Knowledge, Accessibility and Use of Information Communication Technology (ICT) Among Students and Teachers in the Department of Nursing Sciences University of Nigeria, Enugu Campus
CHAPTER ONE
Objective Of Study
The specific objectives of this study were to:
- Ascertain students’ and teachers’ knowledge of ICT in Department of Nursing
- Determine accessibility to ICT among nursing students and teachers of Department of Nursing
- Investigate students’ and teachers’ use of ICT Department of Nursing UNEC.
- To determine the constraining factors to use of ICT as perceived by students and teachers.
CHAPTER TWO
LITERATURE REVIEW
In this chapter, the reviewed relevant literatures are presented under the following headings:
- Conceptual review
- Review of related theory
- Empirical review
- Summary of reviewed literature
Concept of Information Communication Technology (ICT)
ICT can be described as a complex varied set of goods, applications and services used for producing, distributing, processing, transforming information, telecoms, television and radio broadcasting, hardware and software, computer services and electronic media, (Ozorji, 2010). ICT represents a cluster of associated technologies defined by their functional usage in information access and communication, of which one embodiment is the Internet. Bandele (2006) sees ICT as a revolution that involves the use of computers, internet and other tele-communication technology in every aspect of human endeavour. The author posited that ICT is simply about sharing and having access to data with ease. ICT is often associated with high-tech devices, such as computers and software, but ICT also encompasses more “conventional” technologies such as radio, television and telephone technology, (UNESCO; 2013). ICT and computers are not the same thing.
Computers are the hardware that is often part of an ICT system. ICT is regarded as the super highway through which information is transmitted and shared by people all over the world. Jimoh (2007) in Ozoji 2010) defines ICT as the handling and processing of information (texts, images, graphs, instruction etc) for use, by means of electronic and communication devices such as computers, cameras, telephone. Ofodu (2007) also refers to ICT as electronic or computerized devices, assisted by human and interactive materials that can be used for a wide range of teaching and learning as well as for personal use. From these definitions, ICT could therefore be defined as processing and sharing of information using all kinds of electronic device, an umbrella that includes all technologies for the manipulation and communication of information.
Types of ICT
There are varieties of technologies that can be used in education. Each of these technologies has its own redeeming qualities and limitations and different situations call for different technologies according to UNESCO, 2003:
Internet/Web-Based Training: Internet/Web-Based Training provides an environment where students and teachers access and study course materials online. It may involve the use of live e-learning tools such as application, sharing, internet, telephone, online whiteboards, discussion boards, and chat and messaging programmes that allow real- time interaction between instructors and learners. It can also be used to transmit text, graphics, images, animation, or video. The required tools for online learning include a personal computer and an Internet connection.
There are several ways a user can connect to the Internet: standard analog modem, Digital Subscriber Line (DSL), Cable Modem, Integrated Service Digital Network (ISDN), Local Area Network (LAN), Cellular, and Wireless broadband (fixed wireless and satellite). All the above connections, except for a standard analog modem connect are considered broadband connections. All these methods allow connections to an Internet Service Provider (ISP) that provides a gate way to the rest of the Internet. An analog modem and ISDN require a “dial up” connection where a user must dial in to connect to the ISP, whereas the other Internet access method denoted as “always on” connections, require no dialing.
CD – ROM and DVD: CD –ROM (Compact Disc – Read Only Memory) store on any computer equipment with a CD-ROM drive (Hampton and Bartram, 2002 in UNESCO 2003). DVD (Digital Video Disk or Digital Versatile Disk) are similar to CD – ROMs and can be used the same way as CD-ROMs but contain more information. Most CD- ROMs have 650 or 700 mega bytes storage space whereas most DVDs have room for gigabytes, which equals approximately seven times more storage space than a CD- ROM. DVDs are not widely used yet, mainly because of different standards for writing to DVDs.
CHAPTER THREE
RESEARCH METHOD
This chapter discussed the research methods used for the study under: research design, area of study, population of the study, subject for the study, instrument for data collection, validity of instrument, reliability of instrument, ethical consideration, procedure for data collection and method of data analysis.
Research Design
Descriptive cross-sectional survey design was used for this study. Cross- sectional design was adopted because there was no manipulation of any condition; rather the subjects were investigated in a more or less natural environment (Polit & Beck, 2010). The design was successfully used in similar studies among students and teachers in Bahawalpur (Khan et al, 2011) and in Nigeria (Adetimirin, 2012).
Area of Study
The study was carried out in Nursing Sciences Department of the Faculty of Health Sciences and Technology (FHS&T), University of Nigeria Enugu Campus. The Department of Nursing Sciences runs both undergraduate and postgraduate nursing programmes. The postgraduate programme comprises the master’s and doctoral programmes. The University of Nigeria of Nigeria Nsukka has two Campuses: Nsukka and Enugu. Both campuses are located at Enugu State. Enugu State is in the South-East geopolitical zone of Nigeria. University of Nigeria was established in 1963 while the Department of Nursing Sciences was established 20 years later, in 1983. Within Enugu Campus is the Faculty of Health Sciences and Technology. Department of Nursing Sciences is one of the
Departments in the Faculty of Health Sciences and Technology. There is only one functional ICT centre owned by the university which located at her Lagos Area. The ICT centre has its own stand-by generating-plants This centre only serves the ICT needs of the staff: academic and non-academic ones. There are several functional commercial cybercafé located at all areas of the university. These commercial cybercafé are open for use to all staff and students who can afford the cost.
Population of the Study
The population of this study included all the undergraduate students and all teachers (lecturers) in the Department of Nursing Sciences, UNEC. According to the Departmental Office (Record, 2014), the undergraduate Nursing students comprised of: 97 from 200 level, 122 from 300 level, 131 from 400 level, 104 from 500 level and teachers 23 (see Appendix 1). Thus, a total population of four hundred and seventy seven (477): undergraduate Nursing students (454) and their teachers (23) constituted the population of the study.
CHAPTER FOUR
PRESENTATION OF RESULTS
The results of the data analysis are presented in this chapter. The results are presented in the tables according to objectives and hypothesis that guided the study.
Return rate
Out of the 477 copies of questionnaire administered, 462 were returned. Out of the 462 returned, 10 were not completed appropriately and were removed, remaining 452 which were properly completed and fit for analysis. This gives a 94.76% return rate. The results of data analysis were presented in the Tables below according to objectives and hypotheses set for the study.
CHAPTER FIVE
DISCUSSION OF THE FINDINGS
This study was carried out to investigate the knowledge, access and use of ICT among students and teachers in Nursing Sciences Department UNEC. 3 objectives and six hypotheses guided the study. The objective were to: ascertain what students and teachers know about ICT,(ii) determine students and teachers access to ICT, (iii) determine students and teachers use of ICT. Literatures were reviewed to cover the objectives and hypotheses of the study. A descriptive cross sectional survey design was used. All the 454 undergraduate students in the Department of Nursing and 23 teachers comprised the subjects for the study. A researcher-developed questionnaire was the instrument for data collection.
Data were subjected to descriptive statistics and anayzed using student’s t-test and Chi square. Probability value less than 0.05 was considered statistically significant. Majority of the students 346 (80.5%) and majority of the teachers 20(90.9%) had knowledge of ICT. Respondents had access to the following ICT: computer; students 314(73.0%), teachers 20 (90.9%), Internet; students
343(79.8%), teachers 22(100%) and e-mail; students 248(57.7%) and teachers 17(77.3%). Students performed academic activities several days in a week with ICT 154(35.8%). Teachers performed academic activities several days in a week with ICT 9(40.9%). The Internet activities mostly performed by the students wer: browsing 386(89.8%), chatting with friends 274(63.7%) and e-mailing 262(60.9%). The Internet activities mostly performed by teachers were: browsing 22(100%), e-mailing 20(90.9%) and downloading articles 18(81.8%). Google is the most common search engine used by students 393(91.4%) and teachers 20(90.9%). According to the respondents, high cost of ICT 281(62.2%) and irregular power supply 258(57.1%) were major factors that affect accessibility to and use of ICT negatively. There was no significant difference (p > 0.05) in the types of ICT used at different study levels among students. There was no significant difference (p > 0.05) in the accessibility to preferred ICT types among male and female students. There was no significant difference (p > 0.05) in the access to ICT types among teachers and students. There was no significant difference (p > 0.05) in the constraints associated with ICT use among students and teachers. There was significant difference (p < 0.05) in the use of ICT between students and teachers.
Findings of this study revealed that there is still need to provide ICT materials at subsidized rate in order to encourage use in university education. There is need also to organize ICT training in universities in order to make teachers and students acquainted with various ICT tools. The various arms of governments including well meaning Nigerians should help improve power supply in universities so that access and use of ICT in teaching / learning can be enhanced. The research design was the descriptive cross-sectional survey.
Conclusion
Based on the findings of this study, the following conclusions were made:
- Most students and teachers have knowledge of ICT
- Majority of students and teachers encounter challenges in accessing ICT especially lack of expertise and high cost of
- ICT materials are not adequately utilized in the core teaching-learning in the
Recommendation
The following recommendations are made in view of the findings and educational implication of the study.
- The problem of high cost of ICT, needs to be addressed especially for students in order for them to better access and use the ICT materials. Correcting the problem of no or little access of students to ICT requires a holistic approach on the part of the government and the university authority.
- In order to ensure better exploitation of ICT, the management of the university should invest in acquisition of ICT, both hardware and software in sufficient numbers to cover the ICT needs of both students and teachers. Investment in maintenance is also
- The university administration should ensure that she sets up a monitoring team competent in ICT, to ensure ICT use during teaching and learning in the
- Both students and teachers need on-going ICT related training which will assist in significantly developing their ICT skills, improve access to needed information and enhance efficiency in their occupation (student or teachers).
- Finally, the government, the university administration and stakeholders should provide adequate and current ICT equipment, services and related materials such as regular power supply relevant in the education industry with a view toward increasing availability and access to ICT in particular and improving teaching and learning in general in the
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