a survey of internet ulitization among lecturers of colleges of education in borno state nigeria

A SURVEY OF INTERNET ULITIZATION AMONG LECTURERS OF

COLLEGES OF EDUCATION IN BORNO STATE NIGERIA

By

Gana, Mustapha Bukar

Alkali, Mustapha

Gambo, Mustapha Modu

ABSTRACT

The study investigated Internet utilization among lecturers of Colleges of

Education in Borno State. In doing so, seven research questions guided the

work. Similarly, seven hypotheses were tested. The findings of the study

indicated that the lecturers made intensive use of the Internet for finding

information for instructional materials, for research and email for

correspondence.

INTRODUCTION

Computer technology has been an important part of our society. It

provides users with applications that can simplify several tasks. The glaring

potential of computer for education is enormous and experts in the field

have long recognized this (Stonier and Conlin, 1985). Lecturers can also

use this medium to facilitate their work. Computer related technology can

help lecturers perform many other work related tasks including record

keeping and professional development.

Similarly, the Internet plays a crucial role in the access of information

resources, sources of information and other opportunities available via the

Internet are increasing exponentially. This comes with the study increase in

Internet use for education and research (Edwards and Bruce, 2000). The

appearance of the Internet in higher education has no doubt enhanced

learning, teaching and research. Most universities and other tertiary

institutions throughout the world have established their presence on the

Internet thereby making it possible for researchers to access past and

current research publications (Jagboro, 2003) whether such is applicable in

Colleges of Education in Borno State, is yet to be empirically investigated.

Based on this, the researchers are interested in studying Internet utilization

among lecturers of Colleges of Education in Borno State.

STATEMENT OF THE PROBLEM

The Internet and its services have boosted the level of information,

knowledge and opportunities available to Nigerian academics (Osunade,

Phillips, and Ojo, 2007). However, despite the added benefits of the

Internet to learning, teaching and research, a number of problems plague

Internet connectivity and usage in Nigerian Universities and other tertiary

institutions (Jagboro, 2003). In view of this the researchers are interested

in investigating Internet utilization among lecturers of Colleges of

Education in Borno State.

PURPOSE OF THE STUDY

The purpose of the study is to investigate Internet utilization among

lecturers of Colleges of Education in Borno State.

Specifically, the study seeks to investigate:

1. The extent of utilization of the Internet for research

2. The extent of utilization of the Internet as a source of information

3. The extent of utilization of the Internet for E-mail

4. The extent of utilization of the Internet for professional development

5. The extent of utilization of the Internet for entertainment

6. To determine the source of Internet access

7. To ascertain the use of Internet search engines

SIGNIFICANCE OF THE STUDY

The significance of the present study lies in the findings it would

provide to lecturers. It will provide information on Internet utilization.

The study is significant not only to lecturers but also to all students

who aspire to conduct research in the field of computer and Internet

technologies.

For a greater number of people to benefit from the findings of the

study, efforts will be made to publish it in reputable journals and as well

post it on the Internet.

SCOPE OF THE STUDY

The study will focus on investigating utilization of Internet among

lecturers of Colleges of Education in Borno State. These colleges are Umar

Ibn Ibrahim El-Kanemi College of Education, Science and Technology

Bama, Kashim Ibrahim College of Education Maiduguri and College of

Education Waka-Biu.

The study will investigate extent of utilization of Internet for

research, as a source of information, for email, for professional

development, for entertainment, sources of Internet access and Internet

search engines used.

RESEARCH QUESTIONS

Seven research questions will guide the study:

1. What is the extent of utilization of the Internet for research among

the lecturers?

2. What is the extent of utilization of the Internet as a source of

information among the lecturers?

3. What is the extent of utilization of the Internet for e-mail among the

lecturers?

4. What is the extent of utilization of the Internet for professional

development among the lecturers?

5. What is the extent of utilization of the Internet for entertainment

among the lecturers?

6. What is the source of Internet access among the lecturers?

7. Which Internet search engines do the lecturers use?

HYPOTHESIS

Seven null hypotheses will guide the study:

1. There is no significant difference in the mean ratings of the extent of

utilization of the Internet for research among the lecturers due to

gender.


utilization of the Internet as a source of information among the

lecturers due to gender.


Internet utilization for e-mail correspondence among the lecturers

due to gender.


utilization of the Internet for professional development among the



Internet utilization for entertainment among the lecturers due to

gender.

6. There is no significant difference in the mean ratings of sources for

Internet access due to gender.

7. There is no significant difference in the mean ratings of the use of

Internet search engines among the lecturers due to gender.

REVIEW OF RELATED LITERATURE

Computer related technology can help lecturers perform many work-

related tasks including record keeping and professional developments.

Computer related technologies are of two types. These according to

Sampson et’ al (1997) is non-Internet based computer related technology

and Internet based computer related technology.

Similarly, the Internet is one of the most important technological

developments of 20th century. The Internet is conceived as computer based

global information system (Microsoft, 2008). It is composed of many

interconnected computer networks which makes it a rich, multi-layered,

complex, ever changing textual environment. It provides several

opportunities for the academia. It is a means of information dissemination

and a medium for collaboration between individuals and their computers

without regard to geographic limitation of space (Leiner et al, 2000, Singh,

2002).

The Internet plays a crucial role in the access of information

resources and other opportunities available via the Internet are increasing

exponentially. This comes with the study increase in Internet use for

education and research (Edwards and Bruce, 2002). Also, with the growth

of information on the Internet and the development of more sophisticated

searching tools, there is now the more likely possibility of finding

information and answers to real questions. However, within the morass of

networked data are both valuable nuggets and incredible amount of junks

(Tillman 2003).

The appearance of the Internet in higher education has no doubt

enhanced learning teaching and research. Most universities and other

tertiary institutions throughout the world have established their presence

on the Internet thereby making it possible for researchers to access past

and current research publications. Several journals, magazines,

newspapers, books and archives provide important avenue for research

and publication. Likewise, there are many classic literary and philosophical

books available for teaching in electronic form. The fast growth of

information technology and the Internet has changed traditional methods

of research, storage and retrieval of information and scholarly

communication (Jagboro, 2003).

In Nigeria, the use of the Internet by academics has been studied by

many researchers including (Ehikhamenor, 2003, Aduwa,Ogiegben, 2005),

Adigbeji and Toyo, 2006, Ureigbo et al, 2006) and Osunade, Phillips and

Ojo, 2007) among others. In a survey of academic staff of selected

disciplines in ten (10) Nigerian Universities Ehikhamenor (2005) identified

that scientists are still heavily dependent on printed information sources,

especially journals, indexes and abstracts. The study reported that 64.4%

of the lecturers have a computer at their disposal while 50.4% have access

to, and are using the Internet. Besides email, very little use is made of

other Internet resources.

In another study conducted by Aduwa-Ogiegbaen (2005) at the

University of Benin showed that the Internet was most widely used as a

resource towards writing journals articles, publication, searching for

relevant instructional materials and assessing reference materials. The

study did not find any significant differences between male and female

Internet usage.

Similarly, Adigbeji and Toyo (2006) indicated that at the Delta State

University Abraka, faculty members were encouraged to use the Internet

by the university policy on academic qualifications and publications. The

faculty members surveyed stated that they find the Internet useful, access

it mainly in cybercafé, and use it primarily to search for information and

communication via e-mail. In the same vein, an impact evaluation of

Internet usage among students and staff carried out by Ureigho et al

(2006) at the Delta State, Polytechnic, indicated that online chatting ranked

first, e-mail second and search for materials was third.

Lastly, in another study conducted by Osunade, Phillips and Ojo

(2007) at the University of Ibadan among one hundred (100) academic

staff (66 male and 34 female) from colleges of education, polytechnics,

universities and others, in the south western states of kwara, Ogun, Ondo,

Osun, Lagos and Ekiti. The results showed that academics used the

Internet in support of their professional ventures. Most usage was limited

to checking email and searching for information. They accessed the

Internet mostly in Cybercafés (74%) and 64% of the academics have their

own computers and/or laptops.

The review showed that all of the reported studies on the use of the

Internet by academics were carried out in the southern part of the country.

In other words, there is limited research in the Northern part of the

country. A gap invariably exists. This study therefore attempts to fill this

gap.

RESEARCH METHODOLOGY

The study will be conducted using a survey research design.

AREA OF THE STUDY

This study will be carried out in Borno State of Nigeria.

POPULATION OF THE STUDY

The population of this study consists of all the academic staff of

Colleges of Education in Borno State, Nigeria. There are Four hundred and

ninety (490) lecturers currently engaged in teaching in these institutions.

SAMPLE AND SAMPLING TECHNIQUE

The sample of the study consists of One Hundred and Ninety-Six

(196) lecturers (consisting of 40% of the population). According to Nwana

(1981), if a population reaches one hundred or more, then, 40% of the

population should be selected.

Similarly, stratified sampling technique will be employed in drawing

40% of the population.

INSTRUMENT OF THE STUDY

The instrument of the study to be used in this study for collecting

data is the questionnaire titled Internet Utilization Questionnaire for

Colleges of Education Lecturers (IUQCEL) developed by the researchers.

VALIDATION OF INSTRUMENT

The initial draft of the instrument was subjected to face and

construct validation by giving it out to two experts, one each in

measurement and evaluation, and computer science in Umar Ibn Ibrahim

College of Education, Science and Technology Bama.

TRIAL TESTING

A trial testing was carried out using ten (10) lecturers of College of

Education Hong, as part of the validation exercise. College of Education

Hong was used because it has similar background with Colleges under

study.

RELIABILITY OF THE INSTRUMENT

The internal consistency of the instrument was established using

Cronbach’s Alpha ( ) with the data collected from the trial testing. A

reliability coefficient of 0.79 was obtained.

METHOD OF DATA COLLECTION

The data for the study will be collected through the direct

administration of the instrument by the researchers.

METHOD OF DATA ANALYSIS

The data will be analyzed using mean scores to answer the research

questions. The hypothesis will be tested using chi-square at P<0.05 level.

RESULTS AND DISCUSSIONS

The findings of the study are presented in the tables below according

to research questions and hypothesis.

Research Question 1

What is the extent of utilization of Internet for research among

lecturers of Colleges of Education in Borno State, Nigeria?

Data answering this research question are contained in table 1.

Table 1 (Section A) Extent of Utilization of Internet for research

S/N Variables (item) X1

(n=64) X2

(n=89) X3

(n=44) XG

(197) SD Decision

1 For my research

work, I make

use of Internet

3.50 3.40 3.43 3.44 1.4949 Accepted

2 I make use of

educational

sites for my

research

3.38 3.30 3.43 3.37 0.4777 Accepted

3 I consult online

journals in my

research

3.25 3.30 3.43 3.33 0.4611 Accepted

4 Online library 3.13 3.50 3.14 3.26 0.5402 Accepted

research greatly

assist in my

research

5 Online

databases are

useful for my

research

2.75 2.90 3.57 2.91 0.9456 Rejected

X1 = Mean score for UIIECEST, Bama, X2 = Mean score for KICIOE,

Maiduguri, X3 = Mean score for WAKA, Biu, XG = Grand mean.

Table 1 shows the respondents’ grand mean score for each item of

this section (extent of utilization of Internet for research) namely: Item 1

(ẊG = 3.44), item 2 (ẊG = 3.37), item 3 (ẊG = 3.33), Item 4 (ẊG = 3.26)

and item 5 (ẊG =2.91)

Items 1, 2, 3, 4, are above the criterion grand mean score (ẊG =

3.00) set for the study, that is, the table suggested that the respondents

agreed item 1, 2, 3, and 4 strongly, meanwhile the respondents disagreed

item 5.

Research Question 2

What is the extent of utilization of the Internet as a source of

information among lecturers of Colleges of Education in Borno State,

Nigeria?


Table 2 (Section B) Extent of utilization of Internet as source of

information


(n=64) X2

(n=89) X3

(n=44) XG

(197) SD Decision

or

Remark

6 While looking

for information,

I resort to the

Internet

3.38 3.10 2.43 2.97 0.8885 Rejected

7 Through the

Internet I

acquire relevant

information that

is helpful to my

work

3.63 3.50 3.57 3.57 0.4916 Accepted

8 I make use of

the Internet for

vital

information

3.38 3.80 3.29 3.49 0.4493 Accepted

relating to my

class work

9 I make use of

different

educational

websites as

source of my

information

3.25 3.00 3.43 3.23 0.5990 Accepted

10 I use different

search engines

while browsing

for information

3.00 3.10 3.43 3.18 0.7285 Accepted



Table 2 shows the respondents mean score of this section (extent of

utilization of Internet as source of information) and the grand mean scores

of all items in this section showed the grand mean scores are above the

criterion mean (ẊG = 3.00) set for this study. Except item 1 whose grand

mean score is (XG = 2.97) which is below the criterion mean set for this

study.

Research Question 3

What is the extent of utilization of the Internet for e-mail among the

lecturers of Colleges of Education in Borno State, Nigeria?

Data answering this research question are contained in the table below:

Table 3 (Section C) Extent of utilization of Internet for E-mail

correspondence


(n=64) X2

(n=89) X3

(n=44) XG SD Decision

11 I use the Internet

for e-mail

2.63 3.20 3.14 3.32 0.6033 Accepted

12 I use the Internet

for

correspondence

with my

colleagues via e-

mail

2.75 3.20 3.14 3.03 0.5266 Accepted

13 I make use of the

Internet with my

students via e-

mail

2.00 2.70 3.29 2.66 0.6134 Rejected

14 I make use of the

Internet for

correspondence

with professional

3.00 3.00 3.00 3.00 0.5639 Accepted

bodies



In table 3, the respondents’ grand mean scores are presented individually

for each item: (XG = 3.32), (XG = 3.03), (XG = 2.26), (XG = 3.00)

respectively. From the presentation only item 3 is below the criterion mean

set for this study, items 1, 2 and 4 are all above the criterion mean set for

the study (XG = 3.00). Items 1, 2 and 4 are accepted by the respondents,

item 3 is rejected by the respondents.

Research Question 4

What is the extent of utilization of the Internet for professional

development among lecturers of Colleges of Education in Borno State,

Nigeria?


Table 4 (Section D) Extent of utilization of Internet for professional

development

S/N Variables (item)

X1

(n=64) X2

(n=89) X3

(n=44) XG

(n=197) SD Decision

15 The Internet

contributes to

my

3.75 3.70 3.00 3.48 0.4753 Accepted

professional

development

16 I submit

articles for

online

publications

via the

Internet

2.75 3.10 2.86 2.90 0.6699 Rejected

17 I make use of

Internet for

electric

discussions

with other

professionals

2.50 2.60 3.29 2.80 0.7357 Rejected

18 I chat with

my

colleagues in

other

institutions

through the

Internet

2.38 2.90 3.29 2.86 0.5453 Rejected

19 For my

registration

with

professional

2.63 3.00 3.29 2.97 0.5934 Rejected

organizations,

I make use of

Internet

20 I make

consultations

with

colleagues

through the

Internet via

bulletin board

2.63 2.90 2.86 2.80 0.6356 Rejected



Table 4 shows the grand mean scores of respondents to each item in

this section, item 15 is the only item in this section with grand mean score

(ẊG = 3.48) which is above the mean score (Ẋ =3.00) set for this study.

Hence, it is the only item agreed by the respondents as revealed by the

table.

Items 16, 17, 18, 19, 20 with grand mean scores (ẊG =2.75, 2.50,

2.38, 2.63 and 2.63) are all below the mean score (ẊG =3.00) set for this

study and hence the table suggests that the items 16, 17, 18, 19 and 20

are all disagreed by the respondents.

Research Question 5

What is the extent of utilization of the Internet for entertainment

among lecturers of Colleges of Education in Borno State, Nigeria?

Data answering research question 5 are contained in the table that follows:

Table 5 (Section E) Extent of utilization of Internet for entertainment

S/N Variables

(item)

X1

(n=64) X2

(n=89) X3

(n=44) XG

(n=197) SD Decision

21 I download

music

through the

Internet

2.50 3.50 2.43 2.81 0.6981 Rejected

22 I make use of

the Internet

for playing

game

2.25 3.20 3.14 2.86 0.9329 Rejected

23 I use Internet

for

downloading

movies

2.38 3.50 2.86 2.91 0.730 Rejected

24 I browse the

Internet for

sports

information

2.63 2.60 2.57 2.60 0.8996 Rejected



Table 5 revealed that items, 21, 22, 23, and 24 with mean scores (Ẋ

= 2.50, 2.25, 2.38 and 2.63) respectively are all below the grand mean

score (ẊG =3.00) set for this study. The lecturers are in complete

disagreement with all the items of this section (utilization of Internet for

entertainment) as shown by their mean responds.

Research Question 6

What is the source of Internet access among the lecturers? Data

answering research question 6 are contained in table 6 below:

Table 6 (Section F) Source of Internet access

S/

N

Variables

(item)

X1

(n=64)

X2

(n=89)

X3

(n=44)

XG

(n=197) SD Decision

25 Internet café 3.13 3.10 3.00 3.08 1.292

6

Accepte

d

26 Handset/phon

e

3.25 3.10 2.86 3.07 1.014

2

Accepte

d

27 Wireless

laptop

3.13 2.20 1.86 2.40 1.223

6

Rejected



Table 6 shows that items 25 and 26 with mean scores (ẊG = 3.12,

3.25 and) respectively in this section are above the cut up grand mean (ẊG

=3.00) set for this study. However, the grand mean score of item 27 (ẊG

=2.40) fails below the cut up grand mean score (ẊG =3.00).

Hence, items 25 and 26 (Internet café and handsets/phone) are both

accepted by the lecturers as their source of Internet access. Meanwhile,

they rejected item 27 (wireless laptop) as source of internet access.

Research Question 7

Which Internet search engine(s) do the lecturers use? Data answering

research question 7 are contained in table 7

Table 7 (Section G) Which Internet search engines do the lecturers use?

S/N Variables

(item)

X1

(n=64) X2

(n=89) X3

(n=44) XG

(n=197) SD Decision

28 Google 3.75 3.90 2.71 3.12 0.9199 Accepted

29 Yahoo 3.63 3.40 2.86 3.30 0.7976 Accepted

30 Wikipedia 2.63 1.90 2.00 2.18 1.5437 Rejected

31 Blog 1.88 0.50 1.00 1.13 1.1363 Rejected

32 Mailing list 1.88 0.40 1.71 1.33 1.1867 Rejected



Table 7 shows the grand mean scores of the respondents to section G of

this study, and according to the table only two of the search engines

namely: Google and Yahoo are the most frequently used search engines by

the lecturers of Colleges of Education in Borno State, Nigeria.

They are under items 28 and 29 with mean score (ẊG =3.75 and 3.63)

respectively which are above the mean score (ẊG =3.00) set for this study.

Items 30, 31 and 32 with grand mean scores (ẊG =2.63, 1.88, and 1.88)

respectively are all below the mean score (ẊG =3.00) set for this study, that

is, they are not used by the lecturers of colleges of education in Borno

state as reliable search engines.

Hypothesis 1

There is no significant difference in the mean ratings of the extent of

utilization of the Internet for research among the lecturers due to gender.

Data verifying the hypothesis are contained in Table 8.

Table 8

Summary of chi-square analysis of no significant difference in the

mean ratings of the extent of utilization of the Internet for research among

the lecturers

Variables

Gender

N Mean X2-cal Df X2 critical Decision

Male 45 2.46 1.3540 64 7.8150 Accepted

Female 19 1.04

Table 8 shows X2-cal (chi-square calculated) value of test of

hypothesis of no significant difference in the mean ratings of the extent of

utilization of the Internet for research among lecturers due to gender

(X2(64) = 1.3540 < 7.8150, P<0.05)

X2-cal (1.3540) < X2-critical (7.8150) at probability level 0.05 and 3

degrees of freedom

The above result suggests that there is no significant difference in the

mean ratings of the extent of utilization of the Internet for research among

the lecturers of Colleges of Education in Borno State, Nigeria due to

gender. In other words the null hypothesis was accepted.

Hypothesis 2


utilization of the Internet as a source of information among the lecturers

due to gender. Data verifying the hypothesis are contained in table 9

Table 9

Summary of chi-square analysis of No significant difference in the mean

ratings of the extent of utilization of the Internet as source of information

among the lecturers

Variables N Mean X2-cal Df X2 critical Decision

Gender

Male 45 2.340 0.8901 64 7.8150 Accepted

Female 19 0.988

Table 9 shows X2-cal value of test of hypothesis of no significant

difference in the mean ratings of the extent of utilization of the Internet as

source of information among lecturers due to gender.

(X2(64) = 0.8901 < 7.8150. P<0.05

X2-cal (0.8901) < X2-critical (7.8150) at probability level 0.05 and 3

degrees of freedom

From the above table, X2-cal (0.8901) is by far less than X2-critical

(7.8150). Hence there is no significant difference in the mean ratings of

the extent of Internet utilization as a source of information among lecturers

and the hypothesis is accepted.

Hypothesis 3


Internet utilization for e-mail correspondence among the lecturers due to

gender. Data verifying this hypothesis are contained in table 10 that

follows;

Table 10

Summary of chi-square analysis of No significant difference in the mean

ratings of the extent of Internet utilization e-mail correspondence among

the lecturers.

Variables

Gender


Male 45 1.8246 8.4229 64 7.8150 Rejected

Female 19 0.7704

Table 10 shows X2-cal value for test of hypothesis of no significant

difference in the mean ratings of the extent of utilization of Internet for e-

mail correspondence among lecturers due to gender.

(X2(64) = 8.4229 > 7.8150, P < 0.05)

X2cal (8.4229) > X2critical (7.8150) at probability level 0.05 and 3 degrees

of freedom

Table 10 reveals that the state null hypothesis: there is no significant

difference in the mean ratings of the extent of utilization of Internet for e–

mail among lecturers has been rejected for the fact that X2-cal (8.4229) is

greater than the critical value x2-critical (7.8750).

Hypothesis 4:


utilization of the Internet for professional development among the lecturers

due to gender. Data verifying the hypothesis are contained in table 11.

Table 11

Summary of chi-square analysis of No significant difference in the

mean ratings of the extent of utilization of Internet for professional

development among the lecturers

Variable

Gender

N Mean X2-cal Df X2-critical decision

Male 45 1.95 0.7928 64 7.8150 accepted

Female 19 0.82


difference in the mean ratings of Internet utilization for professional

development among the lecturers due to gender.


difference in the mean ratings of the extent of utilization of Internet for

professional development among lecturer due to gender.

(X2(64) = 0.7928 < 7.8150, P<0.05)

X2cal (0.7928) < X2-critical (7.8150) at probability of 0.05 and 3 degree of

freedom.

Table 11 shows that the calculated X2(0.7928) is much less than the critical

value of X2(7.850) at probability level 0.05 and 3 degree of freedom.

Hence, the null hypothesis is accepted.

Hypothesis 5

There is no significant difference in the mean ratings of extent of Internet

utilization for entertainment among the lecturers due to gender. Data

verifying this hypothesis are contained in table 12.

Table 12


mean ratings of the extent of Internet utilization for entertainment among

the lecturers

Variables

Gender


Male 45 1.66 3.2930 64 7.8150 Accepted

Female 19 0.70


difference in the mean ratings of Internet utilization for entertainment

among the lecturers due to gender.

(X2(64) = 3.2930 < 7.8150, P < 0.05) at 3 degrees of freedom, the

calculated X2(3.2930) is less than the critical value X2(7.8150), therefore

the hypothesis is accepted.

Hypothesis 6

There is no significant difference in the mean ratings source of

access to the Internet among the lecturers due to gender. Data verifying

the hypothesis are contained in table 13.

Table 13

Summary of chi-square analysis of No significant difference in the

mean ratings of source of access to the Internet among the lecturers

Variables

Gender


Male 45 2.23 2.7572 64 7.8150 Accepted

Female 19 0.94

Table 13 shows X2-cal value of test for hypothesis of no significant

difference in the mean ratings of source of access to the Internet utilization


[X2(64) = 2.7572 < 7.8250, p<0.05] at 3 degrees of freedom, the

calculated X2(2.7572) is less than the critical value X2(7.8150) and

therefore the hypothesis is accepted.

Hypothesis 7


utilization of the Internet search engines among the lecturers due to

gender. Data verifying this hypothesis are contained in table 14.

Table 14


mean ratings of the utilization of Internet search engines among the


Variables

Gender


Male 45 1.80 0.8775 64 7.8150 Accepted

Female 19 0.76


difference in the mean ratings of the utilization of Internet search engines


[X2(64) = 0.8775 < 7.8150, P<0.05] at 3 degree of freedom.

From the table above, the calculated value of X2(0.8775) is by far less than

the critical value of X2(7.8150) at 3 degrees of freedom and 0.05

probability level. Hence the hypothesis has been accepted as revealed by

the above table.

DISCUSSIONS

Based on the foregoing tables, the findings of section (A) revealed

that the respondents used the Internet for their research using educational

sites. Similarly the respondents consult online journals and online libraries

for their research. This is in line with Edwards and Bruce (2000) where

respondents used the Internet for research and education. However, the

respondents did not make use of online databases.

Findings of Section B revealed the respondents made use of the

Internet as a source of information. In doing so, they obtained relevant

and vital information which are helpful for their classwork. Such

information was accessed from different educational sites using different

search engines. This supports the work of Aduwa-Ogeigbari (2005) and

Ureigho et al (2006).

Section C showed that the respondents were using the Internet as a

source of e-mail for correspondence with colleagues and not with students

and they were using the Internet for correspondence with professional

bodies. This is not in support of the works of Ehikhamenor (2005) and

Adigbeji and Toyo (2006), where their respondents made use of email for

correspondence with colleagues and students.

Section D indicated that the respondents agreed that the Internet

contributed to their professional development. However, they were not

using the Internet for submitting articles for online publication(s), chatting

with colleagues, registration with professional bodies and making

consultation with colleagues. Likewise, the respondents did not consult

with colleagues through the Internet via bulletin boards.

Section E, here none of the respondents use the Internet as a source

for entertainment.

In section F, all respondents accessed the Internet through

cybercafé, handset/phone and not wireless laptop. This supports the work

of Osunade, Phillips and Ojo (2007) where 74% of their respondents

accessed the Internet in Cybercafé.

In section G, the respondents browsed the Internet using Google and

yahoo search engines. However, important site like Wikipedia, blogs and

mailing lists were not used by the respondents.

Based on the test for hypotheses made, the following conclusions

were derived:

The chi-square calculations showed that:

Hypothesis 1: there is no significant difference in the mean ratings of the

extent of utilization of the Internet for research among the lecturers due to

gender. In other words, hypothesis was accepted.


extent of utilization of Internet as a source of information due to gender

and was accepted.


extent of utilization of the Internet for e-mail correspondence due to

gender was rejected.


extent of utilization of the Internet for professional development due to

gender was accepted.


extent of utilization of the Internet for entertainment due to gender was

accepted.

Hypothesis 6: there is no significant difference in the mean ratings of

access of the Internet due to gender was accepted.


use of the Internet search engines due to gender was also accepted.

Summary, Conclusion and Recommendations

The purpose of the study was to investigate Internet utilization among

lecturers of Kashim Ibrahim College of Education, Maiduguri, Brno State.

To achieve this, seven research questions were posed and seven

hypotheses were also hypothesized. The study revealed that the lecturers

of the college utilized the Internet in various forms.

Conclusion

On the basis of the findings and discussions of the study, the following

conclusions were reached;

i) Lecturers of the college solely depended on Internet for their

research.

ii) The lecturers of the college made use of the Internet as source of

information.

iii) The lecturers did not use email for correspondence with

colleagues and students for their communications. However they

made use of email to communicate with professional bodies.

iv) The extent of Internet utilization for professional development in

the college was also low.

v) The lecturers of the college did not depend on the Internet for

entertainment.

vi) The main source(s) of access to the Internet were public cyber

cafes, wireless laptop(s) and cell phones.

vii) The lecturers of the college frequently used Google and yahoo

search engines more than other search engines. Important sites

such as Wikipedia, blogs and mailing lists were not used.

Recommendations

Utilization of Internet for educational purposes requires Internet

search skills. As such, there is therefore the need to incorporate

Internet search skills in the curriculum of Nigerian universities,

colleges of educations, polytechnics and other tertiary institutions.

Similarly, there is also the need to organize Internet search

skills for lecturers of tertiary institutions in the country.

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a survey of internet ulitization among lecturers of colleges of education in borno state nigeria

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