1

EVALUATION OF INFORMATION AND COMMUNICATION

TECHNOLOGY (ICT) FACILITIES IN THE MANAGEMENT

OF COLLEGES OF EDUCATION IN THE NORTH CENTRAL

GEO-POLITICAL ZONE NIGERIA

BY

ODEH REGINA COMFORT

PG/PH.D/06/40666

A thesis submitted to the department of educational

foundations, university of Nigeria nsukka.

SUPERVISOR: PROF. REV. (FR.) A.U. AKUBUE

In fulfillment of the Requirement (Ph.D) in Educational

Administration and Planning

JANUARY 2011

2

DEDICATION

To the Almighty God who has seen me through this study. Also to my

late husband Mr. P. Odeh and my elder brother Mr. W. A. Adole whose

dream I have tried to actualize.

3

CERTIFICATION

Odeh Regina Comfort, a Postgraduate Student in the Department of

Educational Foundations with Registration Number PG/Ph.D/06/40666 has

satisfactorily completed the requirements for the degree of doctor of

Philosophy in Educational Administration and Planning. The work

embodied in this thesis is original and has not been submitted in part or full

for any other diploma or degree of this or any other university.

Odeh Regina Comfort Prof. Rev. (Fr.) A. U. Akubue

Student Supervisor

4

APPROVAL PAGE

This thesis has been approved for the Department of Educational

Foundations, University of Nigeria, Nsukka.

By

Dr. Dan Enyi Dr. A.I Oboegbulem

Supervisor Internal Examiner

prof. M.O Ogunu Prof. Ike Ifelunni

External Examiner Head of Department

Prof. Ike Ifelunni

Dean of Faculty

5

ACKNOWLEDGEMENTS

The researcher owes many people whose immeasurable supports and

contributions made this work come to a successful completion much

gratitude. The researcher is grateful to the Almighty God whose special

grace guides this study to the end. The researcher is indebted to all who have

been a source of inspiration through the period of carrying out this research

work. The researcher is very thankful and appreciative of the efforts of the

academic supervisors, professor rev. Akubue and Dr. Dan Enyi for their

fatherly guidance, tolerance, care and scholarly assistance, which brought

this work to a successful conclusion.

Of special mention here are professor Eze Uchenna, professor a,

Okwori, Dr. Ngwoke, Prof. N.O Agbulu, Dr. M.O Nder, Dr. Asogwa, Dr. G.

Ochai and Dr. Uloko for encouragement and reading through this work to

make it what it is today. The researcher is also most grateful to all the

Spiritual fathers who tirelessly prayed for the success of this work. The

support and encouragement the researcher got from relations and family

members was innumerable and very much appreciate. May the Almighty

God reward every one of one.

Odeh Regina Comfort.

6

ABSTRACT

The study evaluated Information and Communication Technology (ICT) facilities

in the management of colleges of education in the North Central Geo-Political

Zone of Nigeria. The study employed descriptive survey design. Three research

questions and three hypotheses guided this study. The population of the study

comprised eleven colleges of education and six hundred and thirty (630) subjects.

All the federal and state colleges of education in the study area were used for this

study. Proportionate stratified random sampling technique was used to draw the

three hundred and thirty (330) respondents for this study. Questionnaire titled

Evaluation of Information Communication Technology Facilities (EICTFQ),

observation and unstructured oral interview were used as instruments for data

collection. Mean was used to answer the three research questions, while t-test

correlation coefficient and standard deviation were used to test the three null

hypotheses at 0.05 level of significance. Some of the major findings of this study

include: on availability of ICT facilities, out of the 31 items in the questionnaire,

no ICT item was found to be always available. 9 items out 31 tested fell within the

sometimes available range and the remaining 22 items fall under rarely and never

available range respectively. On the adequacy of ICT facilities in the management

of COEs in the study area, no ICT item was found to be in very adequate range.

Seven (7) items out of the 31 fell within adequate range while the remaining 24

items fell within not adequate and very inadequate range. On the utilization of ICT

facilities, out of the 31 ICT items in the questionnaire, no ICT items were found

always to be used. Only 6 items were found to be sometimes in use. The remaining

25 items were rarely in use and never in use. Finally, it was discovered from the

outcome of the study that Federal COEs have higher levels of availability,

adequacy and utilization of ICT facilities than the State COEs in the study area.

The study also has the following recommendations based in the findings of the

study: adequate computer, Internet centers and cyber café should be made

available by the Federal and State governments to each college department in

order to provide accessibility for the use of ICT facilities in college management,

teaching, learning and research purposes. The government should make the use of

Internet in the management of COEs compulsory, as Internet was indicated

available but it is not utilized in the management in the management of COEs.

Colleges of education managers should be encouraged by the COEs stakeholders

to put to use ICT facilities available because it was revealed from the finding of

the study that out of ICT facilities available only 6 are being utilized in the

management duties of COEs. State government should try as much as possible to

give more support to acquisition and utilization of ICT facilities like their Federal

counterparts so as to enhance effective and productive management performance

in the State COEs. Colleges managers should endeavor to mobilize and train their

personnel through seminar and workshop for proper use of ICT facilities.

7

TABLE OF CONTENTS

Title Page i

Dedication ii

Certification iii

Approval Page iv

Acknowledgments v

List of Figures vi

List of Tables vii

Abstract viii

CHAPTER ONE - INTRODUCTION

Background of the Study 1

Statement of Problem 9

Purpose of the Study 10

Scope of the Study 11

Significance of the Study 11

Research Questions 12

Research Hypotheses 13

CHAPTER TWO: REVIEW OF LITERATURE

Conceptual Framework 15

Evaluation 15

ICT and its Components 20

COE Management 31

Theoretical Framework 39

Information Theory 39

Technology Acceptance Model 43

Scientific Theory of Educational Management 47

Management Evaluation Model 55

8

Screven-Goal-Free Evaluation Model 55

Review of Empirical Studies 57

Studies on Availability of ICT 57

Studies on Adequacy of ICT 59

Studies on Utilization of ICT 61

Summary of the Review 66

CHAPTER THREE: RESEARCH METHOD

Design of the Study 70

Area of the study 70

Population of the Study 71

Sample and Sampling Technique 71

Instrument for Data Collection 72

Validation of Instrument 73

Reliability of the Instrument 74

Method of Data Collection 75

Method of Data Analysis 76

CHAPTER FOUR: RESULTS

Presentation of Results 77

Summary of the Major Findings 84

CHAPTER FIVE: DISCUSSION OF RESULTS,

CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS

Discussion of Results 85

Conclusion 93

Educational Implications 94

Recommendations 96

Limitations of the Study 97

Suggestions for further Research 98

9

Summary of the Study 99

References 101

Appendices 107

10

List of Figures

Fig 1 Organogram of College Management 33

Fig 2 Basic Model of Transmission by Shannon 41

Fig 3 Technology Acceptance Model by Davis, Bagozzi and Warshaw

44

11

List of Tables

Table 1 Responses on the Availability of ICT facilities in COEs in the North Central Zone of Nigeria.

78

Table 2 Responses on the Adequacy of ICT facilities in COEs in the North Central Zone of Nigeria.

79

Table 3 Responses on the Utilisation of ICT Facilities in COEs in the North Central Zone of Nigeria

80

Table 4 t-test of mean scores of federal and State COEs as regards availability of ICT facilities.

81

Table 5 t-test of significant difference between two mean scores of Federal and State COEs as regards adequacy of ICT facilities in them.

82

Table 6 t-test of significant difference between two mean scores of federal and State COEs as regards utilization of ICT facilities in them.

83

12

CHAPTER ONE

INTRODUCTION

Background of the Study

Management is an integral part of any organization. The survival of

any organization is dependent largely on the quality of management or

administrative services involved. Adesina [1990] simply defined

management as the organization and mobilization of all human and material

resources in a particular system for the achievement of identified objectives

in the system. Educational management therefore is the process of arranging

logically aJnd using human and material resources and performances

available for education, for transmission of skills, knowledge, vocation and

culture through efficient teaching, learning, research, its utilization and

dissemination for a better society, (Eneasator and Nduka 1998).

Management of Colleges of Education is a process involving certain

functions and work activities that college managers perform to achieve the

goals of the college. For instance, Lucey [1997:91] observed that

management has to make decisions about:

Work of the College – What it should be, how it should be divided

and organized and how the task should be coordinated.

13

People in the organization, who they should be, how they should be

treated and motivated, how they would be managed and led, and who

does what.

Structure of the College, what would be the group/departments and

their relationships; how authority and responsibilities will be arranged

as well as where decision will be taken.

Systems of the organization, what type of information/communication

will be used.

College management requires information that is easily accessible,

accurate, timely, relevant, veritable, complete and clear on what to base

management decisions and the effective and efficient use of ICT can

enhance these decisions. The management process usually consists of basic

management functions. These functions according to Ivancevich Lovenza

and Slumer [1994:14] are:

Planning: It is a college management function that determines the

college objectives and establishes the appropriate strategies for

achieving these objectives.

Organizing: This is the college function that assigns the tasks

identified during planning to individuals and groups within the college

so that objectives set by planning can be achieved.

14

Leading: a function of college managers by directing and motivating,

influencing the college members to perform in ways that accomplish

college goals/objectives.

Controlling: A function of college management that makes sure that

college actual performance conforms to the performance that was

planned for it. A college manager performs these functions

simultaneously and these could be effectively done if the college

managers make proper use of ICT facilities available to them.

Colleges of Education in Nigeria come broadly under the following

management bodies:

Federal Government (for federal colleges of education ) through the

Federal Ministry of Education

State Government (for state colleges of education) through the State

Ministry of Education

Private College, (private colleges of education). Private-owned

colleges of education are not included in this study.

Glatter, Riches, Preedy & Masteron (eds.) [1998] pointed out that the

purpose of these management bodies is to ensure that the colleges are

working satisfactorily within their policies and prescriptions. An effective

and efficient use of ICT facilities and a well designed and developed college

15

information system will enable data transfer between these management

bodies and the colleges for the purpose of effective and efficient monitoring

and evaluating the college performance.

College of Education Provost plans, organizes, directs and controls

the allocation of human, material, financial and information resources in

pursuit of the goals and objectives of the college. The volume of the records

to be kept and retrieved makes the use of ICT an obvious application to opt

for.

The complexity of the education process and the college of education

management in particular have made the computerization of some aspects of

college management such as record keeping a necessity. Iperen [2006],

observes that the college provost‟s role has become increasingly complex:

College managers (Provosts) are expected to play a large role in instructional

leadership and be supportive and transformational in their leadership with

students, staff and parents.

The management of Colleges of Education should be able to gather

data from several sources through the use of ICT, analyze them, select the

relevant ones and organize them in such a manner to allow management

make decisions based on the organized data. Ndukwe [2003], pointed out

16

that the ability to use ICT to easily access and share information and

stimulate the creation of new ideas enhances good management.

The term Information and Communication Technology (ICT)

embodies the convergence of micro electronics, telecommunications and

computers. According to William, Sawyer and Hutchinson [2000],

Information Communication Technology has been made possible through

the phenomenon called technological convergence. Ayodele [2002] defined

Information Communication Technology as electronic-based technology

generally used to collect, store, process and package information as well as

provide access to knowledge.

Information improves knowledge and helps in reducing uncertainty

and the unknown. This is relevant in planning and decision making which

are very crucial to college of education management. Isyaku [2002]

observed that some ICT facilities that could be used in the management of

colleges of education include: college information system, desktop

computer, laptop computer, departmental computer library, computer

networking, scanning machine, printing machine, photocopying machine,

internet, satellite disc for global information, departmental e-mail service,

internet phone, college cyber café, college worldwide web (www), college

visual library, digital satellite television (DSTV), facsimile machines public

17

address system, audio tape player digital camera, electronic classroom,

examination scoring machine, counting machines and so on. According to

Isyaku, the use of the ICT facilities in the performance of colleges of

education management functions enhances efficiency and productivity in the

achievement of college goals and objectives

The need to evaluate ICT facilities in the management of colleges of

education in the North Central Zone of Nigeria, after five years of ICT

integration is very necessary. It makes a lot of sense that when a

programme/product has lasted for sometime, common sense demands that

such programme or product could be evaluated to assess its effectiveness

and worth. Dewey [1939], states that the value of an object or programme

depends upon how well it satisfies some needs. This implies that information

communication technology facilities that fail to meet up the intended

consequence should be considered valueless and hence discarded. Dewey

believes that evaluation is that of deliberation which has its beginning in

troubled activities and its conclusion in the choice of a course of action

which straightens it out. He further stresses that decision about ICT worth

for college management can only be aimed at investigating its consequences

and outcomes.

18

The purposes of evaluations in education are numerous. Bajah [1983],

states that the basic rationale for evaluation is that it provides information

for action while its primary justification is that it contributes to the

rationalization of decision-making. To Okoro [1991], the main purpose of

evaluation in education is to judge the worth, usefulness, effectiveness or

value of something, be it on education programme, curriculum, textbook,

students performance or ICT facilities.

This study made use of minimum standard for all NCE teachers

provided by the National Commission of Colleges of Education to Colleges

of Education in Nigeria, as a benchmark guiding the acquisition and

utilization of ICT facilities in the colleges. However these ICT facilities are

not comprehensively documented, for they are scattered across various

departments but, the researcher tried to pull them together in order to

develop the instrument for this study, (National Commission for Colleges of

Education) [2002]. This study adopted Scriven Goal Free and management

models of evaluation to support it. Scriven [1972], while recognizing the

pitfalls of the goal-free evaluation model opines that evaluation should

anchor not on already intended goals but also on the evaluator identifying

and collecting relevant data that would enable him appraise the total

consequences of the evaluated product/programme without reference to any

19

pre-set goals which blur his objectivity. According to Scriven while

evaluation can play many roles in education programmes, the evaluation

process has only one functional goal, that of determining the worth or merit

of something.

Moreover, the management model of evaluation by Payne [1994],

basically wants the evaluators to provide information to management to help

them in making decisions about programme/products. The evaluators‟ job is

to serve the key decision makers (COE managers). This model wants

evaluators to facilitate use.

The above evaluation models agree with Gbenya [2006], who

observed that the extent of the effectiveness of ICT in the management of

schools would depend on how available, adequate and utilized the ICT

provided to the school personnel will be. According to him, the availability,

adequacy and utilization of ICT facilities are therefore important factors to

consider if there must be any meaningful benefit in the use of ICT facilities

in the management of colleges of education in the North Central Geo-

Political Zone of Nigeria. It is based on this that this study is carried out to

evaluate Information and Communication Technology (ICT) facilities in the

management of Federal and State Colleges of education in the study area.

Although this study appraised the extent of availability, adequacy and

20

utilization of ICT facilities in management of COEs in the study area, the

research hypotheses compared the level of difference that exist on

availability, adequacy and utilization of ICT facilities in Federal and State

COEs in the area.

Statement of Problem

ICT has been integrated into the management of schools especially

COEs in Nigeria for some time now. Despite its integration in the

management of COEs, the performance of college management has not been

improved as compared to what it was before the integration of ICT. For

instance, students‟ results are not promptly processed and released. There is

no proper dissemination of information to the public on admission matters as

a result of lack of information sources.

Decision making is difficult as records are not always available. Some

vital issues such as students‟ unrest, cultism on campus, information about

some important happenings such as opening and closing of school are not

always available. The college communities are starved of information that

can improve and enhance teaching and learning. Why has this situation been

like this in the management of COEs? This could be attributable to the

observation made by some concerned individuals that ICT cannot make any

21

meaningful improvement on anything if ICT facilities are not available,

adequate and appropriately utilized.

It is based on the above observation that the researcher felt challenged

to evaluate what ICT facilities are available, how adequate the available ICT

facilities are and their utilization in the management of both federal and

State colleges of Education in the North Central Geo-Political Zone of

Nigeria. Thus the problem of this study is to evaluate to what extent ICT

facilities are available, adequate and utilized by these institutions in the

study area.

Purpose of the Study

The general purpose of this study was to evaluate information and

communication technology (ICT) facilities in the management of colleges of

education in the North-Central Geo-Political Zone of Nigeria. Specifically,

the study:

(1) determined the extent of availability of ICT facilities in Federal and

State Colleges of Education

(2) determined the extent of adequacy of ICT facilities in the Federal and

State owned colleges of education.

(3) determined the extent of utilization of ICT facilities available in

Federal Colleges of Education and State owned.

22

Scope of the Study

The scope of coverage of this study was limited to: availability,

adequacy and utilization of ICT facilities in the management of Federal and

State Colleges of Education in the North Central Geo-Political Zone of

Nigeria.

Significance of the Study

This study has practical significance. Practically, the findings of the

study will sensitize the stakeholders of colleges of education to devote

resources and personnel for the improvement of administrative services in

colleges of education through adequate ICT use. It is expected that the

findings of this study will spur the government to set up machinery to fully

develop college of education information system (CEIS) that will support a

full range of management administrative functions. In addition, it is also

hoped that the findings of the study will put the government in a better

position to encourage college administrators and other staff to use

information system as a tool for supporting decision-making.

It is hoped that from the outcome of this study, the government will

see the need to make ICT training and literacy compulsory aspects of staff

recruitment and development.

23

Besides, the findings of this study will enable the Nigerian colleges of

education and other tertiary institutions to integrate ICT in all their

programmes and provide ICT support for research, teaching and

administration. The college management can do this by making funds

available for seminars and training of technical staff. Also, the findings of

this study will sensitize the students to make use of the available ICT

facilities in the college to facilitate their learning for better academic

performance. Finally, it is hoped that the outcome of this study will be a

useful reference material to the government agencies, policy implementers,

researchers and educationists.

Research Questions

(1) To what extent are ICT facilities available for management of both

Federal and State Colleges of Education in the North-Central Geo-

Political Zone Nigeria?

(2) How adequate are the available ICT facilities in the management of

Federal and State Colleges of Education in the study area?

(3) To what extent are the ICT facilities available utilized in the

management of both Federal and State Colleges of Education in the

North Central Geo-Political Zone Nigeria?

24

Research Hypotheses

The research hypotheses of this study were stated at 0.05 level of

significance.

(1) There is no significant difference between the mean ratings of

administrators of State and Federal Colleges of Education as regards

availability of ICT facilities

(2) There is no significant difference between the mean ratings of

administrators of State and Federal Colleges of Education, with regard

to adequacy of ICT facilities in them.

(3) There is no significant difference between the mean ratings of

administrators of State and Federal Colleges of Education as regards

the utilization of ICT facilities in these colleges.

25

CHAPTER TWO

REVIEW OF LITERATURE

In this chapter various opinions and studies carried out on

Information and Communication Technology, availability, adequacy and

utilization of ICT facilities were reviewed for better understanding. The

review was carried out under four major headings: conceptual and

theoretical framework, empirical studies and summary of the review.

Conceptual Framework

(i) Evaluation

(ii) Information Communication Technology and its components

(iii) College of Education Management.

Theoretical Framework

(i) Information Theory

(ii) Technology Acceptance Model

(iii) Scientific Theory of Education Management

(iv) Management Model of Evaluation

(v) Scriven-Goal Free model of Evaluation

Empirical Studies

(i) Studies on Availability of ICT facilities

(ii) Studies on adequacy of ICT facilities

26

(iii) Studies on utilization of ICT facilities

Summary of the Study

Conceptual Framework

Evaluation

Adejoh (2006), defined evaluation essentially as the provision of

information for the sake of facilitating decision-making at various stages of a

programme or use of a product. Johnson in the same source said that

evaluation is “the process of delineating, obtaining and providing useful

information for judging decision alternatives”. One could see from the above

definitions that, evaluation of any programme or product is a scientific

process involving the expertise of professionals.

Dewey [1938], provides a convincing frame work for evaluation

inquiry. The theory proposes that thinking about values is of great

importance to educational practice because all educational practices have

undertones of values that are expected at the end of instruction or usage. The

theory further contends that facts have their bearing in the value of things

and that value propositions should not be considered to be un-empirical un-

testable or else it will be considered to be serving the interest of just a group,

and when tested, it should be concluded to have worth to justify its

continuous existence, Lere (1996). Dewey in his theory of evaluation states

27

that the value of an object or process depends upon how well it satisfies

some needs. This implies that any information communication technology

tools that fail to meet up the intended consequences should be considered

valueless and, hence, should be thrown away. The theory further stresses

that decision about ICT worth for college management practices can only be

arrived at through investigation of its consequence and outcomes. Dewey

believes, therefore, that evaluation is that of deliberation which has its

beginning in troubled activity and its conclusion in the choice of a course of

action which straightens it out.

In addition to the above theory, any evaluative inquiry of this nature

also requires a model for organizing and analyzing the probable functional

relationships among the different domains of relevant variables; Cooley and

Lohyness [1976]. Several models exist and these models are useful, mainly

in providing suggestions to evaluators in solving their own designed

problems. Unfortunately, however, each available model has been devised to

meet the needs of a particular situation.

Other functions of evaluation as put forward by some scholars are as

discussed below:

1. Product or programme improvement: Evaluation makes it

possible for data and information relating to programme/product to

28

be collected. Such collected data according to Okoro (1991), are

used in judging the effectiveness of the product/programmes and in

detecting deficiencies in the product/programme that need to be

removed.

2. Accountability: Another reason commonly advanced for the

evaluation of products/program is the need to justify expenditures

of time, talent and money. These are expenditures while

management leaders are likely to be questioned at any time. Okoro

points out that vast sum of money are spent on education practices

by the government. This money ought to produce good educational

programs/product outcomes for students, programmes or products

that would serve the needs of the country and bring about the

desired changes in the college management and behaviour,

character, skills, level, and social life of administrators who pass

through the use of ICT product/programmes. Evaluation therefore,

ensures that all educational expenditures are justified by the

improved management performance and other favourable

outcomes that might result from the expenditure.

3. Decision –making: Decision must be made with regard to all

aspects of ICT practices in education and at all stages in the

29

provision of ICT facilities to college management use. Ofoegbu

[1997], shows strong support for product or programme evaluation

as a basis for presenting evidence for the sake of facilitating

decision making in stage of ICT integration in college management

practices. Such decision according to him may lead to continuation

termination or modification of ICT integration in educational

management practices. Evaluation therefore assists in decision

making by providing the information on the basics of which wise

decisions can be taken; Okoro (1991).

4. Programme planning: Evaluation also aids the planning of a new

project/programme and in deciding whether to expand, modify or

discontinue with the existing project/programmes. According to

Okoro high quality ICT integration projects can be provided for the

staff of any higher institution as COEs only by careful planning.

Planning ensures that any ICT integration project established will

serve the needs of the institution and the society. Proper planning

according to him, involves the collection of information about

objectives, needs of the institution and the community to be served,

cost of the project and the availability of the ICT facilities and

technical staff. This information plays an important role in

30

effective planning in ICT integration in the management of

colleges of education.

5. Personnel Improvement: Evaluation also helps in ensuring that

Educational management personnel are well trained and are

carrying out their functions that they are best suited to carry out.

According to Adejoh [2006], evaluation of schools helps to judge

the merits of all the administrative and managerial arrangements

and practices and structures within which the school itself operates.

The skill and ability of administrators and instructional personnel

in educational institutions no doubt, determine to a large extent the

quality of the programme or the integration of a project offered.

Staff, according to Okoro should therefore, be assisted to identify

their strong and weak points and be encouraged to improve on

their performance.

Another purpose commonly advanced for the need to evaluate programmes

or projects in education include the significance to the participants of

knowing what they have accomplished. This knowledge tends to improve

their morale and supply guide post by which they may plot further action.

31

Information Communication Technology and its Components

The term information and Communication Technology (ICT)

embodies a convergence of interests between electronics, computing and

telecommunications, all of which are leading to the rapid development of

microelectronics. The outcome of this technological flux is a paperless

office, faster and better ways of doing things. The world has been turned into

a global village through the convergence of information and communication

technology resources. According to Osuagu [1999], information and

communication technology refers to the convergence of microelectronics

telecommunication and computers. To Lucey [1997], the term refers to the

process of acquisition, processing, storage, and disseminating of vocal,

pictorial, textual and numeric information. Lucey listed the components of

information and communication technology to include:

(1) Computer systems

(2) Communication system (telecommunication telephone,

satellite, telex, facsimile internet, e-mails, video text,

document delivery.

(3) Reprographic systems (micrographic, electronics copiers,

word processor, microware systems (radio, television)

32

ICT as a generic term refers to the technologies used in collecting,

storing, processing, (editing) and passing information in various forms. In a

general sense, ICT will include communication satellites radio, televisions,

telephone, video, tape record, microphone, public address system, projectors

scoring machines compact disc, floppy disc, personal computers and so on

Sambo [2002].

ICT according to Patterson [1995] conveys the notion of the

application of handling or technologies that allow various forms of

information to be processed, transmitted, manipulated, stored and retrieved

with speed, accuracy and efficiency. The ease of data processing and

transmission provided by these technologies has engendered the flow of

information across the boarder and between individual‟s cultures and

nationalities as never before. This results in great technological, economic

and social changes, striking the world ever more closely into a global

village. The need for the development of ICT is a global resolution and has

been a subject of great significance to all mankind. ICT is daily giving birth

to new concepts, new products and new ideas and radically transforming not

only our industries and business but also every aspect of our lives including

educational management. ICT is now recognized as a utility such as water

and electricity ( Ajayi, 2000).

33

Rowley [1988], stated that over the years, books, journal, and libraries

were used as tools for recording knowledge for posterity. Methods of

keeping records about activities were such as in-house filling systems,

bookkeeping practices etc. methods of communicating knowledge include,

letter, journals, books, reports, newspapers, telephone conversations, radio

and television for information and entertainment for mass audience.

However, innovation in ICT offers new ways of doing things to fulfill

exciting task more efficiently.

The introduction of ICT in an organization such as colleges of

education assists in the performance of various production and clerical tasks

and minimizes the time that the management spends in gathering

information for decision making. Some of these technologies attempt to

emulate existing means of functioning while some offer a completely new

means of operation. The tendency to emulate existing practices is what has

brought about electronic mail, electronic journal, electronic office, electronic

bill board etc. the ICT concept involves a whole range of technologies in

information processing and electronic communication. These include:

Computers

A computer is an electronic device that accepts and stores input data

and process the data and produces outputs as a result of step by step set

34

instructions. Woherem [2004:241] at the centre of ICT revolution is the

computer. Computers are marked by accuracy of results, speed in operation

and versatility in operation; it has found application in all areas of life.

However, the slow pace of both computer acquisition and literacy is having

profound negative effects in colleges of education and other organizations.

According to Anigbogu [2002], the word computer is a house hold name in

modern technology in the developed countries in the world, but in Nigeria,

the technology is still sounding strange to many people.

The use of computer systems has brought about a lot of improvement

and efficiency over the previous manual operation such as payroll

processing, stock inventory analysis and control scientific processes such as

seismic interpretation, and engineering designs. According to Iperen, other

benefits of computer include:

Enabling a worker to work faster

Enabling an organization to handle large volume of information

Accuracy

Improving the quality of work output.

Providing flexibility in providing information.

Providing means for guide storage and retrieval of information

Providing reduction in cost overtime.

35

Most Nigerians use their computers for just word processing such as

typing letters, memos, reports, queries and circulars. The results are that

other computers software is never operated or attempted due to lack of

knowledge or limited skills or abilities. Cole [2000:251], also observed that

with the availability of a wide range of information sources and transmission

media, management and professional staff have the ability to make informal

decisions based on an up-to-date picture of a situation and an awareness of

alternative responses and their likely consequences. Computers are now

widely used to answer questions as “what is likely to happen if we decide to

take option A or what is likely to be the result of changing X but not

changing Y?

The Internet

The internet is a huge network of inter-connected computers. Salman

[2000], stated that “the internet is a powerful innovation programme that

provides links among computers all over the world via satellite and

telephones.” The internet links millions of people and thousands of

companies, educational institutions and many other types of organization

world wide and enables them to be able to communicate with one another. It

makes possible the world wide interchange of information. The internet does

have a central point or control centre. It is the sum of all its parts. Using the

36

internet, a teacher acquires course material, a farmer gets new planting

methods, a college manager acquires strategies for effective and efficient

management performance. Co-operations are drawn to it because of its

power to advertise their products and service to millions of potential

consumers. According to Awake [1997], internet is just like a room filled

with many spiders, each spinning its own web. The webs are so

interconnected that the spiders can travel freely within the maze. It is a

global collection of many different types of computers and computer

networks that are linked together. Just as telephone cables links you to talk

to someone on the other side of the earth.

Ndum [2001], stated that internet featured exhaustive materials for

students that cover recreation, entertainment, sports, shopping, employment

opportunities etc. it provides access to almanacs dictionaries, encyclopedia

and maps. It enables users to set products, make purchases and make

Banking transactions, converse and listen to latest music recording. Ndum

summarized the internet thus:

For the first time ever the world is truly at fingertips. From

your information about anything you can name or even

imagine. You can communicate with people on the other side of

the world. Set up a teleconference and tap into the resources of

powerful computers through the world best libraries you can

watch video, listen to music and read special multimedia

magazines. From the internet you can shop for almost anything

37

you can name, all these things are possible by simple tapping

into the target computer network in the world-the internet.

Most of the information on the internet is free. Government, Universities,

Colleges, Companies and individuals provide free information to educate

and entertain the public. Information on the internet is reliable, timely,

meaning up –to-date and accurate in addition to the fast speed at which

information is made available to the users.

Today internet provides a very important technical infrastructure for

knowledge networking. The internet is advantageous in almost every sphere

of life and in all aspects of human endeavour. The internet he said, is

informative, educating, entertaining, improves commercial transactions,

helps in reducing traffic and helps in reducing labour and boost

communication. Iperen outlines a list of typical uses of the internet as:

The E-mail: An internet based electronic substitute for the conventional

post office. With it internet users locate anywhere in the world at electronic

speed. With e-mail facilities, Messages are transmitted and received

instantly, whether the address is in the next office or the other side of the

world.

News groups: help users to share new information and articles. Readers

post messages or article to new groups for other people to read. They can

reply to articles.

38

Facsimile (FAX): Involves internet users having a facsimile machine to

receive and send Fax via internet. Printed image processing lies in the use of

facsimile (Fax) machines. Fax machines send complete image of the

appearance of the sheet to another machine. Whatever is dispatched is

received and recreated at the other end, without the original or the other

leaving the office, Iperen [2006].

Electronic Bulletin Boards: Which are like notice boards but now in

electronic form. Though such media internet users obtain up-to-date

information, publicize events and exchange ideas.

Internet Phone: Makes it possible for those connected to the internet to

make calls through the internet.

Virtual Library: This helps users to have access to pools of literature or

books written by various authors. This replaces the traditional library: it

gives the users opportunity to browse through the internet, type in the

author, the title of the book and the year of publication, thereby the content

of the book is displayed for them to download and use as their study

material. This process is faster and more convenient than the use of

traditional or conventional library.

World Wide Web (www): It is a global network, which enables every

computer on earth to have access to world wide information traffic. The

39

documents on the website are known as hypertext documents. International

journals, technical standards, books, film; news papers and so on are

available on the websites. Just think of organization with many departments

housing every member of the organization each contributing greatly to the

proper running of the whole organization, so are the internet web sites.

According to Molosi [1991], the internet growing faster than all other

communication technologies that have preceded it. Radio existed for 38

years before it has 50,000,000 listeners; television took 13 years to reach

that mark. The internet crossed that line in just four years. The internet has

taken the world by storm and has generated a list of interest in today‟s

information world. According to Chukumerie [2001:2] “one of the reasons

why people formerly had no interest in computers but are now willing to get

involved in computing stems from the mystery the internet has generated. In

fact, the internet has turned the world into a global village where people of

different nationalities, race and social background can communicate on a

one to one basis to share and exchange ideas across continents in an

interactive and personal manners.

The internet as an educational or management medium offers real

benefits and prospects. However, the danger it presents are so real.

According to Eyitayo and Eyitayo [1991], “Internet with its many

40

advantages also come the numerous challenges and problems. By mere

typing the word “Sex” in a web search engine, you can find images nude

folks of both genders in a variety of situation that can be considered

compromising at best. Managing internet access is particularly problematic.

Internet connection line is often used by students to access pornographic

sites, read newspapers, play games and engage in online chatting.

The problem of students submitting download works from the internet

as their projects and assignments is rampant while scarce documents are

wasted printing irrelevant questionable educational values.

The Radio: The radio is a machine of communication. Radio reaches

people everywhere with opinions, news, entertainment and advertising.

There is hardly a place in the world that is beyond the rich of radio. Radio

remains the most cost effective means of communication. It is an interactive

medium used for dialogue, debate and exchange of ideas. It provides both

access to information and an avenue of expression and communication.

Parents/society has a voice to participate in matters that directly impact on

the lives of their children through radio. School manager can communicate

the programmes or activities of the school through radio.

The Television: Television gives electronic moving pictures. The television

has a strong influence on people, on culture and on the beliefs, attitudes,

41

behaviour and ambition and as well as personality of people. According to

Anger and Tor-Swan [2005], Television is one of the most valuable ICT

infrastructures that have contributed so much in bringing the world down to

a global village. With the use of TV, especially the modern age of digital

satellite television (DSTV), territorial boarders have clearly vanished, giving

way for information, ideas etc, to be passed from one country to another,

even in the comfort of one‟s bedroom, without having to pay too much for

the information.

Telephone: The telephone is the medium of the spoken word for distance

communication. It is one of the efficient communication systems available.

One can dial to almost any other telephone in the world. The most recent is

the global communication system known as (GSM).

Satellite: These are geo-stationary communication microwave repeaters

located at about 35.700 km above earth surface. It rotates round the earth

every twenty-four (24) hours and remains above the earth always.

According to Adeniran. They receive microwave signals in one frequency.

Satellite handsets transmit voice, text, audio and visual information. The

technology brings communication to rural areas and countries without

installation of cable as a result of their reception to the satellite geo

stationary repeaters. Other ICT facilities that can be available for

42

management use according to Iperen include public address system, College

Cyber café, Projectors electronic, scoring machines, multimedia classroom

etc.

College of Education Management

Uyanga [1996], sees management as denoting a function as well as the

people who discharge it, a social position and authority and also a discipline

and a field of study. Management involves people looking at themselves and

exercising formal authority over the activities and performance of other

people. For this purpose therefore Drucker further regards management as:

Taking place within a structured organizational setting and with

prescribed roles.

Directed towards the attainment of aims and objectives.

Achieved through the efforts of other people; and

Using systems and procedures.

The approach to educational management in Nigerian tertiary institutions

is basically the same, except distinctive positions of the pro-chancellor

which is found in Universities but absent in Colleges of Education and

polytechnics. As observable in the accompanying organogram, what obtains

in COEs is generally a 9-step hierarchy of management, starting from the

lecturer/officer post (The base) to the visitor (The apex), usually the

43

governor for State Colleges of Education (SCOEs), Minister of Education,

for Federal Colleges of Education (FCOEs). The functions of the hierarchy

usually cluster around two fundamental structures. These are the college

governing council (CGC) and the College Management Committee (CMC).

The Governing Council shoulders the responsibilities of deriving from

the planning dimension of management while the College management takes

care of administrative and supervisory aspects of educational management.

Both the (CGC) and (CMC) are normally assisted by a number of committee

Kontagora in Isyaku 2002, as well as by the staff and the student officers of

the institution.

44

Fig. 1 ORGANOGRAM OF COLLEGE MANAGEMENT

Isyaku [2002]

Management is a process involving certain functions and work activities

that managers perform to achieve the goals of an organization. For instance,

Lucey [1997:91], that management has to make decision about:

Work of the organization - what it should be, how it should be

divided and organized and how the task should be coordinated.

The visitor

The Governing Council

College management Committee

The Provost

Deputy Provost

Principal Officers

Registrar Bursar Librarian Director of Works Director of Health

Head of Non Acad. Dept.

Individual staff/students officers

Deans of schools 1. Education, 2. Art & Sci. 3. languages.

4. Science 5. VTE

Heads of Acad. Depts

Lecturers

Head of Non Acad. Dept.

Individual staff officers

45

People in the organization, who they should be, how they should

be treated and motivated, how they will be managed and led and

who does what

Structure of the organization, what will be the group/departments

and their relationship; how authority and responsibility will be

arranged as well as where decisions will be taken

Systems of the organization, what type of

information/communication system will be used.

Management requires information that is easily accessible, accurate,

timely, relevant, veritable complete and clear on which to base management

decisions. The management process usually consists of basic management

functions. These functions according to Ivancevich, Lovenzi and Slumer

[1994:14], are:

Planning: it is a management function that determines an

organization‟s objective and establishes the appropriate strategies

for achieving these objectives.

Organizing: Management function that assigns the tasks identified

during planning to individuals and groups within the organization

so that objectives set by planning can be achieved.

46

Leading: a function of managers by directing and motivating,

influence organization members to perform in ways that

accomplish organization objectives.

Controlling: A function of management that makes sure that

organization actual performance conforms to the performance that

was planned for it. A manager performs this function

simultaneously. Decision making which is an integral part of all

management tasks takes place within each of the management

functions.

College of Education Management is a highly practical activity

concerned with creating effective means to ensure that educational values,

goals and objectives are put into practices. Glatter et al [1998], asserted that

this activity involves the way goals and objectives are determined and

methods used to implement them and the results that are obtained.

Colleges of education in Nigeria come broadly under the following

management bodies.

Federal government (for federal colleges of education) through the

federal ministry of education

State government (for state colleges of education ) through the

State ministry of education

47

Private owners (colleges of education). These are purely private

owned colleges of education.

Packwood as cited in Glatter et al pointed out that the purpose of

these management bodies is to ensure that the colleges are working

satisfactorily within their policies and prescriptions. A well designed and

developed information management system will enable data transfer

between these management bodies and the colleges for the purpose of

effectively and efficiently monitoring and evaluating the colleges.

College of education provost (manager) plans organizes, directs and

controls the allocation of human, material, financial and information

resources in pursuit of the goals and objective of the college. Clatter et al

(eds.) summarized the duties and responsibilities of a college provost as:

Formulate and gain approval for the college over all aims,

objectives, and policies implementation.

Establishes and modifies as required the college internal

organization, deploying financial and staff so as to implement

policies, maintain staff motivation and initiatives all within the

requirement of management bodies, policies and staff conditions of

services.

48

Clarifies to individual staff members the contribution required of

them through provision of job description.

Establishes and maintains professional and performance standard

for staff of all kinds including the product of performance

appraisals and review.

Secures assistance and support from those whose activities and

support can contribute to the attainment of the college objectives.

Liaise with the management body which oversees the college.

To carry out these duties on a routine basis demands the keeping of

administrative records. The volume of the records to be kept and

retrieved makes the use of information and communication

technology an obvious application to opt for. One of the guidelines

made in line with education decree 16 of 1988 section 22-1 stipulates

that the following records should be kept for life in every college:

Certificate of registration or other such as law, decree, edict, or

gazette publication giving legal authority for the opening of the

college.

Admission progress and withdrawal register.

Punishment book

49

Log book with up-to-date important and significant events in the

life of the college.

Inspection Report file, National Curriculum

Account Records

Stores and inventory records

College prospectus-updated periodically and spelling out

objectives of the college with.

(1) Joining instructions for new students

(2) Membership of the current college governing council

(3) A brief history of the college Admission policy

(4) Admission policy

Site-plan showing evidence of survey registration

And evidence of the college land.

Staff record – showing full current staff list including personal

details on each staff, especially registration number, qualification,

date of employment, deployment and current salary.

Students‟ record especially cumulative assessment and payment

records

Visitors‟ book etc.

50

The complexity of the educational process and the college of

education management in particular has made the computerization of some

aspects of college management a necessity, Townsend [1996], observed that

the college provost‟s role has become increasingly complex; educational

recon-structuring and public demand for accountability are politicizing the

work of provost and at the same time provost have been advised to take a

large role in instructional leadership and be supportive and transformational

in their relationship with students, staff and parents.

The management of college of education should be able to gather data

from several different types of sources through the use of ICT, analyze them,

select the relevant ones and organize them in such a manner to allow

management make decisions based on the organized data. Ndukwe [2003],

pointed out that the ability to easily access and share information and

stimulate the creation of new ideas enhances good management.

Colleges of education deliver a lot of quantitative data to statutory

bodies such as Federal and State ministries of education and National

Commission for Colleges of Education (NCCE). The records that colleges

give to these bodies are often found to be inconsistent. This could be

probably due to the fact that colleges do not have databases whereby the

same quantitative data can be retrieved for the various bodies that need it.

51

Theoretical Framework

Information Theory

In any intellectual society all professional practices according to Tita

[1991], are expected to hinge on vigorous intellectual frame work aimed at

advancing the attainment of the desired goals and objectives. Attempts to

arrive at information useful to others in considering the value of

management tools for effective and efficient performance of management

duties require some framework in which to think about the value process

Cooley and Lohyness, [1976]. It is in view of this, that the theory of

information in the theories of Human communication by Stephen and Little

[1923] provide a convincing framework for this investigative inquiry. This

theory involves the quantitative study of signals sent from senders to

receivers. It has practical applications in the electronic sciences of

communication that designs transmitter, receiver and codes to facilitate

efficient handling of information.

The primary contribution that draws information theory into a single

theoretical approach was that of Shannon and Weaver [1949], a

telecommunication engineer at Bell Telephone laboratories. His classic book

with warren weaver, the mathematical theory of communication is a basic

source of information theory.

52

Information theory is not concerned with meaning of messages, only

with their transmission and reception. This aspect of the theory is important

to this study because the college managers need the knowledge of the

transmission and reception of information to perform effectively and

efficiently in their management duties.

The basic model of the transmission in this theory which was

developed by Shannon and Weaver is as shown in fig 2 below:

Theory of Shannon and Weaver’s Model of Transmission

Sources: Shannon and Weaver [1949]

In this model, the source formulates or selects a message, consisting

of signs to be transmitted. The transmitter converts the message into a set of

signals that are sent over a channel to a receiver. The receiver converts the

signals into a message. This model can be applied to a variety of situations.

In the electronic arena, a television message is a good example, the

producers, directors and announcers are the source. The message is

transmitted by airwaves (channel) to the TV set, which converts electronic

waves back into a visual impression for the view. This model is also very

relevant to this study as the college managers who are the users of ICT

Infor Source

Transmitter Channel Receiver Destination

Noise Source

53

facilities for the management of their college need to be acquainted with

effective transmission and conversion of information for effective use.

One important element in this model, noise, is any disturbance in the

channel that distorts or otherwise masks the signal. According to this model,

whether the message is coded into regular language, electronic signals, or

some other verbal or nonverbal code, the problem of transmission is the

same to reconstruct the message accurately at the destination becomes a

problem. This is very relevant to this study as the users of ICT facilities need

to know that noise is a big problem to the use of ICT facilities for college

management.

Another serious problem of this model is redundancy, in a message

Redundancy compensates for noise. As noise masks, distorts or replaces

signals, redundancy allows the receiver to correct or fill in the missing or

distorted data. College managers need to be aware of this problem as they

use ICT facilities in their management duties because according to this

model too much information at a time can mar the effectiveness of

information transmitted.

This model holds that channel capacity is another factor that limits

accurate transmission. Channel capacity here refers to the maximum amount

of information that can be transmitted over a channel in a given time period,

54

(for example, per-sic). The actual amount of information in the channel is

throughput. If the throughput exceeds the channel capacity, it also means

using a code with sufficient redundancy to compensate for amount of noise

present in the channel. If there is too much redundancy transmission will be

insufficient, if too little, it will be inaccurate. Therefore the college

managers who are the users of ICT tools should ensure that there is no too

much redundancy and too little so as to avoid passing inaccurate information

to their recipients.

Technology Acceptance Model

For the purpose of this study, the researcher considers a wider range

of supporting or preventing factors, relating these to the theory of Davis,

Bagozzi and Warshaw in Cox, Preston and Cox, [1999]. Davis et al

developed a theory of „action relating to reason‟ technology acceptance

model based on the work of Fishbein and Ajzen to investigate the reason

why some people use computer and their attitudes towards them. Their

model shown in figure 1, links perceived usefulness and ease of use with

attitude towards the use of ICT and actual use (system use). They tested this

model with 107 adult users, who have been using a managerial system for 14

weeks. They found that people‟s computer use was predicted by their

55

intention to use it and that perceived usefulness was also strongly linked to

these intentions.

Figure 3-Technology Acceptance Model (Davis, Bagozzi and Warshaw, 1998)

External variables: in Davis, Bagozzi and Warshaw‟s model, the external

variables represent the many influences on administrators which come from

outside their sphere of control. These will include:

The requirements of National Commission for Colleges of

Education (NCCET) or College guidelines.

Requirements of the college administrators‟ Training Agency‟s

ICT skills of new administrator.

The new college opportunities for the training of administrators in

the college.

The changes in the society with the rapid growth in the uses of the

internet and ICT in general.

College management policies on using ICT.

Perceived usefulness

External

variables

Attitude

towards use

Behaviour of

intention to use

Actual

system use

Perceived

ease of use

56

Opinion of Colleagues

Responsibilities of the administrator

Pressure from teachers and students.

The influence of the Ministry of Education.

Although the above factors have been identified as very important

factors by researchers, the main focus of this study is on how

administrators perceive ICT contribution to their administrative practices,

and whether this is in conflict with their administrative beliefs. These

factors come within Davis et al’s perceived usefulness and perceived

ease of use components.

From previous studies there are a number of factors which have been

identified which relate to the perceived ease of use of ICT, which in this

case is for experienced practicing ICT users. The impact project Watson

[1993], and other studies identified a wide range of skills and competence

which administrators felt they needed in order to find ICT easy to use.

Some of these are given in below:

Positive and Negative factors influencing perceived ease of use

Positive Negative

(1) Regular use and experience of

ICT outside the office.

Difficulties in using

software/hardware

57

(2) Ownership of a computer Need more technical support

(3) Confidence in using ICT Not Enough time to use ICT

(4) Easy to operate It is too expensive to use regularly

(5) Easy to access information Insufficient access to resources

(6) Can get help and advice from

colleagues

Does not give room to interpersonal

interactions

If administrators see no need to question or change their

administrative practices then according to Cox et al [1999], in their study of

“users” attitude to ICT”, they are unlikely to adopt the use of ICT. However,

if they perceived ICT to be useful to them, their administrative performance,

then according to the empirical evidence of previous studies of Cox, Preston

and Cox [1999] they are more likely to have a positive attitude of the use of

ICT in management practices. In the researcher‟s review of literature, a

number of factors which will contribute to administrator‟s perceived

usefulness of ICT are identified as given 2 below.

Positive Negative

- makes my work more interesting Makes my work boring

- Makes my work faster Makes my work different

- Has improved access of information and Reduces workers motivation

58

data

- Gives me more prestige Impair better administration performance

- Makes my administration more efficient Make my administrative inefficient and

unproductive

- Gives me more confidence It is not enjoyable

Administrators‟ attitude to many of these factors will depend upon

how easy they perceived using ICT to be on a personal level as well as for

administrative practices in the offices.

According to Davis et al‟s technology model shown in figure 1, the

more positive the responses to the above factors of perceived usefulness and

perceived ease of use, then the more positive the attitudes of administrators

will be to the use of ICT and the more likely they will be to use ICT in their

administrative practices. The major aim of this research is to evaluate the

reliability of this model using college administrators who have integrated

ICT in their management practices, and to find out which of the factors are

considered to be important to the sampled administrators.

Scientific Management Theory of Educational Administration

The theory that is relevant to this study is the scientific management

theory of Fredrick Winslow Taylor [1856 – 1915], Aaver [2006]. Fredrick

W. Taylor was one of the early practical manager theorists. He was born in

59

Boston, Massachusetts in 1956, spent the greater part of his life working on

the problems of achieving efficiency on the shop floor. The solutions he

came out with were based directly on his own experience at work, initially

as a shop floor worker himself and later as a manager.

Taylor began his career as an apprentice in engineering. He later moved

to the Midvale steel company, where he consolidated his ideas and

conducted some of his most famous experiments in improving labour-

productivity. Taylor was keen to pass on his ideas to others, which he

achieved through his writings. Most notably “The principles of Scientific

Management” published in 1911.

Taylor‟s main ideas in his writings were the need for proper work,

methods and standard derived from scientific study of each job and

requirements. He therefore believed that the remedy for curing insufficiency

in job performance lay in scientifically designed jobs. According to

Eneasator and Nduka, much of Taylor‟s research was focused on the

following ideas:

Improvement of work tools

Analysis and innovation of work tools.

Enforced method standardization of work method.

Enforced cooperation

60

Another important component of the scientific theory according to

Aaver [2006] is the classical theory of management presented by Henry

Fayol 1841 – 1925. Fayol‟s principles of management complemented that of

Fredrick Taylor. He advocated the efficiency cut aimed at increasing

productivity of workers. Unlike Taylor, Fayol concentrated on top

management (college provost and their deputies) and work downwards to

the lowest organization members, Aaver, [2006].

Fayol defined administrative or management behaviour that is the

functioned element of administration tasks as follows:

To plan-means to study and arrange the plan of operations.

To command, to ensure that the staff do their work.

To coordinate-means to unite and correlates all activities.

To control – means to see that everything is done in accordance to

the rules and instruction laid down, Aaver [2006].

The contribution of Fayol in this theory is very relevant to this study as the

managers of Colleges of Education are expected to perform some

administrative functions such as planning, directing coordinating and

controlling their staff with the use of information and communication

Technology facilities available to them.

61

According to Daft, [2005], other contributors of scientific

management theory are Gullick and Urwick [1937]. In 1937, Urwick and

Gullick became more sophisticated in their analysis and approach. The

worked more on Fayol‟s elements of administration/management and

provided more articulate and up to date principle of management.

In Daft [2005], Gullick in answer to the question, “what is the work of

the Chief Executive?” responded with the following acronym; POSDCORB.

The acronym depicted seven administrative procedures: planning,

organizing, staffing, directing, coordinating, reporting and budgeting. These

functions overlap and the performance of one cannot be really separated

from the other. In this sense management can be viewed as a composite

process. The contribution of Gullick and Urwick [1937], spells out clearly

the management functions of the managers of Colleges of Education which

necessitate the use of ICT facilities for effective and efficient performance of

the duties

Nongo, [2005] observed that a more complete function of a college

manager, however, should include “evaluation” from the perspective the

acronym POSDCDRB should become “POSDCORBE” where the letter „E‟

represents evaluation. This is because the reporting function of College

administrator, does not embrace the function of evaluation. Consequently,

62

reporting should be viewed as an aspect of evaluation thus why Gullickian

acronym has been extended to “POSDCORBE”. This fully describes the

scope of management duties.

The implications of “POSDCORBE” to educational system according

to Daft [2005] are: planning, this involves a definition of objectives and

goals. It is a process as well as orienting the institution towards goals so, in

colleges of education the provosts set out in advance with the use of ICT

facilities with a pattern activities and actions that are supposed to bring

about the attainment of intended college goals. To determine what is to be

done, the college administrators or managers cover a number of decisions

related to the classification of college‟s policies that will help to realize the

goals. They finally set out programmes and specific methods and procedures

of implementation. For example in college of education, the deputy provost

academics or the college examination officer plans the time-table. In doing

this, the people concern need the use of ICT facilities for effectiveness and

efficiency of their job.

Organizing is the process of determining the activities to be

performed in order to achieve the objectives of the institution. It is through

organizing that the management task of the institution are subdivided and

then related and arranged to create an operating unity. Organizing entails the

63

grouping of activities in an inter-related manner, assigning these

responsibilities and assembling the resources. For instance, the sport director

of the college of education could be charged with the responsibility of

reorganizing inter-house Athletics competition.

Directing refers to motivating, influencing, guiding, or stimulating the

action of people towards the attainment of the desired organizational

objectives. In this sense, directing is part of supervision.

The act of coordination is also important in our college systems.

Coordination refers to the process of bringing related activities together. The

larger the college, the greater is the need for coordination; coordination is

therefore necessary in all areas of the college if the college manager is to

provide effective leadership.

Reporting is to keep the executive informed as to what is going on.

Budgeting relates to all that goes with budgeting in the form of fiscal

planning accounting and control.

Evaluation, here the role of the college administrators also involves

evaluating staff and students. They report on the performance of teachers,

support staff and students. To do these effectively, they need to monitor the

activities of their subordinates and clients. Supervision is also inclusive in

the duty of the college manger in evaluation.

64

The scientific theory of Taylor 1815-1956, Fayol , Gullick and

Urwick, [1937] appears more appropriate and is employed in this evaluative

study of availability, adequacy and utilization of ICT facilities for the

management of colleges of education in the North central zone of Nigeria.

The reason for the choice of this theory is in agreement with Nongo [2005],

who agreed that Taylor‟s idea of provision of appropriate tools and materials

to the workers is relevant to colleges of education. Provosts students,

workers; academic and non academic need to be provided with necessary

up-to-date equipment in order to promote their work, for example, students

need computers and internet services for their on-line registration and

payment of school fees. Bursars and finance clerks need computers and

counting machines to facilitate the payment of staff salaries, library workers

need computer and internet to access and source software for teacher and

students use, academic heads of departments need computers and scoring

machines to process students‟ results, students and teachers need projectors

to present their seminars and defense, college provosts need telephones,

radios and public address system for the dissemination of information to

their staff, students and the public.

65

Finally, another contribution of this theory to this study is the

specification of the administrative duties of the provost of college of

education by Nongo which include:

Planning, organizing, selecting, directing coordinating, organizing, reporting

budgeting and evaluation.

Evaluation Models

Several tactics and strategies have been adopted by evaluators in

evaluating social actions programmes such as welfare, science, health and

education. These tactics and strategies are called models. A model according

to Bello and Okafor [1997], therefore, is a system or a working mechanism

with which curriculum or project evaluation operates based on the purpose

in which evaluation is focused. It shows the component and structures of

evaluation and how these are interrelated in bringing about a specific intent.

To Okoro [1991], an evaluation model may be regarded as a set of steps or a

system of thinking which if followed or implemented will result in the

generation of information which can be used by decision makers in the

improvement of education programmes/projects. According to him,

evaluation models are a great help to evaluators because they provide a

general guide, which can be adopted or modified to suit specific

66

programmes or project being evaluated. Examples of such models are as

discussed below:

Management Model of Evaluation

The basic idea of the management model is that the evaluator‟s job is

to provide information to management to help them in making decisions

about programs/projects. The evaluators‟ job is to serve managers (or

whoever the key decision makers are).

According to Payne [1994], one popular management model today is

Michael Patton‟s utilization Focused Evaluation. In this model, Patton

basically wants evaluators to provide information to primary intended users,

and not to even conduct an evaluation if it has little or no potential for

utilization. He wants evaluators to facilitate use as much as possible.

Patton‟s motto is to “focus on intended use by intended users”. He

recommends that evaluators work closely with primary intended users so

that their needs will be met. This requires focusing on stakeholders‟ key

questioning issues and intended users in the interpretation of the findings

and then disseminating those findings so that they can be used. One should

also follow up on actual use. It is helpful to develop a utilization plan and

outline what the evaluator and primary users must do to result in the use of

67

evaluation findings. Ultimately evaluation should according to Patton be

judged by their utility and actual use.

Scriven’s Goal Free Evaluation Model [1972].

Scriven [1972], while recognizing the pitfalls of the goal-free

evaluation opines that evaluation should anchor not on already intended

goals but also on the evaluator identifying and collecting relevant data that

would enable him appraise the total consequences of the evaluated

project/curriculum without reference to any pre-set goals which may blur his

objectivity. According to Scriven while evaluation can play many roles in

education (such as in accountability studies project development or teacher

education programmes) the evaluation process has only one functional goal,

that of determining the worth or merit of something.

He made a distinction between formative evaluation (evaluation used

to improve a program/project while it is still fluid by providing feedback to

the developer) and summative evaluation (evaluation of a completed product

at the potential consumer). To him, understanding the distinction between

this two evaluation roles will help the evaluator to delineate the methods,

which may be appropriately used in any evaluation study.

It is most appropriate, as Scriven has suggested assigning the

formative evaluation task to a professional evaluator who is a regular part of

68

the project/program being evaluated a person internal to the organization,

someone who knows the details of the project. On the other hand, it is

essential that a disinterested unbiased professional evaluator from outside

the programme/project brought in as the summative evaluator. The reason

for using an external evaluator for summative evaluation studies is that

consumer of the evaluation reports must be assured that the evaluation was

done by an independent person and that no “white wash” or favourably

biased report was written, Worthen and Sanders [1973]. Thus Screiven

suggested credibility as a critical criterion in judging an evaluation report.

Empirical Studies

(iv) Studies on Availability of ICT facilities

(v) Studies on adequacy of ICT facilities

(vi) Studies on utilization of ICT facilities

The empirical review was done under the following headings:

Availability, Adequacy and Utilization.

Availability

Iparen [2006], reported that Chukwoaku investigated the Record

Management Information Technology Resources available to commercial

banks in Owerri. The study was designed to determine the information

technology resources for managing records in commercial banks in Owerri

69

Municipal Council. The four research questions used sought to determine the

form of data how records are processed, the facilities and resources for

managing records. The population of the study (which consisted the sample)

was 69 staff in the banks surveyed.

Copies of questionnaires were used for data collection while means

scores were used for analysis. The results of the study showed that the forms

in which data were found include: texts graphic, drawings and those records

were produced manually and electronically. The result also showed that

Usenet, teleworking and conferency were not available. In view of this, this

study intends to appraise the extent of availability of ICT facilities in the

management of Colleges of Education in the North Central Geo-Political

Zone of Nigeria.

In another study, Ifukor, Omogo [2006], conducted a research on the

effect of Information Communication Technology on Banking, a study of

three commercial banks in Delta State. The design of this study is

descriptive in nature. The population of this study is made up of bank

officials and customers who were in the bank as the time the researcher

visited the banks. The instruments used for data collection were

questionnaire and unstructured interview.

70

Forty copies of questionnaires were structured and distributed.

Afribank had 12 copies, Zenith bank 10 copies, and First Bank 18 copies.

The data collected were analysed using simple percentage. The findings of

this study revealed that all the banks have computer system, they are on-line,

they have facsimile facilities and ATM. Moreover, all the banks have GSM

phone respectively. It was also discovered from the findings that all the

respondents in the three banks used attested to the fat that because of the

availability of these ICT facilities in the operations of the banks, transactions

in the bank have greatly improved. Based on the above findings, this study

intends to appraise the exert of the availability of ICT facilities in the

management of COEs in the North Central Geo-Political Zone of Nigeria.

Adequacy

Gambari and Adaeze [2007] conducted a study on availability and

utilization of Information Communication Technology (ICT) facilities in

higher institutions in Niger State Nigeria. Three Federal Government owned

tertiary institutions in Niger State were randomly selected for the study. One

hundred and fifty lecturers participated in responding to the questionnaire.

They cut across all the departments within the institutions. The instrument

used for this study is a 35-items questionnaire designed by the researcher.

71

Data collected were from 150 lecturers from the three higher

institutions and the data were analyzed using description statistics, ANOVA

to assess the difference between groups of lecturers. Analysis was conducted

at 0.05 level of significance. In their findings, it was discovered that there

are inadequate ICT facilities and equipment for teaching and learning work

in all levels of tertiary institutions. Based on this finding, this study would

like to appraise adequacy of ICT facilities in the management of COEs in the

study area.

Yaku and Obe [2006] carried out a study on Information and

Communication Technology and Guidance Counselling education in Jos

North Local Government Area of Plateau State. The target population of this

study were all the 200 secondary school tutors and students in Jos North

Local Government Council. The students and lecturers in the Department of

Computer Science, University of Jos were also targeted for this study. Four

hundred respondents were selected for the study, 200 male and 200 female

to avoid gender bias.

Four research questions and three hypotheses were formulated and

tested in this study. Stratified random sampling technique was used in

selecting four hundred respondents for the study. Purposive sampling was

used to select school administrators and the lecturers. The main instruments

72

for data collection were questionnaire and unstructured interview. From the

finding of the study, it was discovered that shortage of manpower, ignorance

of policy makers, inability of the machines to respond in human manner and

the loss of vital information have been overwhelming phenomena in the use

of ICT facilities. In view of this, this study intends to appraise the level of

adequacy of ICT facilities in the management of Colleges of Education in

the North Central Geo-Political Zone of Nigeria.

Utilization

Iperen [2006] carried out a study on the assessment of the

effectiveness of Information and Communication Technology in the

management of secondary schools in Makurdi Local Government Area in

Benue State. The research design for this study was survey. The area of

study is Makurdi Local Government Area of Benue State.

The population of the study were all the management staff in all the

secondary schools in the area. There are 45 secondary schools in the area

with 540 management staff, including the school principals. Simple random

sampling was used to sample 18 schools out of 45 secondary schools. One

hundred and eight (108) management staff which form 20% of the target

population were selected for the study.

73

The instrument used for this study was a structured questionnaire

titled Information Technology Impact on Secondary School Management

(ICT-ISSMD). Personal observation was also used for assessment of visible

ICT facilities. The researcher used Likert + 5-point to measure the responses

of the subjects. The possible responses given were absolutely necessary, (4)

very useful (3) useful 2, somehow useful (1) not useful (0). The data

collected were analysed using correlational statistics. The finding of this

study showed that computers has a positive contribution towards the

production of students‟ enrolment, production of memo letter and circulars,

positive contribution to the production of students‟ dossiers. Another finding

of this study showed that computer facilitates students‟ admission and

registration processes. The finding of the study also showed that computer

facilitates students‟ continuous assessment, school time table, marking and

grading multiple-choice questions, contributes in providing a data base

information that could aid in taking managerial decisions.

However, the findings of this study reveals that computer does not

facilitate students‟ admission and registration processes and that computer is

not put into use for compilation of financial report and the retrieval of

students‟ records. Also the result of this study showed that students used

Internet to pay school fees but not used by the school management to publish

74

admission vacancies. No school manager uses Internet to download

information for management tasks. To this finding, internet is only adopted

as a means of advertisement for recruitment. This makes it impossible for

school community to make use of e-mail to communicate to the outside

world. In view of this, this study intends to appraise the extent of utilization

of ICT facilities in the management of Colleges of Education in the study

area.

In another study, Nkanu, Obaje and Obi [2007] undertook survey

study of the extent of use of e-mail in Nigerian university libraries. The

population of the study was all the Federal University Libraries in Nigeria.

Stratified random sampling method was used in selecting the 13 Federal

University Libraries that constitute the sample for the study. A total of 500

respondents duly completed the questionnaire. The questionnaires used in

data collection were received from 415 Librarians and 175 Library support

staff. Simple percentage was used to analyse the magnitude of response with

respect to the extent of use; while chi-square (x2) analysis was used to test

the null hypotheses at 0.05 level of significance with respect to whether the

extent of use of e-mail among university libraries is or is not contingent

upon a particular university.

75

In one of their findings, it was discovered that although Nigerian

university libraries regularly and occasionally use e-mail services, the extent

of the provision of library information services is contingent upon a

particular university as it affects these universities. Based on the above

findings, this study intends to appraise the utilization of ICT facilities in the

management of both Federal and State COEs in the North Central Zone of

Nigeria.

In another related study carried out by Olatokun [2007] on adoption

and use of ICTs in Nigerian manufacturing industries. The research design

adopted in this study was survey. The population of the study consisted of

one hundred and twenty (120) manufacturing industries in Lagos and

Ibadan. Sixteen and six manufacturing industries respectively were

randomly selected from Lagos and Ibadan that have adopted ICTs. Out of

these 72 are located in Lagos and 30 in Ibadan. Sixteen and Six

manufacturing industries respectively were randomly selected from Lagos

and Ibadan, the two cities that constitute the study locations. Questionnaire

was the instrument of data collection. Twenty-two (22) copies of the

questionnaire were administered on the selected organizations.

Descriptive statistics, frequency and percentage distributions were the

analytical tools adopted. Findings revealed that ICT adoption and use is

76

relatively high in the manufacturing sub-sector though there is a relatively

low level of adoption and use of related manufacturing technologies. On the

extent of use of ICTs and manufacturing technologies the respondents were

asked to rate the extent of usage of identified ICTs using the following scale,

not at all, rarely, occasionally, very often and always. The findings revealed

that generally, most of the ICT facilities such as cellular phone, photocopies

network computers, telephone and printers were rated as being used

regularly. The high degree of usage of these ICT facilities could be

attributable to the fact that they are very necessary in data processing. In

view of the above finding, this study intends to evaluate the extents of

utilization of ICT facilities in the management of Colleges of Education in

the study area.

Also in another study carried out by Gambari et al [2007] to assess the

utilization of ICT facilities in higher institutions in Niger State, Nigeria

Three Federal Government owned tertiary institutions in Niger State were

randomly selected for the study. One hundred and fifty lecturers participated

din responding to the questionnaire. They cut across all the departments

within the institution. The instrument used for this study is a 35-item

questionnaire designed by the researcher. Data collected were 150 lecturers

from the three Federal higher institutions and the data were analyzed using

77

descriptive statistics, ANOVA to assess the difference between groups of

lecturers. Analyses were conducted at 0.05 level of significance. The finding

of the study disclosed that the available ICT facilities were not effectively

utilized for learning, research and information services in the university.

Based on the above finding, this study intends to appraise the extent of

utilization of ICT facilities in the management of Colleges of Education in

the study area.

Summary of Literature Review

The review was done under the following major headings: conceptual,

theoretical and empirical studies. The concept reviewed includes evaluation,

ICT and its components, management of colleges of education. The review

identified some ICT components or facilities that could be used in the

management of colleges of education as: computers, the internet, the e-mail,

news groups, facsimile (TAX), world wide web (www), the radio, the

television, telephone and satellite. The conceptual review also identified

some college of education management functions that college manager and

his staff can use ICT facilities to perform to enhance efficiency and

productivity. These functions include planning. This determines the college

objectives and establishes the appropriate strategies for achieving these

objectives. Another function is organizing. This assigns the tasks identified

78

during planning to individuals and groups within the organization so that

objectives set by the planning can be achieved. Other management functions

identified in the review that college manager can use ICT facilities to

perform include leading, controlling, evaluating and reporting.

The theories reviewed in this study include system information theory

which involves the quantitative study of signals sent from senders to

receivers. It has practical applications in the electronic sciences of

communications that designs transmitters receiver and codes to facilitate

official handling of information by the users especially college of education

administrators.

Another theory reviewed under this heading is the Technology

Acceptance Model by Davis et al [1999]. This model was to investigate why

some people use computer and their attitude towards it. The model links

perceived usefulness and ease of use with attitude towards the use of ICT

and actual use (system use). The main focus of this model is on how

administrators perceive ICT contribution to their administrative practice, and

whether this is in conflict with their administrative beliefs. This theory is

relevant to this study as it intends to appraise the extent of utilization of ICT

facilities in the management of Colleges of Education in North Central Zone

Nigeria.

79

Also the scientific management theory of education by Fredrick

Taylor was reviewed for this study. Taylor‟s main idea in his theory that is

relevant to this study is the need for proper work methods and standard

derived from scientific study of each job and requirements. Taylor‟s idea

that work tools should be improved for workers, productivity and efficiency

is very relevant to this study as this study aims at evaluating availability,

adequacy and utilization of ICT facilities in the management of Colleges of

Education in the study area. Another area of the scientific theory that is

relevant to this study is the management job specification by Nongo [2005]

which makes administrative procedures explicit to the college managers.

The study also reviewed evaluation and evaluation models which

include: management model of evaluation by Payne [1994], and Scriven

Goal-Free evaluation model. This study has adopted management and

Scriven Goal-Free evaluation models for this study. The study made use of

the minimum standard given to the Colleges of Education in Nigeria as a

benchmark to guide the study. The aim of this study is to appraise the

situation with regard to availability, adequacy and utilization of ICT

facilities and through the findings, make recommendations to the

stakeholders of Colleges of Education in Nigeria for appropriate actions.

80

The study further reviewed some related empirical studies carried out

on the availability, adequacy and utilization of Information and

Communication Technology facilities in banks, universities, secondary and

university libraries respectively. Finally this study is unique in the sense that

it provides answers to some questions about availability, adequacy and

utilization of ICT facilities in the management of Colleges of Education in

the North Central Geo-Political Zone Nigeria. As the researcher observed,

results of studies carried out in various organizations such as universities,

banks, secondary schools and university libraries provided answers to

questions as ICT affected the management of such organizations but in order

to fill the gap, this study provides answers to ICT questions on the

availability, adequacy and utilization of ICT facilities in the management of

Colleges of Education in the study area. This area of the study makes it

unique and different from other studies previously done on ICT.

81

CHAPTER THREE

RESEARCH METHOD

The chapter is a description of the procedure employed in carrying out

the study. The sub-section includes Research Design, Area of the Study,

Population of the Study, Sample and sampling techniques, Instrument for

data collection, Validation of instrument, Reliability of instrument,

administration of the instrument and Method of data analysis.

Research Design

This study used survey research design. According to Emaikwu

[2006], a survey research is one in which a group of people or items is

studied by collecting and analyzing data from a few people or items

considered to be representative of the entire group. This design is adopted

since the study is to find out the opinion of people on ICT in College of

Education Administration, the available ICT facilities for COE management,

the extent of adequacy of ICT facilities in COE management and the

available ICT facilities being utilized in COE management.

Area of the Study

The area of study of this research covered all the Federal and State

Colleges of Education in the North Central Geo-Political Zone of Nigeria.

The colleges include Federal College of Education, Okene; Federal College

82

of Education, Pankshin; Federal College of Education, Kontangora; Federal

College of Education, Zuba and all the States Colleges of Education in the

Zone. All together there are 11 Colleges of Educations [JAMB Brochure

2007]. The States that make up the North Central Zone include Benue,

Nassarawa, Plateau, Niger, Kwara, Kogi and the Federal Capital Territory,

Abuja.

Population of the Study

The population of this study consisted of all the administrators in the

eleven (11) Colleges of Education (both federal and State) that use ICT in

the management of COEs in the North Central Zone of Nigeria. Precisely, a

total of 630 Administrators ranging from the Provosts, Bursars, Chief

Librarians, Deans, Academic and Non Academic HODs and Confidential

Secretaries in the Colleges of Education made up the population of this

study. The distribution of the administrators from each College of Education

in the study area is shown in the table under appendix 2.

Sample and sampling Techniques

The sample for the study consisted of three hundred and thirty (330)

College administrators proportionately drawn from the Colleges of

Education (both federal and state) in the North Central Zone Nigeria. The

proportionate stratified random sampling according to Nworgu [2003], is

83

where the population is first categorized into groups that are distinctly

different from each other on relevant variables and in which the elements are

drawn at random from within stratum in such a way that the relative

proportion of the strata in the resultant sample are the same as there exist in

the parent population. The summary of the sample distribution according to

each College of Education in the North Central Zone of Nigeria is presented

in the table under appendix 3.

Instrument for Data Collection

The instruments for data collection were questionnaire titled

Questionnaire on Evaluation of Information and Communication

Technology Facilities (QEICTF) and unstructured oral interview which was

administered on top management staff such as: the Provosts, Bursar, Chief

Librarians, Deans, Academic and Non-Academic Heads of Departments and

Confidential Secretaries in Colleges of Education. The questionnaire was

developed after extensive review of literature. The instrument consisted of

ninety-three (93) items. Each item has a four point scale of 4,3,2 and 1

respectively with responses made (always available, sometimes available,

rely available and not available, for availability), (very adequate, adequate,

not adequate, and very inadequate for adequacy), (always in use, sometimes

in use, rarely in use, and never in use for utilization).

84

The questionnaire was divided into four sections. Section A dealt with

personal data of Provosts, Bursar, Chief Librarians, Deans, Academic and

Non-Academic Heads of Departments and Confidential Secretaries in

Colleges of Education. Section B dealt with availability of ICT facilities in

college management with 31 items, section C and D dealt with adequacy and

utilization of ICT facilities and they have 31 items respectively.

Validation of Instrument

The instrument was subjected to face validation. According to Ohuche

and Akeju [1977] face validation is the appropriateness of a test as viewed

by experts in that field of study. Therefore to determine the face validity,

five copies of the instrument were given to five evaluators, two copies of the

questionnaire were given to experts in Information Technology. Experts in

Educational Administration and experts in Measurement and Evaluation in

University of Nigeria, Nsukka, University of Agriculture Makurdi and

Benue State University. The validators were requested to check the

appropriateness of the items‟ content coverage, clarity of language and

suitability of the items. Based on the recommendations of the experts,

necessary modifications were made. For instance, some items were dropped

based on the comments of the experts. The instrument was further subjected

to pilot testing in order to establish its reliability and further improve on it.

85

The modifications have to do with the responses to the items on the

questionnaire instead of available it was modified to rarely available, Not

available to never available. On utilization responses; often in use was

modified to sometimes in use, occasionally in use was changed to rarely in

use. Item 32 which has to do with ICT technical staff was expunged from the

questionnaire content. The letter of validation is in appendix 5.

Reliability of the Instrument

Fifty (50) copies of the questionnaire were distributed to 50 subjects

who are COE Administrators. Twenty five copies were distributed to

administrators in Federal College of Education Obudu, Cross River State,

and twenty five copies of the instrument were also distributed to

administrators in College of Education, Kafanchan, Kaduna State. The data

collected were used to determine the reliability of the instrument.

The reliability of the instrument was determined using Cronbach

alpha. Cronbach coefficient alpha method of estimating reliability was

developed by Cronbach in 1951, and is a generalized method of estimating

internal consistency. Coefficient alpha provides reliability estimates or tests

composed items scored dichotomously and non-dichotomously or attitude

scales that provide responses on a continuum of always available, sometimes

available, available, and not available. The reliability cluster of each of the

86

variables was found as follow: Availability – .853, Adequacy - .856 and

utilization .850. The reliability coefficient for the entire instrument was .853,

indicating that there is high consistency in the items measured. The detail of

the analysis is shown under the appendix 4.

Method of Data Collection

Three hundred and thirty (330) copies of structured questionnaire

were administered by the research assistants drawn from the eleven colleges

of education in the North Central Zone sampled. The research assistants

were all staff within the administrative section of the institutions. The choice

of these assistants was as a result of the vastness of the geographical

locations of the study area. This was done by the researcher to facilitate easy

and high return rate of the questionnaire. However some key administrators

the researcher booked interview with were too hard to be seen as some

traveled out of their station and some were reluctant to grant audience to the

researcher and the research assistants. Out of the 330 copies of questionnaire

administered, 300 copies were duly responded to and returned for this study.

87

Data Analysis

The three research questions posed were answered using descriptive

statistics, mean to determine the extent of ICT facilities‟ availability,

adequacy and utilization based on mean average as shown below.

Mean Average

Decision Rule

Availability Adequacy Utilization

3.50-400 Always Available Very adequate Always in use

2.50-3.49 Sometimes

Available

Adequate Sometimes in

Use

1.50-2.49 Rarely available Not adequate Rarely in use

0.50-1.49 Never available Very inadequate Never in Use

The hypotheses formulated for this study were tested at 0.05 level of

significance using independent t-test and standard deviation. In each case,

where the calculated value is greater than or equal to the table value at 0.05

level of significance and degree of freedom, the null hypotheses of no

significance was rejected. If on the other hand, the calculated value was less

than the table value at the same level of significance and degree of freedom

the null hypothesis was accepted.

88

CHAPTER FOUR

RESULTS

This chapter presents the data, the interpretation and the result of the

study. Three hundred and thirty questionnaires were given out but three

hundred responded to the questionnaire. Therefore, this study made use of

three hundred responses from both federal and State Colleges of education in

the North Central Zone Nigeria. The analysis and interpretation were based

on the responses of three hundred respondents. The data collected were

analysed, interpreted and presented in table forms.

89

Research Question One: What is the extent of availability of ICT facilities

in colleges of education in the North Central Zone of Nigeria?

Table I: Responses on the Availability of ICT facilities in COEs in the North

Central Zone of Nigeria. ICT Facilities Mean

Response

Decision

1. College Information System

2. Desktop Computer

3. Laptop Computer

4. Departmental Computer Library

5. Scanning Machine

6. Printing Machine

7. Photocopying Machine

8. Internet

9. Satellite disc for global information

10. Departmental e-mail services

11. Internet Phone

12. College Cyber Café

13. College World Wide Web (www)

14. College Virtual Library

15. Digital Satellite Television (DSTV)

16. Close Circuit Television (CCTV)

17. Audio Tape Player

18. Digital Camera

19. External Telephone Lines

20. Counting Machines

21. Multimedia Classroom

22. Radio set

Grand Mean

2.82

2.95

1.99

2.21

3.12

3.40

2.86

3.34

2.17

2.25

1.94

3.00

2.04

2.11

2.29

2.10

3.07

2.15

2.11

1.50

1.83

2.57

2.12

SA

SA

RA

RA

SA

SA

SA

SA

RA

RA

RA

SA

RA

RA

RA

RA

SA

RA

RA

RA

RA

SA

RA

Source: Field Survey 2010

Key: AV – Always Available; SA – Sometimes Available; RA- Rarely Available; NA -

Never Available

The results of Table 1 indicate that no item mean falls within the always

available range. However there are nine (9) items in the sometimes available range

while 13 items fall under rarely available and nine items in the never available

range respectively. The over all mean of 2.12 indicates that the mean availability

of all items is simply rarely available. This shows that most of the respondents

agreed with the items statement that ICT facilities are rarely available in the

management of the Colleges of Education in the North Central Zone of Nigeria.

90

Research Question Two: What is the level of adequacy of ICT facilities in

colleges of education in the North Central Zone of Nigeria?

Table II: Responses on the Adequacy of ICT facilities in COEs in the North Central

Zone of Nigeria.

ICT Facilities Mean Response Decision

1. Desktop Computer

2. Printing Machine

3. Photocopying Machine

4. Internet

5. College World Wide Web (www)

6. Audio Tape Player

7. Radio set

3.23

3.39

3.02

2.53

3.01

2.98

2.08

A

A

A

A

A

A

A

Source: Field Survey 2010

Key: VA – Very Adequate; A – Adequate; NA – Not Adequate; VI – Very inadequate

Results of table two indicate that only 7 items fall within the adequate

range. The over all mean shows that entire response in the colleges of education in

the North Central Zone Nigeria is not adequate. This shows that most of the

respondents agreed that ICT facilities are not adequate for management of COEs

in the study area.

91

Research Question Three: What is the extent of utilization of ICT facilities in the

management of colleges of education in the North Central Zone of Nigeria?

Table III: Responses on the Utilization of ICT Facilities in COEs in the North

Central Zone of Nigeria.

ICT Facilities Mean Response Decision

1 College Information System

2 Desktop Computer

3 Laptop Computer

4 Departmental Computer Library

5 Computer networking

6 Scanning Machine

7 Printing Machine

8 Photocopying Machine

9 Internet

10 Satellite disc for global information

11 Departmental e-mail services

12 Internet Phone

13 College Cyber Café

14 College World Wide Web (www)

15 Digital Satellite Television (DSTV)

16 Audio Tape Player

17 Digital Camera

18 External Telephone Lines

19 Multimedia Power Point Projector

20 Counting Machine

21 Radio set

22 Public Address System

Grand Mean

1.88

2.50

2.02

1.66

1.73

1.97

2.99

3.09

2.25

2.32

2.40

1.61

2.56

2.86

2.49

2.24

1.77

2.23

1.60

1.69

2.65

2.31

1.90

RU

SU

RU

RU

RU

RU

SU

SU

RU

RU

RU

RU

SU

SU

RU

RU

RU

RU

RU

RU

RU

RU

RU Source: Field Survey 2010

Key: AU – Always in use; SU – Sometimes in Use; RU – Rarely in Use; NU – Never in

Use.

Table Three reveals that no item has a mean value within the range of

always in use or utilized yet only 6 out of 31 means are for sometimes in

use. Nevertheless, 16 items fall in the range of rarely in use while 9 items

fall under never in use. The over all mean for utilization of ICT facilities in

colleges of education in the study area falls within rarely in use range (1.90).

This shows that most of the respondents agreed that ICT facilities are rarely

92

utilized in the management of Colleges of Education in the North Central

Zone of Nigeria.

Hypothesis One: There is no significant difference between the mean

ratings of administrators of State and Federal colleges of education, with

regard to availability of ICT facilities in them.

Table IV: t-test of mean scores of federal and State COEs as regards

availability of ICT facilities.

Type of

Institution

N Mean Standard

deviation

DF tcal tcritical Lev Decision

Federal

COEs

128 2.29 0.66 298

3.94

1.96

P>.05

Significant

State COEs 172 1.97 0.71

DF = 298, p>.05

The result revealed that the State COEs scored a mean of 1.97 while

Federal COEs out scored 2.29, showing that difference exist the way ICT

facilities are available in Federal and State COEs. The SD of 0.71 recorded

for the State COEs shows wider range of availability compared to 0.66 for

the Federal COEs had lower score of 0.65 with an observed t=3.94 at 298

degree of freedom was significant at p<.05. The null hypothesis is therefore

rejected hence we conclude there is a significant difference between the

mean ratings of administrators State and Federal COEs as regards

availability of ICT facilities.

93

Hypothesis Two: There is no significant difference between the mean

ratings of administrators of State and Federal colleges of education as

regards the adequacy of ICT facilities in these colleges.

Table V: t-test of significant difference between two mean scores of

Federal and State COEs as regards adequacy of ICT facilities in them.

Type of

Institution

N Mean Standard

deviation

Df tcal tcritical Lev. Decision

Federal COEs 128 2.33 0.60 298 5.04 1.96 p>.05 Significant

State COEs 172 1.94 0.70

DF = 298, p>.05

The result revealed that the State COEs scored a mean of 1.94 while

Federal COES out scored 2.33, this shows that difference exist the way ICT

facilities are adequate in Federal and State COEs. The SD recorded for the

State COEs is 0.70 showing a wider range of level of agreement with the

items whereas the Federal COEs had SD of 0.60. The calculated t=5.04 is

greater than the critical value of 1.96 at degree of freedom of 298 and 0.05

level of significance under two tailed test, hence the null hypothesis is

rejected in favour of the alternative that there is a significant difference

between the mean ratings of administrators of State and Federal COEs as

regards adequacy of ICT facilities.

94

Hypothesis Three: There is no significant difference between the mean

ratings of administrators of State and Federal colleges of education as

regards the utilization of ICT facilities in these colleges.

Table VI: t-test of significant difference between two mean scores of

federal and State COEs as regards utilization of ICT facilities in them.

Type of

Institution

N Mean Standard

deviation

Df tcal tcritical Lev Decision

Federal COEs 128 2.15 0.61 298 3.08 1.96 p>.05

Significant State COEs 172 1.91 0.71

DF = 298, p>.05

The result in table six reveals that the State COEs scored a mean of

1.91 while federal COEs out scored 2.15, this shows that difference exist the

way ICT facilities are utilized in Federal and State COEs. The SD recorded

for the State COEs 0.71 compared to the federal COEs which is 0.61. The

calculated t=3.08 is greater than the critical value of 1.96 at degree of

freedom of 298 and 0.05 level of significance under two tailed test, hence

the null hypothesis is rejected in favour of the alternative that there is a

significant difference between the mean ratings of administrators of State

and Federal COEs as regards utilization of ICT facilities in their institutions.

95

Summary of the Findings

Based on the research questions and the null hypotheses which guided

the study, a number of findings were made.

1. Majority of the respondents were of the opinion that available ICT

facilities in Colleges of Education in North Central include printing

machine, scanning machine, audio tape prayer and college cyber café.

2. On the adequacy of ICT facilities in colleges of education in north central

zone, the responses of the respondents include adequate desk top

computer, adequate printing machine, adequate photocopy machine and

adequate college world wide web.

3. The respondents were of the view that the extent of the utilization of ICT

in the management of colleges of education in the North include desktop

computer, college world wide web (www) college cyber café some

utilize, printing machine, photocopying machine and radio set are

sometimes in use.

96

CHAPTER FIVE

DISCUSSION OF RESULT, IMPLICATIONS,

RECOMMENDATION, LIMITATIONS, SUGGESTION FOR

FURTHER STUDIES AND SUMMARY OF THE STUDY

This chapter discusses the findings of the study based on the research

questions and the three null hypotheses that guided the study. The

implications were examined with pertinent recommendations and

conclusion.

Discussion of Findings: Availability of ICT facilities.

The world is fast becoming a global village, as a result of

development in Information and Communication Technology (ICT). The

challenge of integrating ICT in tertiary institutions is a very big task. It is

obvious that there is poor or little acquisition and use of ICT facilities at this

level of our educational system. Most institutions, especially, COEs do not

have the necessary ICT facilities for management functions, instructions and

research.

Results on the availability of ICT facilities in the management of

COEs in the study area show that no item mean falls within always available

range. Though nine (9) items which include desk top computers, scanning

machines, photocopying machines, printing machines, internet, college

cyber café, audio tape player and radio set are said to be sometimes

97

available, the rest twenty two (22) items are in the rarely and never available

range. The overall means of 2.12 indicates that the mean availability of all

items is simply rarely available.

The implication of the above finding could be expressed in regard to

poor funding of ICT department by federal and State governments

respectively. The position of this finding is supported by the findings of

Agbo [2009] that there are problems which confront acquisition and use of

ICT facilities in schools. For instance, high cost of ICT facilities in the face

of inadequate funding for education makes it almost impossible for college

managers to procure these facilities. According to him, if the facilities are

available their maintenance which include purchase of spare parts, services,

accessories etc. requires a lot of money.

Moreover, from the oral interview conducted on the key

administrators, it was gathered that there is no money voted by the State or

Federal government for the purchase of ICT facilities. The College

Administrators interviewed observed that even the minimum standard given

to them by NCC is a mere policy statement as there is no financial backing

from the government to make it a reality. They only manage to use the

college maintenance funds to buy the few they have.

98

From the findings of this study one can agree that ICT cannot bring

about better performance in the management of colleges of education as

expected. This is supported by the finding of the study carried out by Ifukor

et al [2006]. The findings of this study revealed that all the banks have

computer system, they are all on line, they have facsimile facilities and

ATM. It was also discovered from the findings that all the respondents

attested to the facts that because of the availability of these ICT facilities in

the operations of the banks, transactions in the banks have greatly improved.

This implies that for ICT to enhance management performance,

attention should be given to the funding of ICT facilities procurement by

State, Federal and private COEs so as to enhance management performance

as it happens in other public sectors.

Adequacy of ICT facilities

The results of the study indicate that no mean response for any item

falls in the very adequate range. However, only seven items out of the eleven

found available were adequate, while 24 items are within the not adequate

and inadequate range. The seven that were found adequate are: desk top

computer with the mean of 3.23, printing machine with the mean score of

2.39, photocopying machine with mean score of 3.02, internet with mean

score of 2.53, radio set with means core of 2.29 and audio tape player with

99

mean score of 2.98. The over all mean shows that the entire response in the

colleges of education in the North Central Zone of Nigeria is not adequate

(2.01). This shows that the mean adequacy of all the items is simply very

inadequate.

It is now clear that colleges of education management cannot derive

maximum benefit from the use of ICT in management performance as

expected because even those ICT facilities that are found to be available are

not adequate. Imagine colleges of education that have 620 administrative

staff only nine ICT facilities that are sometimes available and seven that are

just adequate. This scenario is a lamentable one, since these cannot provide

the college administrators better opportunities to use ICT to enhance

administrative performance.

The implication of the above finding could be explained with regard

to poor funding for ICT by the stakeholders of COEs for their management

duties. The finding of this study is supported by the findings of Gbenga,

[2006] that there is gross inadequate provision of ICT facilities and

equipment in African schools. It is also in agreement with the findings of

Association of African Universities [2000] which shows that ICT facilities

and equipment were inadequate and factors such as poor telecommunication

infrastructure, lack of enabling environment, non reliability of electricity

100

supply and many others in the introduction and utilization of ICT in African

universities. To him the level of inadequate supply of computers and ICT

facilities at Nigerian universities, polytechnics and colleges of education is

worrisome.

The findings of Gbenga totally agree with the response of the oral

interviews conducted on the key administrators such as the Provost, Bursar,

Chief Librarians, HODs of departments and the confidential secretaries on

the adequacy of ICT facilities available. Many of the interviewees disclosed

that since the governments are not interested in funding ICT for the

management performance, they try to use the little funds they have to

procure such ICT items like computers, radio, photocopying machine,

printing machines and audio tape, to them, the use of the above items are

very vital to their daily administrative performance.

Utilization of ICT facilities

The finding of the study reveals that no item has a mean value within

the range of always in use yet only 6 out of 31 items are for sometimes in

use. However, the rest 25 items are for rarely in use and never in use. The

over all mean for utilization of ICT facilities in colleges of education in the

North Central Zone Nigeria falls within rarely in use (1.90), out of the 9 ICT

facilities found to be available, only desktop computer with mean score of

101

2.50, printing machine with mean of 2.99, photocopying machines, college

cyber café with mean of 2.56, college world web (www) 2.86 and radio set

with mean of 2.65.

From the above finding it is pertinent that ICT cannot bring much

improvement on the management of colleges of education as it should

because even the ICT facilities available are not being utilized in the

performance of management duties. Take Internet for example, it is

indicated available but is not being used. It is obvious that ICT cannot bring

much improvement in management performance without the use of Internet.

This is because it is through the Internet one can connect to the whole world

with the use of e-mail, internet phone, virtual library, facsimile machine,

computer networking, college information system, satellite disc for global

information and other too numerous to mention.

The reason for the under utilization of ICT facilities could be

attributable to Watson [1993] theory of “perceived ease of use”. From his

studies there are a number of factors which have been identified that relate to

the ease of use of ICT, which in this case is for practicing ICT users. The

impact project of Watson and other studies identified a wide range of skills

and competence which administrators felt they needed in order to find ICT

easy to use. Some of this are shown below.

102

Negative and positive factors influencing perceived ease of use.

Positive Negative

1 Regular use and experience of ICT

outside office

Difficulty in using

software and hardware

2 Ownership of a computer Need more technical

support

3 Confidence in using ICT Not enough time to use

ICT

4 Easy to operate It is too expensive to use

regularly

5 Easy to access information Insufficient access to

resources

6 Can get help and advice from colleagues Does not give room to

interpersonal interaction

Another factor that can cause under utilization of ICT facilities in the

management of COEs could be traced to the theory of “perceived

usefulness.” If COE administrators see no need to question or change their

administrative practices then according to Cox et al [1999], in his study of

users‟ attitude to ICT, they are unlikely to adopt the use of ICT. However, if

they perceived ICT to be useful to them, their administrative performance

then according to their empirical evidence of previous studies [Cox and

Preston and Cox 1999] they are more likely to have a positive attitude of the

use of ICT in management performance. Cox et al gave a number of factors

which could contribute to administrators, perceived usefulness of ICT as

shown below:

Positive Negative

Makes my work more interesting Makes my work boring

Makes my work faster Makes my work different

103

Has improved access of information and

data

Reduces workers‟ motivation

Gives me more prestige Impairs better administrative performance

Makes my administration more efficient

Gives me more confidence Makes my administration inefficient and

unproductive

Enhance my administrative competence It is not enjoyable

Takes too much time

It is counter productive due to insufficient

technical resources

This study also tried to establish from the three hypotheses formulated

if there was any level of difference in the extent of availability, adequacy

and utilization of ICT facilities in the federal and State COEs. The results of

the study revealed that federal has higher means on availability 2.29,

adequacy 2.32, utilization 2.15 with SDS of 0.71, 0.60 and 0.61 respectively,

while State COEs have less means scores of 1.97 with SD of 0.71 for

availability, 1.94 with SD of 0.69 for adequacy and 1.91 with SD of 0.71 for

utilization.

From the above results, it is glaring that federal colleges of education

in the study area have more and adequate ICT facilities than the State COEs.

In the area of ICT utilization, it was also discovered that federal COEs

utilize more ICT facilities than the State owned for the management of

COEs in the Zone. The reason for the difference is not far from the response

of the oral interview conducted by the researcher on some management staff.

From the interview it was discovered that federal COEs have more

104

subventions from the federal government for the running of heir institutions.

This enables them to procure ICT facilities and use them in the performance

of their duties, while the State COEs have little subvention from the State

government. This situation does not put the State COEs in a better financial

position to procure ICT facilities for the management of their institutions.

Conclusion

This research study evaluated the extent of availability, adequacy, and

utilization of ICT facilities in the management of COEs in the North Central

Zone Nigeria.

1. On availability of ICT facilities the study concluded that some ICT

facilities were available for college management use but they are

too few to enhance proper management performance in the study

area.

2. Also the study concluded that ICT facilities in the management of

colleges of education in the North Central Zone were grossly

inadequate. This situation in COEs does not promote effective and

productive use of ICT facilities in college management

performance.

3. The finding of the study on utilization showed that an insignificant

number of ICT facilities are being utilized by COE managers for

105

the performance of their duties because most of the items tested

under this variable fall within rarely used.

4. To sum up, it was discovered from the outcome of the study that

Federal COEs have higher levels of availability, adequacy and

utilization of ICT facilities than the State COEs in the study area.

Implications of the Study

1. Information Communication Technology plays an important role in

the management of schools especially colleges of education that run

complex systems. Isyaku [2002] stressed the need to sensitize COE

stakeholders to devote resources and personnel for improvement of

administrative services in colleges of education by making ICT facilities

available and adequate to the college managers and make sure that the ICT

facilities provided are properly utilized to improve COEs management

performance.

2. The finding of the study revealed that the ICT facilities for the

management of COEs are grossly inadequate. This calls for the attention of

the Federal and state governments to provide enough funds for the

procurement of sufficient ICT facilities to enable the COE managers to

improve upon their administrative performance in COEs. This situation also

calls for governments to set up a machinery to fully develop functional and

106

viable college of education information system (CIS) that will support a full

range college of education administrative function.

3. The findings of the study revealed that even the ICT facilities that are

available and adequate are not utilized in the management of COEs. This

indicates that the college administrators and the college community have to

be sensitized on the importance and use of ICT facilities in the COE

management performance. This finding agrees with the view of Watson

[1993] who observed that the utilization of ICT depends on how people

perceive its usefulness and ease of use. This situation calls for COEs

stakeholders and managers to organize seminars and workshops to enlighten

the college administrators on the importance and use of ICT facilities from

time to time to enhance management performance.

4. Another implication of this study is that since it was revealed through

the finding of the study that Federal COEs have higher levels of availability,

adequacy and utilization of ICT facilities for the management of their COEs

than the State COEs, there is need for the State government to give more

support to acquisition and utilization of ICT facilities like their Federal

counterparts, so as to enhance management performance in State COEs.

107

Recommendations

Based on the findings of the study, the following recommendations

were made:

1. Adequate computer and internet centers and cyber café should be

made available by Federal and State governments to each college

department in order to provide accessibility for the use of ICT

facilities in college management, teaching, learning and research

purposes.

2. The government should make the use of Internet in the

management of COEs compulsory as Internet was indicated

available but not utilized in the COEs management. From this

situation, it is obvious that ICT cannot bring much improvement

on COEs management performance without the use of Internet.

This is so because most benefit of ICT is derived from the Internet.

3. College of Education managers should be encouraged by the COE

stakeholders to put to use the ICT facilities available because it

was revealed from the findings of the study that out of the 9 ICT

facilities available only 6 are being utilized in the management

duties of COEs.

108

4. State governments should try as much as possible to give more

support for acquisition and utilization of ICT facilities like their

Federal counterparts so as to enhance effective and productive

management in the State COEs.

5. ICT should be seen by college administrators as tools for effective

and efficient management. Therefore, college managers of both

federal and State COEs should develop positive attitude towards

the utilisation of ICT facilities in their management duties.

Besides, college managers should endeavour to mobilize and train

their personnel for proper use of ICT facilities.

Limitations of the Study

An evaluative study of this nature could not have been carried out

without some constraints.

(1) the major constraint of this study was the difficulty the research

encountered to get a copy of NCCE minimum standard on the use

of ICT facilities in the management of COEs in Nigeria. However,

the researcher made frantic effort to get a copy, whose content was

harnessed to develop the questionnaire for this study.

(2) Another area of constraint was the negative attitude of the

respondents towards the completion and return of the questionnaire

109

given out. Out of the 330 questionnaire sent out only 300 copies

were responded to and returned, though high return rate.

(3) Finally, some key administrators the researcher booked oral

interview with were too hard to be seen as some travelled out of

their stations and some were reluctant to grant audience to the

researcher and the research assistants.

Suggestions for further Studies

Based on the limitations of this study, the following suggestions were

made for further studies.

(1) Sufficient copies of government minimum standard for acquisition

and utilization of ICT facilities should be provided by the National

Commission for Colleges of Education to COEs in Nigeria to

enable would-be researchers replicate this topic in another geo-

political zone in Nigeria.

(2) An investigative study should be carried out on the constraints

confronting acquisition and utilization of ICT facilities in

management of schools in Nigeria.

(3) An assessment study of the attitude of COEs managers towards the

utilization of ICT facilities in the management of their institutions

in the same study area should be carried out.

110

Summary of the Study

This study focused on evaluation of Information and Communication

Technology facilities in the management of colleges of education in the

North Central Geo-Political Zone Nigeria. The study evaluated the extent of

availability, adequacy and utilization of ICT facilities in the management of

these institutions. Three research questions were posed and three hypotheses

formulated to guide the study. Literature was reviewed on concepts of

evaluation, ICT and its component, college of education management. The

review also covered information system theory, technology acceptance

model, Fredrick Taylors‟ theory of educational management, Scriven-Goal

Free model of evaluation and management model of evaluation.

Two instruments, including oral interview and questionnaire titled

Questionnaire on Evaluation of Information and Communication

Technology Facilities (QEICTF) were used for this study. These instruments

were validated by experts who are ICT positive from tertiary institutions.

The population of the study comprised all federal and State colleges of

education in the study area, eleven COEs. On the whole, the target

population were 620 subjects from the eleven COEs. The sample population

was 330 college administrators. The respondents who supplied the data were

the college Provosts, HODS, College Bursars, Chief Librarians and

111

Confidential Secretaries. Proportionate stratified random sampling technique

was used to draw the sample population for the study from the eleven COEs

in the area.

The research questions were analyzed using means, while t-test

analysis and standard deviation were used to test the significant level at 0.05

and degree of freedom (df) 298. The results from the findings revealed that

ICT facilities are available and utilized in both federal and State COEs,

though rated rarely and never available, and rarely in use and never in use,

the federal COEs have more ICT facilities and more ICT utilization than the

State COEs in the study areas. Therefore the null hypotheses of no

significant difference were rejected.

The major findings of the study were elaborately discussed, their

educational implications highlighted and recommendations made, some

limitations of the study were identified and suggestions for further studies

were also made based on the limitations of the study.

112

REFERENCES

Aaver, J.T. [2006]. Management: Theory and Practice. Makurdi: Soha

publishers.

Adejoh, J.M. [2006]. Evaluation of the Integrated Science and Introductory

technology programme in secondary schools in Benue State. An

unpublished Ph.D thesis, University of Jos, Jos.

Adesina [1990] Educational Management Nigeria: Enugu, Fourth

Dimension.

Agbo T. O. [2007] Information and Communication Technology as a vital

tool in Agricultural Teacher Education Programme in Nigeria A paper

published in a book of reading titled Innovation in Teaching and

Learning published by Adeka Publishing Company Makurdi

Anger, B. & Tor-Tsuwa, J. [2005]. Information Technology and Women

Empowerment. A paper presented at the National conference organized

by the faculty of education, BSU Makurdi. 11th

– 14th

October 2005.

Anigbogu, S.O. [2003]. Introduction to computer Science and Programming

Languages. 2nd

edition.

Association of African Universities [2000] Technical experts meeting on the

use and Application of Information and Communication Technologies in

higher institutions in Africa. Held at university of dares salam, Tanzania

between 17th

-19th

May.

Awake [1997, June 22]. The Internet: Is it for you? Awake. Brookhyn, N.T

Watch Tower Bible and Track Society.

Ayodele [2002] Sustainability of Library Automation Project. A paper

presented to the Nigerian Library Association Cataloguing,

Classification and Indexing Section at the Annual Seminar/Workshop.

Bajah, S.T. [1983]. Teaching integrated Science Creativity. Ibadan: Ibadan

university press.

113

Bello, O.O. & Okafor, P.N. [1999]. Evaluating Science Education:

Implications for the learners. In O.O. Buseri (ed), 40th

annual conference

proceedings of science teachers association of Nigeria on evaluating

science, technology and mathematics education.(Pp 32-36). Ibadan:

Heinemann.

Chukwumezie, F.U. [2001]. The internet competencies required of

secretaries in technological environment. A paper presented at the 2001

annual conference of the Nigerian Association of Business educators,

Federal Polytechnic Idah, Kogi State.

Cole, G.A [2004]. Management Theory and Practice (6th

ed). London:

Thomson learning.

Cooley, W. W. & Lohyness, P. R. [1976]. Evaluation research in Education.

New York: Livingston.

Cox, M. Preston, C. & Cox, K [1999]. What factors support or prevent

teachers from using ICT in their classroom? A paper presented at British

Educational Research Association Annual Conference, University of

Sussex, Brighton.

Daft, R.L. [2005]. Management, sixth edition. USA: Thomson learning.

Dewey J. [1939] The Theory of Evaluation, Chicago University of Chicago

Press www.Infed.org/biblio/b-curric.htm.

Emaikwu, S. O. [2006] Fundamentals of Educational Research Methods and

Statistics. Kaduna: Deray Prints Ltd.

Eneasator, G.O. & Nduka, G.C. [1998]. Educational Administration and

Supervision. Abuja: International academy publishers.

Eyitayo, A.O & Eyitayo, O.T [1991]. Security Technologies for Secure

Business Transaction on the Internet. In L.O. Kehinde & E.R.

Adagunodo (eds.), Proceeding of the 15th National Conference of

computer Association of Nigeria (Pp 262-272). An Annual Publication

of Computer Association of Nigeria.

Gambari A. I. and Chike Okoli [2007: Vol. 4:1] The Information

Technologist An International Journal of Information and

114

Communication Technology ICT by The Association of Information

Professionals of Nigeria.

Gbenga A. [2006] Information and communication technology and web

mining techniques. A paper presented at education trust fund capacity

building workshop for knowledge driven growth for Nigerian

universities in north central zone.

Glatter, T.; Preedy, M.; Riches, C. S. & Masteron, M. (eds.). [1998].

Understanding school management. U.K: Open University Press.

http://pipl.com/directory/people/Ron/Glatter.

Ifukor, Mary Omogo [2006, Vol. 3: No. 2] The Information Technologist An

international journal of information and communication Technology

(ICT) published by the Association of Information Professionals.

Iperen, M.E [2006]. An assessment of the Impact of Information and

Communication Technology (ICT) on the management of secondary

schools in Makurdi Local Government Area of Benue State. An

Unpublished Master‟s thesis, Benue State University, Makurdi.

Isyaku, K. [2002]. The Status of Higher Education in Nigeria: The College

of Education perspective. A lead paper presented at the Nation summit

on higher education organized by the federal Government of Nigeria at

the ECOWAS Secretariat Abuja, 10th

-16th

March 2002.

Ivancevich, J.M.; Lorenzi, P. & Slumer, J. [1994]. Management Quality and

Competitiveness. Australia: Richard, Orwin INC.

JAMB [2006/2007] M.P.C.E. BROCHURE: bridge concepts, Abuja.

Lere, M.M. [1996]. An evaluation of the implementation of special

education programmes in plateau State. Unpublished PhD Thesis,

University of Jos, Jos.

Lucey, T [1997]. Management Information System (8th

ed). London:

Continuum.

Mezieobi, K.A. [1993]. Social Studies Curriculum. White and White.

115

Molosi K. [1999] Making the Internet Work for Africa, Computer in Africa

Oct./Nov. www.ebiblioteka.It/resural/uzesiano%201ediniai/EE/.../jets-

V81L-12polf.

National Commission for Colleges of education (NCCE) [2002] Minimum

Standards for Nigerian Certificate: A Summary of Minimum Standards

for NCE Teachers (3rd

Edition) Garki Abuja.

Ndukwe [2003, December 30]. 19th

Yearly Omolayole management lecture.

The Guardian, p.46.

Ndum, S.C. [2001]. The role of internet in today’s Business. An unpublished

National Diploma project, federal polytechnic Nekede, Owerri.

Nkanu W. O., Alfred M. O. & Obi B. [2007 VI 1:12] The Information

Technologists An International Journal of Information and

Communication Technology ICT by the Association of Information

Professionals of Nigeria.

Nongo, S. (2005). Fundamentals of Management. Makurdi: Aboki

publishers.

Nworgu, B.G. [1999]. Educational research: Basic issues and methodology.

Ibadan: Oluseyi press Ltd.

Ofoegbu, S.A. [1997]. Women’s adult education programme in Abuja,

federal capital territory, Nigeria; a curriculum evaluation. An

unpublished Ph.D thesis, university of Jos.

Ohuche, R.O. & Akeju, S.A. [1977]. Testing and evaluation in education.

Onitsha: African publishers.

Okoro, O.M. [1991]. Programme Evaluation in Nigeria. Obosi: Pacific.

Osuagwu, O.E. [1999]. An IT productivity tool most relevant in today’s

Nigeria. In Kehinde, L.O. & Adagunodo, E.R. (eds.), computer

Association of Nigeria – Conference series 10 (Pp 128-140). An annual

publication of computer association of Nigeria.

Pattenson, P.J [1995]. Information technology and development in Jamaica.

United Nation Conference on Trade and Development issue 10 pp 9-15.

116

Payne, D.A. [1994]. Designing educational project and programme

evaluations: A practical overview based on research and experience.

Bostoni: Kluwer academic publishers.

www.southhalabama.edu/coe/bset/Johnson/660/lectures/lectz.doc.

Rowley, J. [1988]. The basis of information technology. London:

Clireingley Ltd.

Salman, M.F. [2000]. Enhancing the implementation of UBE mathematics

curricula. Abacus: Journal of Mathematical Association of Nigeria, 28,

35-44.

Scriven M. [1972] “Pros and Cons About Goal-Free Evaluation”, Evaluation

comment 3:1-7, in Philosophical Reduction of Educational Research:

The Seventy-first year book of the National Society for the study of

Education, Thomas LG (ed.), University of Chicago Press

www.vits.org/publicationer/dokument/338

Shannon C.E. & Weaver W. [1949] The Mathematic Theory of

Communication Urbana University of Illinois Press.

Stephen, W. & Little, J. [1923]. Theories of human communication. (5th

ed).

Wadsworth: Illinois University.

Tita Z. [1983] A Summative Evaluation of social Studies Programme in

Plateau State Teachers‟ College unpublished MED Thesis University of

Jos.

Townsend T. [1996] The Self-Managing School: Miracle or Myths?” Mimeo

www.Ibe.unesco.org.

Uyanga, R.E. [1995]. Theories, themes and issues in educational

management. Lagos: Hall and fame educational publishers.

Watson, D.M. [1993]. An evaluation of the impact of the information

technology on children’s achievements in primary and secondary

schools. Kings college London.

Woherem, E.E (Ed) {2000] Information technology in Nigerian banking

industry. Ibadan: Spectrum Book Ltd.

117

Worthen, B.K & Sander J.R [1973]. Educational Evaluation: Theory and

practice. California: Wadsworth.

Yakubu A. M. and Ali [2006 Vol. 7:215] Benue State University Journal of

Education, Published by Faculty of Education Benue State University.

118

Appendix 1

QUESTIONAIRE

Department of Educational

Foundations

University of Nigeria

Nsukka, Enugu State

Dear Respondent,

QUESTIONAIRE ON THE EVALUATION OF ICT IN THE

MANAGEMENT OF COLLEGES OF EDUCATION IN THE NORTH

CENTRAL ZONE OF NIGERIA

This questionnaire is designed for collection of data for PhD research

project on the above subject matter.

I am a student pursuing a PhD Programme in Educational

administration and Planning in the Department of Educational Foundations

of the above mentioned University.

I shall be very grateful if you could complete the attached

questionnaire as honestly as you can.

Your ideas and contributions will be very useful to the study and will

be treated with utmost confidentiality.

Thanks for your cooperation.

Yours Faithfully

Odeh R.C

(Researcher)

119

SECTION A: ADMINISTRATORS AND COLLEGE DATA

Please read the information below very carefully, complete and tick the appropriate box.

1. Name of the school: - - - - - -

2. Post and rank of the Administrator: - - - -

3. COE location: Urban Rural

4. COE ownership: Federal State

5. COE age of adoption of ICT: Below 5yrs 5-10 years Above ten years

No adoption at all

SECTION B: AVAILABIITY OF ICT FACILITIES

Please read carefully through the list of the items below and tick under appropriate column.

Always Available = AV

Sometimes Available = SA

Rarely Available = RA

Never Available = NA

AV SA RA NA

1 College Information System

2 Desktop Computer

3 Laptop Computer

4 Departmental Computer library

5 Computer networking

6 Scanning machine

7 Printing machine

8 Photocopying machine

9 Internet

10 Satellite disc for global information

11 Departmental e-mail services

12 Internet phone

13 College Cyber Café

14 College world wide web (www)

15 College Virtual Library

16 Digital satellite television (DSTV)

17 Close circuit television (CCTV)

18 Audio Tape Player

19 Digital Camera

20 External Telephone Lines

21 Multimedia power point projector

22 Slide projector

23 Facsimile machine

24 Electronic classroom

25 Examination scoring machine

26 Counting machines

27 Internally produced software

28 Commercially generated software

29 Multimedia classroom

30 Radio Set

31 Public address system

120

SECTION C ADEQUACY OF ICT FACILITIES

Please read through the items below and tick the appropriate response in the

column.

Very adequate - VA

Adequate - A

Not Adequate - NA

Very inadequate - VI

VA A NA VI

1 College Information System

2 Desktop Computer

3 Laptop Computer

4 Departmental Computer library

5 Computer networking

6 Scanning machine

7 Printing machine

8 Photocopying machine

9 Internet

10 Satellite disc for global information

11 Departmental e-mail services

12 Internet phone

13 College Cyber Café

14 College world wide web (www)

15 College Virtual Library

16 Digital satellite television (DSTV)

17 Close circuit television (CCTV)

18 Audio Tape Player

19 Digital Camera

20 External Telephone Lines

21 Multimedia power point projector

22 Slide projector

23 Facsimile machine

24 Electronic classroom

25 Examination scoring machine

26 Counting machines

27 Internally produced software

28 Commercially generated software

29 Multimedia classroom

30 Radio Set

31 Public address system

121

SECTION D: UTILIZATION OF ICT FACILITIES IN MANAGEMENT PRACTICES

Please read carefully through the items below and tick under appropriate column.

Always in use = AU

Sometimes in use = SU

Rarely in use = RU

Never in use = NU

AU SU RU NU

1 College Information System

2 Desktop Computer

3 Laptop Computer

4 Departmental Computer library

5 Computer networking

6 Scanning machine

7 Printing machine

8 Photocopying machine

9 Internet

10 Satellite disc for global information

11 Departmental e-mail services

12 Internet phone

13 College Cyber Café

14 College world wide web (www)

15 College Virtual Library

16 Digital satellite television (DSTV)

17 Close circuit television (CCTV)

18 Audio Tape Player

19 Digital Camera

20 External Telephone Lines

21 Multimedia power point projector

22 Slide projector

23 Facsimile machine

24 Electronic classroom

25 Examination scoring machine

26 Counting machines

27 Internally produced software

28 Commercially generated software

29 Multimedia classroom

30 Radio Set

31 Public address system

Appendix 2: This table shows the total number of college administrators used

Colleges of Education Number of Administrators

1 Federal COE Okene 65

2 Federal COE Ilorin 70

3 Federal COE Panshin 60

4 Federal COE Zuba 75

5 State COE K/Ala 50

6 State COE Oju 40

7 State COE Akwanga 35

8 State COE Ankpa 50

9 State COE Minna 60

10 State COE Gindiri 55

11 State COE Ilorin 70

Total 630

122

Appendix 3: The table showing the 330 sampled administrators used for the study.

S/NO College of education Proportionate sampling Approximate number of

administrators

1 Federal COE Okene 65/630 X 330 = 34.04 34

2 Federal COE Ilorin 70/630 X 330 = 36.66 37

3 Federal COE Pankshin 60/630 X 330 = 41.41 31

4 Federal COE Zuba 75/630 X 330= 39.28 39

5 COE K/Ala 50/630 X 330 = 26.19 26

6 * COE Oju 40/630 X 330 = 20.95 22

7 COE Akwanga 35/630 X 330 = 18.33 18

8 COE Ankpa 50/630 X 330 = 26.19 26

9 COE Minna 60/630 X 330 = 31.42 31

10 COE Gindri 55/630 X 330 = 28.80 29

11 COE Ilorin 70/630 X 330 = 36.66 37

TOTAL 330 330

The sample from COE Oju was intentionally increased by one (1) to make up the deficiency because of

approximation.