. Also in the same vein, Uzodimma (2006)

corroborates the last problems that, cost, weak infrastructures, lack of skills, limited access to

Internet, and irregular power supply are factors militating against the effective use of ICT

facilities in university libraries.

46

Strategies for improvement of ICTs usage by students in the universities

On the proffered solutions to the problems and strategies for improvement of ICT

usage by students in the universities, the respondents as shown in table 6 adopted most of the

strategies suggested ranging from proper ICT seminars/workshops in the universities;

provision of sufficient ICT facilities; provision of grants and aids by the government and

universities; staff training and orientation; government support on provision of stable power

supply; reduction of telecommunication/computer importation tariffs; provision of adequate

and effective Internet service provider and more cyber cafes; the National Information

Technology Policy to be revised and establishment of National Research Centre for ICT.

The present finding is in agreement with Agboola (2009), Onyeneke (2007) and Audu

(2006) who were of the view that there should be restructuring of the yearly orientation

programme to meet the information use and retrieval needs of library users; tertiary

institution should be well equipped with adequate, functional and well furnished computer

laboratories, especially in the library, with internet facilities for students and lecturers to use;

government should provide adequate infrastructure to ensure enabling environment for the

use of ICTs, more Internet facilities be made available to the students and students be taught

Internet skills. This is collaborated by Amkpa and Abba (2010) and Onasanya (1999) who are

of the view that, government should increase stability of and supply of electricity to meet the

demand and that, training methods like lecture, group discussions etc. should be used as a

remedy.

Implications of the study

The implication of the study is based on the findings and discussions. Information and

communication technologies (ICTs) are of immense benefit to students, lecturers, librarians

and institutions of higher learning.

47

This study revealed that, most of the ICT facilities identified and that are commonly

used by library users in the course of information seeking, processing and retrieval are

available which include the following, Laptop computers, Desktop computers, Magnetic

Disk, Floppy Disk, CD-ROMs, DVD-ROMs, Internet network facilities, Speakers, Printers,

Monitors, Photocopiers, Scanners, Telephone Line(s), Television, E-mail and World Wide

Web (www). What this implies is that, most of the ICT facilities in the various libraries are

available and accessible to students. Though, some of the challenges of ICT skills

development may pose as a hindrance. However, if they are properly handled, information

service provision to patrons will be better provided.

The study also revealed that, majority of the students claimed to have possessed the

skills in typing skills, sending e-mail, web-linking, Internet surfing skill, word processing

program, database, and spreadsheet program. While the students are not too skillful in

scanning skills, printing skills, photocopying/cyclostyling skills, web designing,

opening/browsing a web site, computer networking, troubleshooting, project management

software, desktop publishing program, graphic program, statistical analysis program and

computer language programming program. The implication is that there is need for adequate

training and improvement in these skills.

The findings on the extent ICTs have affected students output which reveals that

ICTs have great effect on students research output. This also signifies that a major

transformation has been brought into learning with ICTs. It will no doubt greatly steer current

research output, improve individual and collaborative research effort as students research

output would be disseminated at a very high speed, give room for and increase access to

standard research work and output, tackle the problem of lack of up-to-date research output.

The study discovered that, lack of ICT facilities, lack of funds, lack of

capacity/competence, inadequate and epileptic power supply, high tariff in

48

telecommunication/computer importation in the country, inadequate number of effective

Internet Service Providers (ISP) were factors militating against the effective use of ICTs by

students in the universities. Government and the various university authorities should

collaboratively provide the necessary needed ICT facilities; aids and grants; more stable

power supply. Also the strategies for enhancing effective use of ICTs were proper ICT

seminars/workshops in the universities and provision of sufficient ICT facilities which

implies that there is urgent need to implement these strategies so that students can face the

challenges of integrating ICTs in their academic activities. Government should also be geared

toward reducing tariffs placed on ICT facilities importation, opening of more effective and

efficient cyber cafes both within and outside University premises; students should be given

adequate orientation and training on ICT use.

Recommendations

In view of the implications of the findings on effect of ICTs on students in the various

universities studied, the following measures were recommended.

1. The study recommends that ICT facilities should be made available and accessible to

students in the universities since ICTs were greatly affecting the ways learning and

research activities were been carried out in academic institutions.

2. There is need to place a high premium/priority on application of ICTs in the services

of university libraries.

3. Students should be encouraged to utilize ICTs based presentation formats like

Microsoft power point, Microsoft excel, CorelDraw, Microsoft access, statistical

analysis, and computer programming languages to present their academic activities.

4. Government should show more commitment to our universities and to the

development of an ICT base in the country by making available special ICT grants to

49

Universities and students on an annual basis. Universities should supplement power

supply for effective use of ICTs.

5. More cyber cafes with effective and efficient Internet Service Providers (ISPs) to be

set up and located closer to student hostels for convenience and be equipped with

needed ICT facilities. Universities should also meet the ICT training needs of the

library staff and students through sponsorship of workshops, seminars, conferences

and orientations.

Limitations of the study

The study was constrained by a number of problems, prominent among them are:

The study was limited to only students, the university librarians and ICT specialists/system

librarians of the five universities studied. It was desirable that a study of this nature should

include all and sundry who use ICT facilities in the university libraries. This would actually

give room for better analysis and conclusion.

Another factor that affected this study is dishonesty on the part of respondents and

non-challant attitude of some respondents in filling the questionnaire. The researcher had to

persuade them before they could fill the questionnaire. As a result of this some of the

questionnaires (but very few) were not completed, and as such could not be used by the

researcher. However, the number of questionnaires that was not retrieved was not enough to

affect the validity of the study.

Suggestions for Further Research

No research can be said to be totally comprehensive. The research work is not able

due to time and other constraints to cover all the possible areas. The following areas for

further studies were therefore suggested.

1. Trends in ICTs, their integration, potentials as well as their challenges for quality

academic per excellence in the 21st century.

50

2. The indispensability of ICTs for quality educational development in Nigerian

Universities.

3. Challenges of ICTs full exploitation in university libraries in Nigeria.

4. The application of ICT facilities and skills in library housekeeping operations of

Nigerian university libraries.

Conclusion

ICT facilities are crucial to information processing and retrieval in the present day

libraries especially in an academic environment. This trend has continued to transform the

pattern and scope of library services. ICT skills are also required of students and staff of

academic institutions in order to benefit maximally and to be able to handle the facilities and

process information effectively.

This study has attempted to evaluate the status, importance, challenges and

strategies for effective utilization of Information and Communication Technologies (ICTs) by

students in federal university libraries in North-Central zone of Nigeria. Findings from the

study have shown that, most of the ICT facilities are available in the university libraries in

North- Central zone of Nigeria. The study revealed that, most of the ICT skills were also

found to be possessed by students and some library staff though not to a very large extent.

The study suggested that, government and institutions of higher learning should subsidized

ICT training and encourage staff; government should improve on power supply; ICT facilities

should be made available in the libraries for effective and efficient service delivery and more

attention should be given to funding of ICT programmes. Libraries should source funds

internally for ICT projects among others to sustain this global trend. In order to achieve

effective ICT project in university libraries in Nigeria, adequate attention must be given to

strategies and recommendations suggested in this study.

51

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57

APPENDIX A

Table 1: Distribution of respondents by institutions

University No of Respondents

University of Abuja

30

Federal University of Agriculture,

Makurdi

30

Federal University of Technology, Minna

30

University of Jos, Jos

30

University of Ilorin, Ilorin

30

Total 150

Source: Personal enquiry, 2011

58

APPENDIX B

Utilization of Information and Communication Technologies (ICTs) by

Students in Federal University Libraries Questionnaire (UICTSULQ)

Department of Library & Information Science,

Faculty of Education,

University of Nigeria,

Nsukka.

10th

September, 2010

Sir/Madam,

I am a postgraduate student of Library and Information Science, University of Nigeria,

Nsukka currently carrying out a research on “Utilization of Information and Communication

Technology (ICTs) by Students in Federal University Libraries in North – Central Zone of

Nigeria‟‟.

It is hoped that the results and recommendations from the study will equip these libraries and

users with information needed to formulate minimum standards for academic libraries in

North-Central Zone of Nigeria and thus promote their development.

Please, kindly answer the questions to the best of your knowledge as the information obtained

will strictly be used for academic purposes.

Thank you for the anticipated co-operation.

Yours sincerely

Peter Odeh,

PG/MLS/08/49978

59

Introduction

Please, tick (√) in the box appropriate option that applied to you. Key: (A= Available and NA= Not

Available)

PART 1

Name of Institution Library: ……………………………………………………………………………

PART two. Tick as applicable

SECTION A: AVAILABILITY OF ICT FACILITIES TO STUDENTS IN VARIOUS

UNIVERSITIES IN NORTH – CENTRAL ZONE

1. Which of the following ICT facilities are available in the University libraries?

S/N ICT FACILITIES A NA

A. COMPUTERS

Laptop

Palmtop

Desktop Computers

Pocket Computers

Pen Computers

B. STORAGE DEVICES

Magnetic Disk

Floppy Disk

CD ROM

DVD ROM

C. NETWORKS

Local Area Network (LAN)

Wide Area Network (WAN)

Internet Network/Facilities

Value Added Network

D OUTPUT DEVICES

Projector

Printers

Monitor (Screen)

Speakers

Plotters

Photocopying/Cyclostyling Machine

Digital Cameras

Scanners

Computer Output Microfilm (COM)

E. TELECOMMUNICATION FACILITIES

Telephone/GSM

Television

Telex

Facsimile

Teleconferencing

E-mail

World Wide Web (www)

Others, specify ……………………………………………………………………

60

Key: VHE=Very High Extent, HE=High Extent, LE= Low Extent, V LE=Very Low

Extent

SECTION B: THE EXTENT TO WHICH YOU UTILIZE ICT FACILITIES IN

UNIVERSITY LIBRARIES

2. What is the extent of students’ utilization of ICTs facilities in the library?

S/N ICT FACILITIES VH E HE LE VLE

A. COMPUTERS

Laptop Computer

Palmtop

Desktop Computers

Pocket Computers

Pen Computers

Notebook Computers

B. STORAGE DEVICES

Magnetic Disk

Floppy Disk

CD ROM

DVD ROM

C. NETWORKS

Local Area Network (LAN)

Wide Area Network (WAN)

Internet Network/Facilities

D. OUTPUT DEVICES

Printers

Monitor (Screen)

Speakers

Plotters

Photocopying Machine

Digital Cameras

Scanners

Computer Output Microfilm

(COM)

E. TELECOMMUNICATION

FACILITIES

Telephone/GSM

Television

Telex

Facsimile

Teleconferencing

E-mail

World Wide Web (www)

Others, specify -----------------------------------------------------------------------

61

Key: VGE=Very Great Extent, GE= Great Extent, LE=Low Extent, VLE=Very Low

Extent

SECTION C: LEVEL OF ICT SKILLS POSSESSED BY STUDENTS IN THE

UNIVERSITIES

3. What are the various ICT skills possessed by students in the university?

Others, specify…………………………………………………………………………..

S/N ICT FACILITIES VGE GE LE VLE

A. INPUT/OUTPUT SKILLS

Typing skills

Scanning skills

Printing skills

Photocopying/Cyclostyling skills

B. STORAGE DEVICES

Web design

Sending E-mail

Opening/Browsing a web site

Downloading/Saving a web page

Computer Networking

Web-linking

Trouble-shooting

Internet surfing skill

C. Application software/Program

Word processing program

Database program

Spreadsheet program

Project Management Software

Desktop Publishing program

Graphic program

Internet program

Statistical Analysis program

Computer Language programming program

62

SECTION D: PROBLEMS

Key: SA=Strongly Agreed A=Agreed, D=Disagreed SD=Strongly Disagreed

4. What are the factors militating against the effective use of ICTs by students in the

university?

Others, problems (specify) ……………………………………………………………

S/N FACTORS AGAINST USE OF ICTS SA A D SD

1. font size

2. Lack of ICT facilities

3 Lack of funds

4 Lack of capacity/competence

5 Inadequate and epileptic power supply

6 High tariff in telecommunication/computer

importation in the country

7 Inadequate number of effective internet service

providers (ISP)

8 Lack of Policy framework on ICTs in the country

9 Lack of ICT centres in the University and the

Nation at large

63

SECTION E: STRATEGIES FOR THE IMPROVEMENT OF ICT USAGE

Key: SA=Strongly Agreed, A=Agreed, D=Disagreed SD=Strongly Disagreed

5. How can the factors militating against the effective use of ICTs by students in the

university be solved?

Others, problems (specify) …………………………………………………………....

S/N SOLUTIONS TO THESE PROBLEMS SA A D SD

1. Proper ICT seminars/workshops in the university

2. Provision of sufficient ICT facilities

3 Provision of grants and aids by the government

and university

4 Staff training and orientation

5 Government support on provision of stable power

supply

6 Reduction of telecommunication/computer

importation tariffs

7 Provision of adequate and effective internet

services provider and more cyber cafes.

8 The National Information Technology Policy to

be revised.

9 Establishment of National Research Centre for

ICT