An Appraisal of the Role of Ict as a Change Agent for Quality Education in Tertiary Institution in Nigeria
CHAPTER ONE
OBJECTIVE OF THE STUDY
- To determine the nature of education in tertiary institution in Nigeria
- To determine what constitute quality in the education of tertiary institution in Nigeria
- To determine the nature of ICT and the role of ICT as a change agent towards the education of tertiary institution in Nigeria
- To appraise fundamental objectives of quality education attainment in tertiary institution in Nigeria.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
Education is one of the most important needs for the well being of individual and that of the society. Thus, education is a powerful instrument of social, political, and economic progress, without which neither an individual nor a society can attain professional growth. Information and communication technology (ICT) is an indispensable part of the contemporary world. In fact, culture and society have to be adjusted to meet the challenges of the information age. Information and communication technology (ICT) is a force that has changed many aspects of people’s ways of life. Considering such fields as medicine, tourism, travel, business, law, banking, engineering and architecture, the impact of ICT in the past two or three decades has been enormous. The way the fields operate today is vastly different fromthe way they operated in the past. But if one looks at education sector, there seems to have a little impact of ICT utilization and far less change, than other fields have experienced. However, a lot of people have attempted to explore this lack of activity and influence (Soloway and Pryor, 1996; Collis, 2002). The pervasive influence of ICT has brought about a rapid technological, social, political and economic transformation, which has paved way to net work society, organized around ICT. The field of education has not been unaffected by the penetrating influence of information and communication technology. However, ICT has immensely contributed to the quality and quantity of teaching and learning and research in traditional and distance education institutions. ICT enhances teaching and learning through its dynamicinteractive and engaging content and provides real opportunities for individualization of instruction. Information and communication technology has the potential to accelerate, enrich and deepen skills, motivate and engage students learning, helps to relate school experience to work practice, helps to create economic viability for tomorrow’s workers; contributes to the total development of the institution; strengthens teaching and learning and provides opportunities for connection between the school and the world (Davis and Tearle, 1999). Kirschner and Weperies (2003) maintained that information and communication technology can make the school more efficient and productive, by organising a variety of tools to enhance and facilitate teachers’ professional activities.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to an appraisal of the role ICT as a change agent for quality education in tertiary institution in Nigeria.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to determine the nature of ICT and the role of ICT as change agent towards the education of tertiary institution.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in knowing the role of ICT as a change agent for quality education in tertiary institution in Nigeria.
Summary
From the results obtained in the study on the role of ICT as a agent for quality education in tertiary institution in Nigeria improvised instructional materials on tertiary institution achievement in ICT, it was found that ICT play significant role using improvised instructional materials performed better than tertiary education that not using ICT using conventional material; tertiary institution tertiary with ICT did not perform better than their without counterparts in ICT. The results do not suggest ordinal interaction effect between mode of method and ICT achievement in tertiary institution. This was because at all the levels of ICT, the mean scores were higher role of ICT in tertiary institution improvised instructional material; the result suggests ordinal interaction effects between modes of method and ICT’ achievement in tertiary institution; this was because at all the levels of location, the mean scores were higher for role of ICT improvised instructional material compared to conventional materials with lower mean scores; there was significant difference in the mean score of role of ICT improvised instructional material and tertiary institution conventional instructional materials; there was high impact of ICT the role it play in tertiary institution in the mean achievement scores of high role it play o tertiary institution. There was significant difference in the mean achievement scores of role of ICT in tertiary .The interaction effect of method and gender on tertiary institution mean achievement scores in ICTwas, therefore, not statistically significant. The interaction effect of method and role of ICT in tertiary institution mean achievement scores in ICT was, therefore, not statistically significant.
Conclusion
This study has sought to appraise the role of ICT as a change agent for higher education in Nigeria. The findings indicated that ICTs have significantly impacted on educational practice in Nigeria, and such impact would grow considerably in years to come, if the various problems hindering effective utilization of ICT as a change agent for tertiary education are properly ameliorated. Undoubtedly, ICT would become a strong agent for change in many tertiary educational institutions in Nigeria.
5.4 Recommendations
Learning should become more relevant to stakeholders’ needs; learning outcomes should become more deliberate and targeted. While learning opportunities should be diversified in terms of what is learnt and who should learn. Also the quality of programs as measured by fitness for purpose should continue to grow, if the stakeholders perceive the various educational programs as meeting their needs and expectations. Moreover, ICTs serve to provide the means for activities to realize the potentials in human resources. Furthermore, adequate funds must be provided to initiate, develop, promote, review and implement ICT policies in the educational sector to bring about an improvement on ICT utilization, through computer apprentices courses taught in Nigerian tertiary institutions. In this period of economic recession, the price of ICT equipment and materials will continue to be astronomical. It becomes highly imperative for all stakeholders of education to entice industrial establishments, companies, politicians, big businessmen and entrepreneurs, nongovernmental organizations and the community at large to assist the institutions in the provision of ICT equipmentand materials and well-furnished computer laboratories.
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