An Assessment of ICT Competencies Possessed by Polytechnic Office Technology and Management Lecturers in the South Eastern States of Nigeria
CHAPTER ONE
Purpose of the Study
This research an assessment of ICT competencies possessed by Polytechnic Office Technology and Management lecturers in the south eastern states of Nigeria.
The objectives of this study are:
- To ascertain the problems that is usually encountered in the use of information and communication technology.
- To determine the availability of ICT gadgets in the teaching of Office Technology and Management in tertiary institutions in South-eastern States.
- To examine the impact of ICT tools on the teaching and learning of Office Technology and Management in tertiary institutions in South-eastern States.
CHAPTER TWO
LITERATURE REVIEW
The literature review of this study was carried out under the following topics:
- Theoretical framework
- Concept of Information and Communication Technology ICT
- Availability of ICT resources and Student’s learning
- Accessibility of ICT resources and students learning
- ICT-Skills moderately Necessary for Using ICT in Education
- Relevance of the Secretary in an Organization
- Important and Essential Duties of the Secretary
- The Benefits of ICT in Education
Theoretical framework
This study was guided by Vygotsky’s (2004) social constructivism theory. It postulates that in the process of knowledge construction and cognitive development of principal importance was the social context within which teaching and learning takes place. The proponent of this theory posit that the process of collaboration between learners and their peers as well as with the instructors or experts leads to socially negotiated knowledge, culminating in concrete knowledge building that would otherwise not be possible. In the process, the learning environment should be designed to support and challenge the learner’s thinking processes in order for them to think critically. This is achievable through collective efforts by the stakeholders in the integration of ICTs in education. Another Vygotskian notion was that the instructor assumes the role of a facilitator and co-learner and guides, plans, organizes, and provides directions to the learner, who is accountable for his/her own learning. The teacher supports the learner by means of suggestions that arise out of ordinary activities, by challenges that inspire creativity, and with projects that allow for independent thinking and new ways of learning information. Students work in groups to approach problems and challenges in real world situations, this in turn leads to the creation of practical solutions and a diverse variety of student products.
The theory views the context in which the learning occurs as central to the learning itself. A social constructivist notion is that of authentic learning, where the student takes part in activities relevant to the application of learning that take place within cultural contexts similar to reality. The learning experience is envisaged as a shared process. The stakeholders in the learning process are considered as integral in learning. Approaches based on constructivism stress the importance of mechanisms for mutual planning, diagnosis of learner needs and interests, cooperative learning climate, sequential activities for achieving the objectives, formulation of learning objectives based on the diagnosed needs based on the interests of the learner.
CHAPTER THREE
METHODOLOGY
This chapter dealt with the methods to be used in conducting the study which included:
- Research design
- Population of the Study
- Sample and sampling techniques
- Instrument for data collection
- Validation of the instrument
- Reliability of the instrument
- Administrative of the instrument
- Data analysis techniques
Research design
The design of this study was survey design of the descriptive type of research. This was considered as appropriate because the researcher did not manipulate any of the independent variables been measured.
Population of the study
The population for the study comprises of all Polytechnics and College of Education in south-eastern. The institutions are listed below:
- Federal Polytechnic, Oko Anambra State
- Federal Polytechnic, Nekede Owerri, Imo state
- Enugu State Polytechnic Iwollo, Enugu state
- Akanu Ibiam Federal Polytechnic Unwana, Ebonyi state
Sample and sampling techniques
Simple random sampling technique was used to selected two institutions out of the four institutions in South-eastern States which are three polytechnics and one college of education. The two institutions selected are FedPoly Nekede and Okopoly who offer Office Technology and Management as one of their major course.
Sample size of one hundred (100) respondents was used for the study. They are students of the sampled institutions studying Office Technology and Management. Out of the total population of the students from ND I to ND 2 in the Polytechnic and part 2 and part 3 in the College of education, twenty five (25) respondents were selected from each of the levels using simple random sampling technique to make a total number of one hundred (100) respondents.
CHAPTER FOUR
RESULT & DISCUSSION
This chapter presents the analysis of data and interpretation of the results. Descriptive statistic involving frequency counts, percentage and mean analysis were used to answer the research questions.
The table above showed that out of 100 respondents, 35% was male while 65% of the total respondents were female. It was shown from the analysis that female respondents were more than male respondent. This means that majority of the respondents involved in the study are female.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
The chapter deals with summary, conclusion and recommendations.
Summary
The study is design to assess the ICT competencies possessed by Polytechnic Office Technology and Management lecturers in the south eastern states of Nigeria. Two tertiary institutions were involved in the study which is OkoPoly and FedPoly Nekede. A total number of 100 respondents were used for the study. Simple random procedure was used in sample selection in order to have equal representation of respondents from the two institutions. The research instrument used in selecting sample for this study was the questionnaire.
Discussion of Findings
The findings of this study based on result in table 1 above shows that, respondent agreed that lack of electricity is part of the problem encountered in the use of ICT gadgets in teaching Office Technology and Management. Also, cost of maintenance is one of the problems facing information and communication in the teaching Office Technology and Management. The researcher affirms that in-conducive environment is part of problem that is encountered in the use of information and communication technology. This finding confirms that inadequate professionals to operate ICT gadget is also a problem facing the use of ICT in the teaching of office technology and management. Furthermore, inadequate space to store ICT tools is also included in the problem encountered. This is in line with the view of Akunja (2011) who observes that lack of adequate ICT infrastructure has hampered provision of efficient and affordable ICT services in the country. She suggested that emphasis should be placed on provision of software development. Other consideration should be Promotion of local manufacture and assembly and implementation of ICT policy.
The findings from table 2 above reveal that, respondent agreed those ICT gadgets are available for teaching Office Technology and Management in South-eastern States. This statement was in agreement with that of Oliver and short (2002) which stated that in recent times, factors have emerged which have strengthened and encourage moves to adopt ICT in classrooms and learning settings. These have included a growing need to explore efficiencies in terms of program delivery, the opportunities for flexible delivery provided by information and communication technology system and the growing use of internet and www as tools for information access and communication have witnessed growth in recent time (Oliver and Towers, 2000). However, there is similarity in the contribution found in the same table that database management e.g. Ms Access, Power Point, Accounting software e.g. Peachtree were also is need to provide information and communication technology in the teaching of Office Technology and Management in tertiary institution.
The researcher is no need to use ICT gadgets in the teaching of Office Technology and Management in tertiary institutions student to get information and also serve as sources of information for the teachers to impact more knowledge into the student and so for the student to much interest in the study of Office Technology and Management.
The findings from the table 2 also reveal that are available ICT gadgets like; Overhead project, Laptop set, electronic typewriter in your institution of study Office Technology and Management give it easy delivery during lecture in tertiary institutions.
Information and communication technology (ICT) has become common entities in all aspects of life, for the past twenty years, the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavor in the area of business and the way government activities are carried out. In the area of education, Starr (2008) averred that information and communication (ICT) has begun to have a presence but the impact has not been as extensive as in other fields.
The findings from table 3 above show that the use of ICT tools in teaching and learning of Office Technology and Management give it easy delivery during lecture. Also using ICT tools to teach Office Technology and Management student make them to become lazy to study in tertiary institutions. Without the use of information and communication technology aim in achieving educational practices have been revealed in such a way that site of interaction globally among the Office Technology and Management teachers in tertiary institution and student are now available worldwide.
Conclusion
Instructional resources are important ingredients for the attainment of OTM objectives. Human resource is paramount to derive the use of ICT effectively in tertiary institutions. Teacher is central to the successful implementation of the new ICT curricula. Equipping students with employable skill is the main responsibility of instructional personnel. It is certain that the qualities of today’s teachers will be reflected in the citizens of tomorrow. This is why it is very necessary to have professional skilled, competent and efficient instructional personnel to enhance the realization of the dreams and expectations of OTM programmes in our business world. The need for the provision of relevant material resources in every OTM department is no doubt importance, just as the stethoscope is to a medical doctor and farming tools to a farmer, so are the material resources to OTM lecturers/instructors and students. This is because the mastery in OTM courses will not be easy if not impossible without the use of relevant materials. Based on the findings of the study therefore, it could be concluded that this resources are only lecturers and instructors and physical facilities for OTM programme in polytechnics in Ekiti are partly adequate while equipment and supplies for office practice are grossly inadequate. This could be impacting negatively on the preparation and performance of OTM graduates of these polytechnics over the years.
Recommendations
Based on the findings of this study, the following recommendations are made:
- OTM lecturers and instructors should be adequately re-trained by polytechnic authority in line with the curriculum components especially on ICT to enable them deliver instructional activities effectively.
- Most of polytechnics in the area should recruit and retain adequate number of lecturers relative to NBTE (2004), minimum standards.
- Management of polytechnics in the area should provide adequate physical facilities for OTM department as stipulated by NBTE (2004), minimum standards.
- OTM departments should regularly appraise and review the status of their instructional facilities in line with the minimum standards stipulated by the supervisory body.
- The National Board for Technical Education (NBTE) should regularly supervise
- OTM programmes ensure that its stipulated standards are maintained.
- The National Board for Technical Education (NBTE) should review the OTM curriculum at least every five years.
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