AVAILABILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN PUBLIC AND PRIVATE

INTRODUCTION

2.2.2 Information 10

2.2.3 Communication 10

2.2.4 Technology 11

2.3 Information and Communication Technology 12

2.3.1 Origin of Information and Communication Technology (ICT) 13

2.3.2 Evolutionary Trend of Information Communication Technology 14

2.3.3 ICT in Educational Classroom Setting 14

2.3.4 Some Problems Militating Against ICT in Nigeria's Senior Private and

Public Schools 16

2.3.5 The Impact of Using ICT in Private and Public Educational

Sector in Sokoto State 20

2.4 Review of Related Empirical Studies 21

2.5 Summary and Uniqueness 22

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction 23

3.2 Research Design 23

3.3 Population of the Study 23

3.4 Sample and Sampling Techniques 24

3.5 Instrument for Data Collection 25

3.5.1 Validity of the Study 26

3.5.2 Reliability of the Study 27

3.6 Method of Data Collection 27

3.7 Method of Data Analysis 27

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Introduction 28

4.2 Data Presentation of Students' Questionnaires 28

4.3 Data Presentation of Teachers' Questionnaires 34

4.4 Summary of Findings 41

4.5 Discussion of Findings 42

CHAPTER FIVE: SUMMARY CONCLUSION AND RECOMMENDATIONS

5.1 Introduction 43

5.2 Summary of major Findings 43

5.3 Conclusion 44

5.4 Recommendations 45

Reference 46

Appendices 49

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The world of today is characterized by revolutionary advances powered by Information and Communication Technology (ICT). The world is being reduced to a global village through the use of information and communication technology. ICT promotes national development and better relationship with other nations. ICT refers to the electronic and communication devices associated with human social materials that enable the individuals to use them for a whole range of instructional process. This fact is supported by Woreta, S. A., Kebede, Y., and Zegeye, D. T. (2013) who asserts that Information and communication technology facilities are described as all the equipment's available for the identification, generation, processing, storage, packaging, preservation, and conservation and sending of information, regardless of time and location challenges. In other words, Information and Communication

Technologies are information handling tools used for producing, storing, processing, distributing and exchanging of information. ICT facilities influence and affect people's‟ and corporate work life in one way or the other.

Researchers such as Onuselogu, A. P., and Olibie E.I. (2007) reported These ICT facilities are all encompassing in areas like technology, socialization, politics, economics and education, for global transformation. Therefore, it becomes pertinent for administrators, who serve as key implementers of the nation's educational policy, to be well-informed and adequately equipped with ICT facilities in order to enhance their performance in this age of information explosion and technological advancement.

The Federal Ministry of Education (2010) identifies the role Of ICT policy on education a stated as follows; "The policy provides the needed guidance on what is expected in the entire process of ICT integration in education to all stakeholders in education. Its' implementation, therefore, should lead to a speedy transformation of the teaching, learning and administration of education. This in turn will foster the production of graduates in the education system that can survive in the contemporary society, sustain national development and compete globally".

Yusuf, M. O. (2005) however noted that the realization of this policy statement lays basically in the capability of the key implementers of the nation's educational policy i.e. teachers to integrate ICT-Driven instructional aides effectively through Computer Assisted mode of Instruction (CAI) in their day to day classroom activities for effective pedagogy. The aspect relevant to this study is ICT-Driven Instructional aide basically, the "Computer Assisted mode of Instruction" (CAI).

Computer Assisted Instruction (CAI) is one of the products of computer technology and it proves to be an effective method of instruction delivery. It is pertinent to note that CAI has a major advantage of individualizing instruction by presenting varied and flexible experiences to the individual learner and takes care of learners‟ indifference. It also makes use of guided discovery and inquiry method which ensure the application of effective teaching methods to the learner. It therefore implies that the provision of these ICT-driven Instructional facilities (CAI) on their own cannot make any impact on the students‟ academic performance until they are effectively utilized in the teaching and learning process. This informs the basis of investigating into the topic "Availability and Utilization of Information and Communication Technology in public and private Secondary Schools in Sokoto State". For ICT to enhance teaching for secondary schools, particularly in Sokoto State, is through constant use of the above identified ICT tools by the teachers. However, the use of the above identified ICT components can enhance teaching and improve quality education by making the present time teaching student centered; making the retention and accumulation of knowledge the main objective of teaching; ensuring teaching emphasizes hands-on activities where students lead discovery as well as ensure that students understand, apply and analyze facts. Hence this study examined the ways information and communication technology components can be used in teaching in secondary schools in Sokoto State.

The main purpose of computer education was for computer literacy and skills needed in the 21st century classrooms and outside the classroom. It goes beyond reading computer books and pamphlets. It really requires skills, abilities and competencies in the use of computer. For instance it requires digital literacy and skills, hardware literacy and skills, software literary and skills; and computer packages integration and usage skills. Others are networking skills and multimedia systems literacy and skills. The need for availability and utilization of ICT resources in teaching–learning situations is on the increase (Zuppo, 2012). The perceived prevalence and seriousness of incompetence and poor quality of education which is the result of non application of ICT is one of the biggest problems plaguing the school system, globalization, quest for quality education and market competitiveness has posed more challenges for ICT to become indispensable tool for secondary schools in Sokoto State. This study therefore determined the availability and utilization of ICT in secondary schools in Sokoto State.

1.2 Statement of the Problem

Secondary school education has become more complex due to the increase in the number of students' enrolment as well as the number of programmers' were being offered. Hence, its management demands more from the administrators to achieve the set goals. Due to this complexity, School administrators are sometimes faced with the challenge of managing schools in a meaningful and effective way. Some of the problems faced include poor communication within the staff and students and even with external governing bodies of the school and sometimes effective planning because most of the processes are still carried out manually. Hence, this study therefore determined the availability and utilization of ICT in secondary schools in Sokoto State. The availability of ICT in secondary schools in sokoto State is assumed or reported that in most areas, there are ICT equipments or school plants, but are not effectively utilized while in other areas, they are scarcely available and are over utilized by the users. The information technological age offers ICT instructional strategies to erase the manual usage in school administration. Innovative use of ICT in the administration process in most secondary schools in Sokoto State Seems not to be widespread .This appears to be made difficult by several constraints which include lack of funds to sustain ICT Infrastructure, the inability of secondary school administrators to keep up with the pace of development in ICT, the lack of the staff with appropriate skills to manage ICT both at the strategic and operational levels, epileptic electricity supply or complete absence of it in schools affects institutional policies to support and guide the use of ICT. The low level of internet usage, inadequate computers and its accessories, and lack of internet access point will result to a poor attitude towards the use of internet, the low level of application of ICT in secondary school system pose a serious threat to the ability of the school administrator to handle large volume of information at a fast rate and it will also pose a threat to other policies implementation within the educational sector. These identified problems therefore, have informed the need to conduct a study on the "Availability and Utilization of ICT in public and private secondary Schools in sokoto State".

1.3 Research Objectives of the Study

This study was to determine the Availability and utilization of information and communication technology (ICT) in public and private Secondary Schools in Sokoto State, specifically the study sought to ascertain the following;

1. To investigate the availability of ICT facilities in senior secondary schools in Sokoto state.

2. Examine the extent to which students are exposed to the use of ICT in senior secondary schools in Sokoto state

3. Examine the level of utilization of ICT facilities in senior secondary schools in Sokoto state.

4. To determine how ICT has helped in educational research.

5. To show the extent why all students in our public and private senior secondary school, should be computer literates.

1.4 Research Questions

The following research questions were posed to guide the study:

1. What is the extent of availability of ICT in senior secondary schools in Sokoto State?

2. To what extent are students exposed to ICT in senior secondary schools in Sokoto State?

3. What are the levels of utilization of ICT facilities in senior secondary schools in Sokoto State?

4. How far has ICT help in education research?

5. Can all the students in private and public senior secondary schools be computer literate?

1.5 Significance of the Study.

This research work is of most important to the education, development and academic performance of the students Hence, this study is of significance to the students, teachers, curriculum planners, educational system and society at large.

To the students, the effective use of ICT would enable them to effectively learn and train what they have learnt and thereby advancing their performance in the subject in question. This is because according to Nwankwundo, Ogejiofor and Nwankwo (2000) learning is a process through knowledge, skills, habits, facts, ideas and utilized and only means of achievement this is through the use of ICT-Driven Computer Assisted Instruction (CAI).

The study would help teachers in preparation of their teaching and also to enhance teachers teaching effectiveness and productivity. This is in line with assertion of Ekwueme and Igwe (2001) who noted it is only the teachers who will guarantee effective and adequate usage of ICT and thereby facilitate success.

This study would help in promoting opportunities of knowledge sharing to curriculum planners. These can help the curriculum planners having up – to – date information and knowledge that make it easier for the curriculum to be build on learner 's interest and abilities instead of the manual process of designing the curriculum.

This study will help teachers to access with institution and universities, NAAC, NCTE and NCERT etc. it also help in the use of ICT software and hardware for teaching – learning process in our educational system.

This study tend to reduce information and transaction cost, creating new collaborative models to increase the efficiency of workers, promoting innovation and improving education and quick access to information.

1.6 Scope and Delimitation of the Study

This educational research is a critical and a thorough insight into the utilization of information and communication technology in our private and public senior secondary school parlance. That is to say, the research work will not be looking at utilization of ICT in these selected schools in its general sense, but specifically on our educational sector. Also, the level at which it will be looking at it, is basically on our private and secondary schools of learning. However, due to time constraints and the impossibility of reaching out to all the private and public schools in sokoto state, some private and public senior secondary schools were selected in the state metropolis to serve as a case study to this intellectual manuscript. Thus, due to logistic problems, the studies will restriction its selection of respondents from all public and private senior secondary schools (SS1, SS2 and SS3) in sokoto metropolis. The respondents will be drawn from Students and academic staff.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION

This chapter examined the key terminologies and scholarly works by different authors and writers. Thus, the chapter reviewed was organized base on the following:

2.2 Conceptual Framework

2.2.1 Education:

The phenomenon "education" has witnessed multi conceptions through the ages. This is to say that the term "education has no definite definition. What it is meant for this person may be another thing else for the other.

Etymologically, the word education is derived from the latin word "educare". Which means "to bring up", which is related to "educare" meaning "bring out", "bring forth", "what is within", and ducre which means "to lead".

As hinted earlier, the term education means many things to different people. For a psychologist for instance, education is a way of development of one's mental ability, desirable habits, skills and attitudes which make an individual a good citizen." According to Abubakar (2007) education is shaping of behavior or modification of behavior of the individual for adequate adjustment in the society.

Landmark in History of Education" viewed education from socio-traditional and economic point of view. He said that "education is a social institution". Thus, "traditional education is the socialization of the learner into the cherished cultural norms, values, customs and traditions of the society to make him fully integrated in his environment". Economically, he maintains that "education no doubt is a fundamental factor in the economic development and growth of Africa as well as a gainful economic investment".

For sociologists, education is a social service that is socially provided and responsibly accepted. Education in contemporary time imbibe teachers, business men, trade unions, government and many other groups officially assuming the responsibility of nation-wide planning (Fanfuwa, 2015). Education is that aspect of socialization which is geared towards self-realization, better human relations, individuals and national efficiency, effective citizenship, national consciousness, national unity as well as towards socio-cultural, economical, political, scientific and technological progress.

Education in a wider sense is any act or experience that has a formative effect on the mind, character or physical ability of an individual. In its technical sense, education is the process by which society deliberately transmits its accumulated knowledge skills and values from one generation to another.

For Ibeh (2010], "education is a total development of man for sustainable development". On it anchors the total well-being and survival of a nation.

According to Francis (2006], "education is the development of the whole man, soul and body, intellectual, evolution and physical well-being. This conception spells out the relevance of education, hence; Education can be seen as the sacred task of forming the character of vision and aiding people to attain the purpose of existence.

Another view of education that received popularity is that education is a functional social aspect with guiding principles. It is a means to an end and not an end on itself. It is an immediate induction into the society and preparation for adulthood. In view of the above; education can be viewed as all process by which a child or adult develops the ability, attitudes and other forms of behavior which are of positive value to the society in which he lives. That is to say, it is a process of disseminating knowledge ensure social control or to guarantee rational direction of the society (Wells, 2005).

2.2.2 Information.

According to Ottih (2003) "information is an important concept in human endeavor and the human being is the information processor. Information means facts about a situation, persons and event and so on. It has no values of its own, but the values in information are derived from the benefits of changes in actions or decisions which it causes. For (Gilbert (2017) this era popularly known as the information age was born out of information exploration, high tech revolution and above all, the micro-computer contribution.

Information in its restricted technical sense is a sequence of symbols that can be interpreted as a message. Information can be recorded as signs or transmitted as signals. Information is the message (utterances or expressions) being conveyed. For Abubakar and Habiba (2010), information is often regarded as the currency of the present era. They maintained that the importance of good information in decision making cannot be over emphasized.

of ICT who can adequately handle it with maximum efficiency.

Computer Literacy: Many researches are not yet computer literates. Let alone getting acquainted with the numerous facilities in the ICT computer. "Literacy is one of the major pre-requisite for effective utilization of ICT [Udoh, 2012)". Students should be trained very well on how to operate the computer so that there will be maximum efficiency in the utilization of ICT in educational research

e teaching

3.5.1 Validity of the Stu

The research instrument is subject to validation so also establish the content validity of the instructional materials. The questionnaires used for this study is self designed and was submitted to our project supervisor who ensured its content validity

0 333 597 952 1984 524 879 1288 2173

3500 346 641 1068 2565 558 977 1510 2890

5000 357 678 1176 3288 586 1066 1734 3842

7500 365 710 1275 4211 610 1147 1960 5165

10000 370 727 1332 4899 622 1193 2098 6239

25000 378 760 1448 6939 646 1285 2399 9972

50000 381 772 1491 8056 655 1318 2520 12455

75000 382 776 1506 8514 658 1330 2520 13583

100000 383 778 1513 8762 659 1336 2585 14227

250000 384 782 1527 9248 662 1347 2626 15555

500000 384 783 1532 9423 663 1350 2640 16055

1000000 384 783 1534 9512 663 1352 2647 16317

2500000 384 784 1536 9567 663 1353 2651 16478

10000000 384 784 1536 9594 663 1354 2653 16560

####### 384 784 1537 9603 663 1354 2654 16584

Source: Research advisors (2006)

Table of Population

Appendix Three (3)

S/N	Name of Schools	Population Of Students	Population of Teachers	Description
1	Command Science Girls Senior School, Army Barrack	2057	61	Public
2	Government Day Secondary School, Amanawa	1073	32	Public
3	Federal Science College Sokoto	2005	66	Public
4	Government Day Secondary School, More	2975	48	Public
5	Government Girls Day Secondary School, Kofar Market Sokoto	1124	34	Public
6	Government Day Secondary School, Rini	1641	24	Public
7	Government Girls Day Secondary School, Runjin Sambo	1900	25	Public
8	Government Day Arabic Sec. School, Sabon Birni Area	1202	23	Public
9	Government Day Secondary Sch. Gidan Igwai	1005	31	Public
10	Sokoto Teachers College	842	24	Public
11	Amina Ahmadu Bello Girls Arabic Secondary School, Yar Gabas Sokoto	1374	39	Public
12	Government Day Secondary School, Gidan Dare	3670	68	Public
13	Government Technical College, Runjin Sambo	1431	38	Public
14	Abdul – Rasheed Adisa Raji Special School, Sokoto	1090	26	Public
15	Giginya Memorial Secondary School, Sokoto	1284	32	Public
16	Government Day Secondary School, Mabera	1169	37	Public
17	Government Girls Day Secondary School, Tudun Wada Sokoto	989	18	Public
18	Government Girls Day Arabic Secondary School, Yar Akija	1130	40	Public
19	Hafsat Ahmadu Bello Model Arabic secondary school, sokoto	1247	23	Public
20	Nana G irls Secondary School, Sokoto	1032	37	Public
21	Sheikh Abubakar Gummi Memorial College, Sokoto	1659	40	Public
22	Sultan Atiku Secondary School, Sokoto	1201	22	Public
23	Sultan Abubakar College, Sokoto	1024	30	Public
24	Sultan Attahirun Ahmadu Secondary School, Sokoto	979	21	Public
25	Sultan Bello Secondary Sch., Sok	1545	34	Public
26	Women Centre For Continuing Education, Sokoto	334	13	Public
27	Federal Government College Sokoto	785	8	Public
28	Government Day Secondary School Gagi	1030	31	Public
29	Government Girls Day Secondary School Mabera Mujayi	844	21	Public
30	Government Day Secondary School Minannata Sokoto	1139	41	Public
31	Nagarta College, Sokoto	850	19	Public
32	Government Girls College	1001	20	Public
33	Government Day Secondary School Arkilla	1485	32	Public
34	Sani Dingyadi Unity Secondary School	1032	27	Public
35	Government Day Secondary School Dundaye	1554	55	Public
36	Sultan Muhammadu Maccido For Quran and General Studies	1721	47	Public
37	Government Day Secondary School Wamakko	620	14	Public
38	Government Day Secondary School Alu Quarters Bado	496	27	Public
39	Government Girls College Of Art Sci. and Islamic Studies Arkilla	988	19	Public
40	Yahaya Abdulkarim Government Girls Day Secondary School	804	22	Public
41	Government Girls Day Secondary School, Badon Barade	146	6	Public
42	Government Girls Day Secondary School	1015	19	Public
43	Government Technical College Farfaru	1713	18	Public
44	Ahmadu Bello Academy Sokoto	1158	16	Public
45	Total Children School	164	3	Private
46	Golden Heritage Academy	374	5	Private
47	Royal Comprehensive Secondary School	232	4	Private
48	Bravo International School	1400	12	Private
49	Royal Academy School	269	5	Private
50	Hikimah International School	1350	23	Private
51	Optimum Success International School	254	4	Private
52	ST. Patrick School Illela	455	6	Private
53	Start Right International School	137	5	Private
54	Trust Academy Quran and General Studies	765	10	Private
55	Ahmadu Bello Memorial International School	1618	18	Private
56	Marshal International School	1185	15	Private
57	Unity Comprehensive School. Runjin Sambo	747	9	Private
58	De-precious Bright Future school	765	10	Private
59	Nakowa International School	793	6	Private
60	Bravo International Schools Sokoto.	582	8	Private
61	The Gold Pen Schools Sokoto	1062	12	Private
62	Asmau Girls Islamic College Runjin Sambo	733	7	Private
63	Blue Crecent School	1987	13	Private
64	ECWA Samuel Matankari Memorial college	1105	18	Private
65	Minarat Schools	664	5	Private
66	Nassara Baptist School	272	4	Private
67	New City Academy Schools	443	5	Private
68	Zashaz Internatinal Schools	203	8	Private
69	Sokoto Institute For Islamic Studies	543	7	Private
70	Excel Nursery, primary and Secondary school	258	5	Private
71	Teema Academy Sokoto	467	7	Private
72	Sidi Mamman Asarakawa Institute For Quran and General studies	450	9	Private
73	Twins Pillars Academy	299	7	Private
74	New Dawn Comprehensive Schools	508	6	Private
75	Balato Nursery, primary and Secondary school	900	11	Private
76	Amirulmuminina Model College	418	5	Private
77	Great Dagamas Legency Schools	437	9	Private
78	CEFN Divine School	268	7	Private
79	Alumma Comprehensive College	182	5	Private
80	ECWA Goodnews Schools	510	8	Private
81	Federal Staff School	829	10	Private
82	Darul Hadith Primary and secondary school	434	7	Private
83	Holy Family School	400	6	Private
84	Attargibu Institute For Qur'anic Memorization and Sci.	392	5	Private
85	Evergreen Schools	357	5	Private
86	Tambuwal Arabic and Science Academy	667	6	Private
87	Alheri Schools Sokoto	842	7	Private
88	Global Kids Academy	818	9	Private
89	Kings & Gueens Schools	711	12	Private
90	Success Schools	600	7	Private
91	Caliphate Tarbiyya Academy	2032	28	Private
92	Darul-da'awa Nursery & primary school.	348	6	Private
93	I.E.T School	369	10	Private
94	Jagaba International School	1156	13	Private
95	Nady Academy	783	15	Private
96	Royal Choice School	264	9	Private
97	Sahaba Academy	1429	12	Private
98	Sokoto Cement Schools	513	13	Private
99	Khalil Fodio Islamic Academy	303	9	Private
100	Premier Schools	1193	25	Private
101	Airan International School	426	6	Private
102	Iman International School	702	9	Private
103	Nana Aisha Galaxy School	110	7	Private
104	Usman Danfodiyo University Model Secondary School	284	13	Private
105	Umar Aliyu Shinkafi Poly Staff School	927	11	Private
106	Brilliant Footsteps International Academy	711	13	Private
107	SSCOE Staff Secondary School Sokoto	609	9	Private
108	Alhuda Schools	421	4	Private
109	Abdullahi Bin Mas'ud Academy	1332	22	Private

Table of Population

Source: Ministry Of Basic and Secondary Education (2021)

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AVAILABILITY AND UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN PUBLIC AND PRIVATE