IMPLEMENTATION OF INFORMATION TECHNOLOGY

POLICY AND STUDENTS’ COMPUTER COMPETENCY

IN SELECTED GOVERNMENT SECONDARY

SCHOOLS IN GAYA ZONE-KANO

STATE, NIGERIA

A Thesis Report

Presented to the

College of Higher Degrees and Research

Kampala International University

Kampala, Uganda

In partial fulfillment of the Requirement for the Award of

Masters Degree in Educational Management and

Administration

By

Mustapha Habibu Tajo

MED13708911211DF

November, 2013

DECLARATION A

This thesis report is my original work and has not been presented for a

degree or any other academic award in any university or institution of

~zo- /1~ Z0i3

Mustapha Habibu Tajo Date

DECLARATION B

I confirm that the work in this thesis report was done by the candidate

under my supervision.

Dr. Ijeorna B. Anumaka Date

11

DEDICATION

This work is dedicated to my beloved wife Harnraatu Aharnad Umar, for

the love, and patience exercised during my absence for this masters

programme.

111

ACKNOWLEDGEMENT

The researcher acknowledges and extends his sincere gratitude tQ his

supportive supervisor, Dr. Ijeoma B. Anumaka for her critical reviews,

and regular availability to him throughout the course of his research

work.

He thanks the KIU mangement, entire staff at the College of Higher

Degrees and Research under the leadership of Dr. Sumil Novembreita,

DVC CHDR, and the panel members , for good leadership and efficient

services, also he acknowledges the authors whose works have been

cited in this study. He thanks contributions and co-operation made by

the respondents and the ministry of education Kano state Nigeria for the

release to pursued this masters programme.

He thanks his family, and friends who showed love, care, . and

assistances throughout the study and other people who contributed in

one way or the other.

Thanks also extend to almighty Allah for the protection and ability

bestowed throughout the programme.

iv

LISTS OF ACRONYMSAAU Association of African University

ALU Arithmetic and Logic Unit

CAT : Computer Assisted Instruction

CAL : Computer Assisted Learning

CAT : Computer Assisted Teacher

CBE : Computer Based Education

CI : Computer Instruction

CMI : Computer Managed Instruction

CPU Central Processing Unit

CSL : Computer Supported Learning

CU : Control Units

DV Dependent Variable

FME : Federal Ministry of Education

FRN Federal Republic of Nigeria

GGSS : Government Girls Secondary school

GSS Government Secondary school

GST : General System Theory

ICT : Information and Communication Technology

IT Information Technology

ITP : Information Technology Policy

IV Independent Variable

LEA : Local Education Authorities

NCP National Computer Policy

NITDA Nigerian National Communication Commission

RAI\4 : Random Access Memory

SPSS : Statistical Package for Social Sciences

STS Statistical, Technology and Society

UNESCO : United Nations Educational, Scientific and

Cultural Organization

v

LIST OF TABLES

Table 1 :Sample Size Distribution 32

Table 2: Content Validity Index 34

Table 3: Objective 1 Frequency and percentages distribution of the

student’s respondents 38

Table 4 Frequency and percentages distribution of the Teaching Staff

Respondents 40

Table 5: Mean of the Extent of Implementation of IT Polky 43

Table 6:Mean and Rank of Level of Students’ Computer Competency 46

Table 7: Pearson’s Linear Coefficient Correlation (r) of the relationship

between level of ITP Implementation and Students Computer

Competency 49

vi

LIST OF FIGURES

Figure 1: Conceptual framework 12

vii

TABLE OF CONTENT

DECLARATION A

DECLARATION B

DEDICATION ii

ACKNOWLEDGEMENT iv

LISTS OF ACRONYMS v

LIST OF TABLES vi

LIST OF FIGURES vii

TABLE OF CONTENT viii

ABSTRACT Xi

CHAPTER ONE:INTRODUCTION

1.lBackground 1

1.1.1 Historical Perspective 1

1.1 .2 Theoretical Perspective 3

1.1.3 Conceptual Perspective 5

1.1.4 Contextual Perspective 6

1 .2Staternent of the Problem 7

1.3 Purpose of the Study s.... 7

1.4 Research Objectives 8

1.5 Specific objectives 8

1.6 Research Questions 8

1.7 Research Hypotheses 8

1.8 Scope of the Study 9

1.8.1 Geographical scope 9

1.8.2 Theoretical Scope 9

1.8.3 Content scope 9

1.8.4 Time Scope 9

1.9 Significance of the Study 9

viii

1 . 10 Operational Definition of Key Terms. 10

CHAPTER TWO:LITERATURE REVIEW 11

2.0 Introduction 11

2.1 Theoretical Review

2.2 Conceptual Framework 12

2.3 Related Literature 13

2.3.1 Information Technology Policy in Nigeria 13

2.3.2 Empirical Evidences on the Implementation ofICTs Policy in

Nigeria 16

2.3.3 Barriers to ICTs Integration in Nigerian School 17

2.3.4 Student Computer Competency 19

2.3.5 ICT education in Nigeria 25

2.4 Gaps Revealed in the Literature 29

CHAPTER THREE:METHODOLOGY 31

3.0 Introduction 31

3.1 Research Design 31

3.2 Population 31

3.3 Sample Size 32

3.4 Sampling Procedure 33

3.5 Research Instruments 33

3.6 Validity and Reliability of the instrument 34

3.7 Data Gathering Procedures 35

3.8 Data Analysis and Descriptive Statistics 35

3.9 Ethical Considerations 36

3.10 Limitations of the Study 36

ix

CHAPTER FOUR:DATA PRESENTATION, ANALYSIS AND

INTERPRETATION 38

4.0 Introduction 38

4.IObjective 1: Level of Information Technology Policy Implementation42

4.2 Objective 2: Level of Students’ Computer Competency 45

4.3 Relationship between level of IT Policy Implementation and

Students’ Computer Competency 48

CHAPTER FIVE: DISCUSSION, CONCLUSION AND

RECOMMENDATIONS 50

5.0 Introduction 50

5.1 Discussion 50

5.2 Conclusion 54

5.3Recommendations 55

5.4 Areas for Future Study 56

REFERENCES 57

APPENDIX IA: TRANSMITTAL LETTER FROM THE COLLEGE

OF HIGHER DEGREES AND RESEARCH 62

APPENDIX IB:TRANSMITTAL LETTER FOR THE RESPONDENTS63

APPENDIX II:CLEARANCE FROM ETHICS COMMITTEE 64

APPENDIX III:INFORMED CONSENT 65

APPENDIX IV A:FACE SHEET: DEMOGRAPHIC

CHARACTERISTICS OF THE STUDENT RESPONDENTS 66

APPENDIX IV B:CHARACTERISTICS OF THE TEACHING STAFF

RESPONDENTS 67

APPENDIX IV C:QUESTIONNAIRE TO DETERMINE THE LEVEL

OF IT POLICY IMPLEMENTATION 68

APPENDIX IV D:QUESTIONNAIRE TO DETERMINE THE LEVEL

OF STUDENT COMPUTER COMPETENCY 70

APPENDIX VI:POLICY FOR INFORMATION TECHNOLOGY (IT)72

RESEARCHER’S CURRICULUM VITAE 77

x

ABSTRACT

The study investigated the level of Implementation of Information

Technology Policy and Students’ Computer Competency in selected

Government secondary schools in Gaya Zone-Kano State, Nigeria. The

study was guided by the three objectives: to determine the level of

Implementation of IT Policy, to assess students’ computer competency

and to establish the relationship between the implementation of IT

Policy and Students’ Computer Competency. This study adopted mixed

approaches, combining qualitative and quantitative and using descriptive

survey and correlation design for the study. Data was collected using

researcher’s devised questionnaires and SPSS was used to analyze the

data. Frequency and percentage distributions were used to analyze

respondents’ profile. Means was used for the level of implementation of

IT Policy and Students’ Computer Competency. Pearson Linear

Coefficient of Correlation(r) was used to establish the type of

relationship existing between the level of implementation of IT Policy

and students’ computer competency. The findings of the study indicated

problem in the implementation of the IT Policy in Gaya zone, however

the students’ computer competency was satisfactory, the findings

showed there was no significant relationship between implementation of

ITP and students’ computer competency. Based on the findings the

researcher concluded that there was poor implementation of IT Policy,

while students’ computer competency was high, while there was no

relationship between level of IT Policy implementation and students’

computer competency, the null hypothesis is accepted. The researcher

recommends that federal government should provide adequate resources

and close monitoring on ICT programme. Another study should be

carried out in other part of the country.

xi

CHAPTER ONE

INTRODUCTION

1.1 Background

1.1.1 Historical Perspective

The 19t~1 century saw astonishing developments communication

technology in Europe. In 20th century information technology developed

rapidly due to the significant gains directly tied to military research and

development. Despite the fact that we have just entered into the 2l~~

century technology is being developed even more rapidly, marked

progress in almost all fields of science and technology has led to

massive improvement to the technology we now possess ( KIU 2010).

Flosse, (2005), sees history of ICT in education in Europe in to five

phases, as drawn in the figure 2 (see appendix).

Late 1970’s — early 1980’s, programming, drill and practice; Late 1980’s

— early 1990’s, computer based training (CBT) with multimedia, Early

1990’s, Internet-based training (IBT), Late 1990’s — early 2000: e

Learning, and Late 2000: Social software + free and open content.

Innovations appearing today indicate that the world is dependent on

computer technology, and computer is not only a game or word

processing and accounting alone, it is a great learning tool for adults and

little ones, nursery school pupils and secondary school students,

graduates and post graduate students (Ajibade, 2006).

Many countries in the world had since started enjoying the use of

computer skill to their citizens, United States of America and other

western countries started using computer program since the Second

World War (Yusif 2005). In Britain the wider availability of computers

in schools was made possible through government funding largely

through the Local Education Authorities (LEA). Visscher et al (2003)

reported that following the Education Reform Act in 1988, the central

government made available $325 million, over time, to promote the use

of computers in school administration and management. Just as the

United States and Britain have been budgeting huge sum of money for

cyber education, so have other developed nations been doing the same.

Even many developing nations have embraced ICT. In Africa, concerted

efforts have been made by many governments to initiate Internet

connectivity and technology training programs. Such programs link

schools around the world that in order to improve education, enhance

cultural understanding and develop skills that youths need for securing

jobs in the 21st century. In Uganda, an interconnectivity programme

known as “Uganda School Net” is dedicated to extending educational

technology throughout Uganda (Carlson & Firpo, 2001).

In 1988, the Nigerian government enacted a policy on computer

education. The plan was to establish pilot schools and diffuse computer

education innovation first to all secondary schools, and then to primary

schools. Unfortunately, the project did not really take off beyond the

distribution and installation of personal computers (Okebukola, 1997;

cited by Aduwa-Ogiegbaen and lyamu, 2005).

Okebukola (1997), cited by Aduwa-Ogiegbaen and lyamu

(2005), concludes that the computer is not part of classroom technology

in more than 90 percent of Nigerian public schools. This implies that the

chalkboard and textbook continue to dominate classroom activities in

most Nigerian secondary schools.

The Federal Ministry of Education has launched an ICT-driven project

know as School Net (Federal Republic of Nigeria, 2006; Adomi 2005;

Okebukola, 2004), which was intended to equip all schools in Nigeria

with computers and communications technologies.

2

In Nigeria it was around 1 990s that individual and private organizations

started enjoying computer program Yusuf~ (2005), while ICT integration

in the Nigerian school system came with the 2001 National Policy on

Information Technology, tagged “Use IT” (FRN, 2001 ). With advent of

information and communication technology worldwide, there is need for

any country to make good policy which will make its citizens to be

computer literate, that is the reason computer studies program was

introduced to all government secondary schools in Nigeria Esheranana

(2008).

1.1.2 Theoretical Perspective

This study was guided by Chen and Stroup (1993) General System

Theory which posits that all policies are environmental inputs

transformed by the political system. Policies are the interaction, times,

lobbying, bargaining and building consensus within the elements of the

political system itself.

Many of the current efforts aimed at school science reform make the

following point: If a democracy requires education for all, then science

and technology education must have as a core component a commitment

to educating all citizens in Nigeria secondary schools. Science and

technology for all is the intellectual analog to functional literacy in the

traditional sense. Just as traditional literacy has played a central role in

allowing citizens to participate in the traditional aspects of society, full

participation in our increasingly technological future will require a

citizenry that is scientifically literate.

Unfortunately, even as achieving functional literacy in science and

technology has been an articulated goal at both the national and

international level, a coherent theoretical framework capable of guiding

such an undertaking is still absent. The enthusiastic generation of lists of

content areas, topics, and issues to be covered in various curricula

3

cannot, in and of themselves, make up for this absence. A thcorqtical

framework capable of clarifying and supporting science and technology

for all needs to be advanced. System theory is the strongest candidate of

which we are aware, capable of guiding the science education reform

effort. The major strengths of system theory that recommend it as an

approach to science education are as follows.

I. Toward Integration: General system theory (GST) provides a set of

powerful ideas students can use to integrate and structure their

understanding in the disciplines of physical, life, engineering, and

social science.

2. Engaging Complexity: Complexity is the fundamental trait of the

everyday environment in which the student lives. Traditional science

education has avoided engaging complexity by promoting curricula

built upon overly simplified activities and frameworks, ~ST

provides the tools for actively engaging complexity. This offers the

possibility of bridging the gap between the world of the learner and

the world of science education.

3. Understanding Change: The world as it is experienced is dynamic.

To ignore the centrality of change over time is to present a picture

that is alienated from reality. Traditional science education has

tended to focus on static and rote sequences. The system theory

offers the intellectual tools for learners to build understanding based

on dynamics.

4. Relating Macro- and Micro-Levels: A sound scientific account

requires facility in moving between the macro- and micro-levels.

These levels work in concert. An understanding built on the two

levels must be mediated. General system theory offers the possibility

of making explicit the complementary relation between these levels

of analysis.

4

5. Functioning in a Human-Made World: Fundamentally, humankind

has the distinct ability to articulate and negotiate its relation to the

world. The arts, including the technological arts, are the manifest

products of this ability. Recent curricula proposals focusing on

science, technology, and society (STS) are an effort to place this

distinct human trait at the core of science education for all. General

system theory, since its inception, has had issues of design, goals,

and purpose at the center of its analyses.

GST is in a unique position to provide a sound theoretical foundation for

science, technology, and society curricula. Clearly GST has potential for

science education. To date, system dynamics and GST have inspired a

few innovative efforts to construct curricula and learning environments.

While these efforts have been guided by sound understanding of system

theory, an equally developed understanding of how learning develops in

relation to system theory is not yet in place. In order for system theory to

live up to its potential, in the context of this study, ICT and Information

Technology Policy are required in Nigerian secondary schools.

1.1.3 Conceptual Perspective

The Nigerian IT Policy is focused on making Nigeria an IT capable

country in Africa and a key player in the Information Society by the year

2005, using IT as the engine for sustainable development and global

competitiveness (IT policy). Information and communications

technology (ICT) is often used as an extended synonym for information

technology (IT), but is a more specific tenri that stresses the role of

unified communications and the integration of telecommunications

(telephone lines and wireless signals), computers as well as necessary

enterprise software, middleware, storage, and audio-visual systems,

which enable users to access, store, transmit, and manipulate

5

information www.wekepedia.com (2013). According to a United

Nations report (1999) ICTs cover Internet service provision,

telecommunications equipment and services, information technology

equipment and services, media and broadcasting, libraries and

documentation centers, commercial information providers, network

based information services, and other related information and

communication activities.

According to Andrei (2010), computer competency is the knowledge

and ability to use computers and related technology efficiently, with a

range of skills covering levels from elementary use to programming and

advanced problem solving. Computer literacy can also refer to the

comfort level someone has with using computer Programs and other

applications that are associated with Computers.

1.1.4 Contextual Perspective

Students’ computer competency in Government secondary schools Gaya

Zone was facing great challenge, as in developed countries it is observed

that a Nursery and Primary students are able to operate computer and

use ICT in their academic activities, but in secondary schools in Gaya

zone, the case is opposite. The researcher observed that senior 3 students

do not know how to boot a computer, and usually teachers report

students’ poor academic perfonnance on computer education t~ the

school principals.

Information Technology Policy is rules and regulations set by the

Federal Government of Nigeria on ICT programe with intention to

produce future computer literate citizens. The field of ICT has affected

every field of life. There were a lot of problems on ICT education

programme in secondary schools Gaya zone, as majority of the schools

were complaining of lack of ICT infrastructure, power shortage, lack of

6

internet connectivity etc, while the IT Policy stated that all those things

would be provided.

l.2Statement of the Problem

There is a problem of student computer incompetence in most of the

secondary schools in Nigeria Jegede and Owolabi (2011). Despite the

ICT Policy for schools, some of the schools seem not to appreciate the

need to imbibe computer literacy. Some teachers have been observed not

to use c-mails, research online, and other social media network

communication and one wonders if they can impact the use of computer

to the students too. The researcher also wonders if a student whose

teacher cannot use computers can develop interest to use computers. The

researcher also observed that most of the secondary schools around his

vicinity do not have well equipped computer laboratories. This will

certainly affect students from such schools. In these days where

information for flight booking, students results, online registration,

admissions, and online marketing and even social networking for youth

development are required, how can a student cope with little or no

competency in the use of computer. The researcher is also worried that

IT Policy is not enough to ensure an IT literate society or that the policy

is implemented as it should be. The question therefore is what is the

relationship between IT Policy implementation and students’ computer

competency?

1.3 Purpose of the Study

The major purpose of the study was to investigate the level of

Implementation of Information Technology Policy and Students’

Computer Competency in selected Government secondary schools in

Gaya Zone-Kano State, Nigeria

7

1.4 Research Objectives

1.5 Specific objectives1. To determine the level of implementation of IT Policy in

Government secondary schools in Gaya Zone. *

2. To assess students’ computer competency in Government secondary

schools in Gaya Zone.

3. To establish the relationship between the level of implementation of

IT Policy and students’ computer competency in Government

secondary schools in Gaya Zone.

1.6 Research Questions

1. How is the level of implementation of IT Policy in Government

secondary schools in Gaya Zone?

2. How is the students’ computer competency in Government

secondary schools in Gaya Zone

3. What is the relationship between the level of implementation of

Information Technology Policy and students’ computer competency

in Government secondary schools in Gaya Zone?

1.7 Research Hypotheses

There is no significant relationship between the implementation level of

IT Policy and students’ computer competency in Government secondary

schools, Gaya Zone.

8

1.8 Scope of the Study

1.8.1 Geographical scope

This study was conducted from the Government secondary schools,

Gaya zone-Kano state. This was chosen because many secondary

schools were there.

1.8.2 Theoretical Scope

The study was based on the General System Theory by Chen and Stroup

(1993), which posits that all policies are environmental inputs

transformed by the political system.

1.8.3 content scope

The study looked at the IT Policy in terms of federal, state and local

government policies on the implementation of computer studies and its

impact on students’ computer competency in Government secon.dary

schools Gaya Zone, Kano State Nigeria.

1.8.4 Time Scope

The study covered a period of five years (2009-2013) on the

implementation of compulsory computer education programme in

Government secondary schools in Nigeria.

1.9 Significance of the Study

The findings of the study will be able to help the Ministry of Education

to know to which extent has computer studies been integrated into the

education syllabus. This will help them provide the necessary ICT

facilities to see the successful integration of ICT into the education

sector.

The findings of the study will also could provide adequate information

to policy makers and the effectiveness of their policy as far as computer

9

studies in secondary schools is concerned. This will help them come up

with appropriate measures on how to bring their policies into success.

The school administration will also find the findings of this study

helpful since they are the implementers of government policy. This will

help them to emphasize ICT training of their teachers and using ICT in

classrooms for instructional purposes.

The Educationist shall use the findings of this study as a reference to

engage in a related for study.

1.10 Operational Definition of Key Terms

National Computer Policy: Is government action plans on computers

education and the way of implementing them.

Students’ Computer Competency: Is the ability of a secondary school

student to operate and manipulate computer at secondary school level.

Government secondary schools: These are the intermediate schools

owned and managed by the government after completing primary school

level, and pave the way for higher institutions of learning.

Communication: Linking one person to another by speaking or writing.

Information: Data or facts collected on something or somebody.

Information and Communication Technology (ICT): Is a modern

technologies used to facilitate processing, gathering, distribution and use

of information.

Technology: Using tools or apparatus with skills in producing

something.

10

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter covers theoretical review, conceptual Frame work and

related literature in accordance to the objectives of the study. The

literature were sourced from government policy documents from the

ministry of education of Nigeria, articles and journals, books, reports,

magazines and internet resources that have information pertaining IT

Policy and students’ computer competency.

2.1 Theoretical Review

As the mentioned in the background that, the study was guided by Chen

and Stroup (1993) General System Theory which posits that all policies

are environmental inputs transformed by the political system. The

relevancy of this theory to this topic ‘Implementation of IT Policy and

Students’ Computer Competency’ because education is a system which

needs inputs in order to processes and get output.

The GST emphasizes that for the successful implementation of any

policy especially in science and technology, there must be

environmental inputs which will be transforming by political systeth. In

relation to this study there was need for using General System theory

because the environmental inputs could be sufficient ICT facilities,

adequate teachers, teachers regular training on ICT programme,

adequate funding, steady power supply, effective internet connectivity

etc. Therefore if those environmental inputs were put in the education

sector there would be a successful implementation of IT Policy in

Nigerian secondary schools.

11

This GST was based and collaborated with system theory by Ludwin

Burtalanffly, which shows that system has inputs, process, outputs ant

feedback and categorized into open and close system.

2.2 Conceptual FrameworkIndependent Variable (IV) Dependent variable (DV)

Level of Students’ Computerimplementation of IT CompetencyPolicy

e General

ICT Policy computerimplementation ___________________________________ knowledge

o Infrastructure e Word processingo Coherent skillso Electricity o Online

• Technical Communication:support Browser and

o Internet Navigationconnectivity

Extraneous Variables

o Funding

o Political Will

o Misconception

o Environmental/social factor

Figure 1: Conceptual Framework

12

The above conceptual framework has been the back bone of this study, it

helped the researcher to know really what was there to measure as f~r as

work went ahead. It shows the relationship between level of

implementation of IT Policy and students’ computer competency. Level

of implementation of IT Policy was independent variable (IV), it had

ICT Policy implementation, and barriers to ICT implementation with

some following questions on infrastructure, coherent plan, technical

support, and internet connectivity etc. While students’ computer

competency was dependent variable (DV) of the study, which comprised

three parts; General computer knowledge, Word processing skills, and

Online communication: Browser and Navigation skills. The study

intended to find out whether level of IT Policy implementation (IV) had

relationship with the students’ computer competency (DV) in secondary

schools Gaya zone.

The Conceptual Framework also showed that apart from the IT Policy

implementation, there might be other factors which could affect

students’ computer competency, which if they were not addressed

properly could also affect students’ computer competency in

Government secondary schools, Gaya zone, these are extraneous

variables which comprised funding, political will, misconception, and

environmental/social factor, which could not be control by the

researcher.

2.3 Related Literature

2.3.1 Information Technology Policy in Nigeria

Although computer entered into the country’s education system in the

late 70’s and early 80’s, no concrete policy was evolved for its entry. into

the nation’s education system until the evolvement of the National

13

Policy on Computer Education in 1988 (Federal Republic of Nigeria,

FRN, 1988). The 1988 document contained information on the

application of computer at various levels of the country’s education, and

with issues related to basic objectives, hardware and software

requirements. The document also comments on teacher training,

specifically, for the secondary school level. The implementation of the

policy was kick started with a training programme conducted for 197

teachers from across the country. In addition, computer systems were

introduced into the federal unity schools and armed forces secondary

schools. However, the initial enthusiasm gave way and little was

achieved about the set objectives.

Further impetus for ICT integration in the Nigerian school system came

with the 2001 National Policy on Information Technology, tagged “Use

IT”. It was a major step in the integration of ICT in all facets of the

country’s life. The document, among others, recommended a start up

grant of at least $158m and two percent allocation from the total national

budget for articulating the vision of the document. The Nigerian

National Policy on IT (FRN, 2001) has within its preview the vision,

mission, general objectives and strategies for the implementation of the

policy, and sectoral application for all sectors (health, agriculture,

tourism, etc.) was also embedded. Ironically, education was subsumed

under human resource development. The document, in the areas of

education, among others, envisaged the development of IT curricula for

all levels of Nigerian education, the facilities, and IT dedicated

institutions.

Although the document is a step in the right direction, however, it is

inadequate to impact positively on the Nigerian education as the

philosophical frame of reference is market driven and its little emphasis

14

on the real integration and infiasion of ICTs in the country’s education

system (Yusuf, 2005a). In addition, the document was silent on the

education of the disabled and other disadvantaged. The revised National

Policy on Education (FRN, 2004) emphasized the need for ICTs at all

level of Nigerian education. For instance, the document stated inter alia

in Section ii sub-section 102 (a) that “All states, Teachers Resource

Centres, University Institutes of Education, and other professional

bodies shall belong to the network of Information and Communication

Technology (ICT)”. The document noted further in Section 11 sub

sections 102 (d) “Government shall provide facilities and necessary

infrastructure for the promotion of Information and Communication

Technology at all levels of education”, Another major aspect of the

document that is ICT related is the national virtual library project aimed

at the rejuvenation of the Nigerian schools through provision of easy

access to current books, journals, and other information resources using

digital technology (FRN, 2004). It must be emphasized, however, that

little or no efforts have been made to implement the ideas set out in

these 2001 and 2004 documents Yusif (2005).

Another major policy document on ICTs use in education is the

Ministerial Initiative on Education for the Nigerian Education System

(Federal Ministry of Education, FME, 2004). The document contains

information on the theoretical framework for e-education in Nigeria,

analysis of the Nigerian situation, that is, factors inhibiting or promoting

the integration of ICTs in education, components of e-education in

Nigeria, c-education blue print, and elements of the blue print strategies,

decade goals, mid-decade goals and the action plan, among others. The

ministerial initiative document though not encompassing enough to

address ICTs integration in Nigerian schools, contained policy

statements, which could leapfrog the integration of ICT in Nigerian

15

schools. However, the removal of the Minister of Education who

initiated the document, probably accounts for non-implementation of the

document.

2.3.2 Empirical Evidences on the Implementation of ICTs Policy in

Nigeria

As noted earlier, the implementation of the 1988 national policy on

computer education was precursored by the training of teachers in

Federal Unity Schools and Armed Forces Schools. To ensure effective

implementation of the 2001 National Policy Information Technology

(IT), the Nigerian Information Technology Developments Agency

(NITDA) was established. In addition, the Digital Bridge Institute, in

Abuja, was established by the Nigerian National Communication

Commission (NNCC), to assist in the promotion of ICTs in Nigeria

Yusuf (2005). In spite of all these efforts, ICTs have not impacted

greatly on the Nigerian School System Adomi (2006). In fact, the impact

of ICT is much more noticeable in the economic and communication

sectors of the country.

Studies have established positive attitude among educators in Nigeria

towards computer education. For instance, Yoloye (1990) in his finding

revealed that educationists at the University of Ibadan have positive

perception and attitude towards computer and, in fact, would like to be

trained to use it. Similarly, most teachers in Nigerian secondary schools

have positive attitude towards computer education (Yusuf, 2005).

However, empirical studies have established that educationist at the

University of Ibadan level of use of computer is very low (Yoloye,

1990) and that wide gap exists between implementation and

requirements outlined in the Nigerian computer education policy (Jegede

& Owolabi, 2003). In addition, reasonable computer studies are yet to

16

start in Nigerian secondary schools, the computer-student ratio is small,

funding by government has not been encouraging, computer education

syllabus is unpopular among students and parents and thus hardly

implemented, and teachers are inadequate to implement computer

education (Jegede & Adelodun, 2003). Teachers in Nigerian secondary

schools cannot implement computer education because majority of the

teachers are not competent in basic computer operation and in the use of

simple application software (Yusuf, 2005b). In view of this apparent

lack of proper implementation of ICTs at various levels of Nigerian

education, it is important to examine barriers militating against effective

implementation of ICT globally, as these may serve as lesson for proper

implementation of ICT in Nigerian Schools.

2.3.3 Barriers to ICTs Integration iii Nigerian School

The world, outside the school system has been able to achieve much in

the area of ICT integration in their daily routine. The digital divide

between Africa and the developed world is well established in literature.

Nigeria ranks 15th, even in Africa in Internet host at 1998 (Hall, l~98),

and deprivation in ICT use persists in Nigeria when compared with

global standard (FME, 2004). Globally, ICTs implementation in schools

has not been smooth sailing. Researchers have been concerned about the

barriers that have militated against effective integration of ICTs in

education.

Organizations in Africa have been concerned with the problem of poor

implementation of ICT in African school. For instance, the Association

of African University (AAU, 2000) examined the problem and major

obstacles affecting the use of ICT in African universities, and thus

defined the problems to be technical, non-technical, human and

organizational and financial. Technical obstacles identified include the

poor telecommunication infrastructure, absence of national information

communication infrastructure, lack of university coherent plan for ICT,

problems of connectivity, lack of or limited bandwidth for ICT for

learning, teaching, and research, non-reliability of public electricity

supply, thus necessitating extra cost for standby generators. The non

technical deals with lack of professional development for faculty, human

and organizational aspect relates to inadequate planning for ICT

integration in regular activities of universities, and inadequate human

resource base, while financial relates to inadequate funding of ICT

infrastructure, maintenance of available facilities, and staff development.

Research findings on barriers to ICT application in other levels of

education have provided similar results. Some of the findings of these

studies are enumerated as follow. First, is the lack of teacher’s

confidence and teacher’s computer anxiety (BECTA, 2004). Second,

lack of teacher’s competency due to lack of time for training, lack of

pedagogical training, lack of skills training, and lack of ICTs focus in

initial teacher training (BECTA, 2004; Yusuf 2005b). Third, there is

lack of access to resources due to lack of hardware, poor organization of

resources, poor quality hardware, inappropriate software, and lack of

personal access for teachers. Fourth, is lack of time to use ICTs as a

result of school time table (BECTA 2004). Fifth, there are technical

problems which encompass lack of technical support, fear of things

going wrong, lack of telecommunication and other infrastructure, and

unreliability of electricity (BECTA, 2004).

Others include lack of or ineffective technological leadership in schools,

lack of clear vision, lack of incentives for teachers, lack of teachers’

participation in planning for ICT integration (Spodark, 2003). Since

18

these barriers are known it is important to device strategies that will

provide enabling environment for ICTs use in Nigerian Schools.

2.3.4 Student Computer ~ompeteizcy

According to Andrei (2010), computer competency is the knowledge

and ability to use computers and related technology efficiently, with a

range of skills covering levels from elementary use to programming and

advanced problem solving. Computer literacy can also refer to the

comfort level someone has with using computer Programs and other

applications that are associated with Computers. The concepts of

computing competencies have been defined in terms of the expected

abilities of the computing literate individual. These abilities connect to

the process of understanding and using computing in one’s profession or

area of interest. The computing literate individual, however, has

mastered computing-oriented knowledge and skills. The result of this

process is to develop competencies required to use and interact with the

computer.

Computer competency, an interpretation relevant to everyone, can be

defined as the ability of a student within an educational program, and an

individual in general, to use and learn to operate personal computers to

solve problems in college, in one’s profession, and personal duties Ornes

(2007). These capabilities are demonstrated through specific knowledge,

skills, and personal attributes and can contribute to heighten employee

performance and, finally, to the individuals’ success. Accoding to

www.wikepedia.com Computer Competency is defined as the

knowledge and ability to use computers and related technology

efficiently, with a range of skills covering levels from elementary use to

programming and advanced problem solving. Computer literacy can also

19

refer to the comfort level someone has with using computer Programs

and other applications that are associated with Computers. Another

valuable component of computer competency knows how computers

work and operate. Having basic computer skills is a significant asset in

the well develops Countries. This article has been directed to provide the

related information about the Computer Competency.

Competence is often defined as a Combination of awareness, skills and

attitude that enables an individual to perform a job to the standard

required for successful job performance. In other words, competence

deals with “what is expected in the workplace” with the emphasis on

performing an actual job and not gaining knowledge or skills for their

own sake. This article has been directed to provide the details pertaining

to computer competency, components of computer competency and

many more areas concern on this regards.

As per the recent developments in the IT Industry, there are five

computer based competencies were identified and generally accepted by

the IT Professionals. Those are can be named as Computer Hardware,

Computer Software, Computer Programming, Computer Integration and

General knowledge. Answer.Yahoo.com defines computer competence

as being able to perform simple tasks with a computer; Email, research,

interaction with others via the internet. Creating and editing documpnts,

spreadsheets and maybe a slide show (PowerPoint).

The computer is a technological innovation under the control of stored

programme that can perform some of the intellectual roles of man even

beyond human capability. It is a power-driven machine equipped with

keyboards, electronic circuits, storage compartments, and recording

devices for the high speed performance of mathematical operations.

Reith (1993) defines computer as an electronic device which stores

20

information on disc or magnetic tape; analyses it and produces

information as required from the data on the tape. Sharing the same view

with Reith (1993), Kingsley (1995) sees computer as a device that

accepts data in one form and processes it to produce data in another

form. Adekomi (2001) defines computer as a combination of related

devices capable of solving problems by accepting data, performing

described operations on the data, and supplying the results of ~hese

operations. Hence, computer could be said to be a man-made machine

made up of electronic components that operates information at a very

high speed to produce results that are meaningful to the user. It is

basically a processor of information. Computer is a machine designed to

make life easier due to its speed, accuracy, ability to store large quantity

of information and to carry out long and complex operation without

human intervention.

Computer is an electronic device which accepts and processes data by

following a set of instructions (program) to produce an accurate and

efficient result (information). Yaro (2007) opined that a computer is an

electronic device that accepts data through input, the device processes

the data and yields results through output device (information).

Computer is not only a device that accepts data but also processes it and

makes result available to the user. Since the ultimate purpose of

computer is to produce information, the art of computing is referred to

as information technology. It is an electronic device that accepts user

problems as input through the input unit, processes the input in the

central processing unit and brings out the output through an output unit

in form of information.

According to Emetarom (2001), computer as an information gadget,

equipment or facility which increases efficiency and productivity.

21

Wikipedia (20H) defined a computer as a programmable machine

designed to sequentially and automatically carryout a sequence of

arithmetic or logical operations. The use of computer remains invaluable

in all sectors of the economy. This is based on the fact that work is none

faster and results are accurately given as at when due.

Computers, irrespective of type and size have five basic parts namely,

Input Unit, Memory Units, Control Units (CU), Arithmetic and Logic

Units (ALU) and Output Units. Both ALU and CU are joined into one

piece of hardware known as the Central Processing Unit (CPU) which is

the brain of the computer. According to Adekomi (2001), the primary

functions of computers are: Imputing and storing information;

processing information; and out putting information. Computer has

specially designed languages for operations. These are FORTRAN,

COBOL, BASIC, ALGOL, PL/I and PASCAL. Kingsley (1995) posits

that a computer accepts data through its input devices such as the screen,

mouse, light pen, scanner, microphone, joystick and the like. It

processes data, stores it and outputs it through the output devices which

include the printer, loud speaker, computer output, microfilm and others.

Innovations appearing today indicate that the world is dependent on

computer technology (Ajibade, 2006). The computer is not only a game

or word processing and accounting alone, it is a great learning tool for

adults and little ones, nursery school pupils and secondary school

students, graduates and post graduate students.

Computer literacy is the knowledge and ability to use computers and

related technology efficiently and effectively. A person that has the

ability to operate a computer and understands the language used in

working with a specific system is said to be computer literate. Literacy

is the learning and mastering of symbols and how to interpret them. This

22

point of view suggests that computer literacy is a very l3asic

understanding of how computers work. Ama (2001) concluded that

computer literacy could be measured in terms of ability to operate the

computers system and use some of its application packages to

accomplish a given task. The literacy aspect of a computer system

dwells much on the practical knowledge. The globalization of computer

system has made it compulsory for students to learn how to use the

computer system in order to enhance effective learning in the school

system.

Norman (1984) suggested that there are several levels of computer

literacy and that individuals should attempt to reach them. The first level

is the basic understanding of general concepts. The second level is the

understanding of how to use a computer to accomplish something

useful. The third level is the ability to program a computer, and the

fourth level is the understanding of the science of computation.

Moreover, Wolfe (1992) stated that due to the increasing accessibility to

computers all individuals should posses some level of computer literacy

in their lifetime.

Computer education is the effort or the ability to make the generality of

the people computer literate. Computer literacy means ability to tell the

computer what you want it to do and understand what the computer

says. To be computer literate amounts to be able to read, write and speak

the language of the computer (Ajibade, 2006). Computer education

encapsulates computer literacy, Computer Assisted Instruction (CAl),

and Computer Appreciation. Among the terms used to describe

computer in a learning environment are Computer-Based Education

(CBE), Computer Managed Instruction (CMI), Computer Supported

Learning (CSL), Computer Assisted Learning (CAL), Computerized

23

Instruction (CI), Computer Assisted Teacher (CAT) and the like. In

addition, the need for computer education in Nigerian secondary schools

lies in the potentials of computer instructional purposes and its utility

value. The computer is a tireless, relentless, evaluating teacher which

has several modes of instruction at its disposal such as sound, sight and

touch.

According to Baugher (1999), in Language, a computer can present

words to be spelled, sound to be made, instructions to be followed,

images and symbols to be responded to by touching. Computer can be

used to evaluate student’s perfonnance and direct student backward,

forward and sideways for appropriate learning activities. Its patience,

memory and endless capacity for details are assets that defy competition

from ordinary teacher. Taking an unequivocal stand with Baugher

(1999), Elkhalm (2000) says that ‘computer might also be used to handle

the extremely complex programmes that are necessary for more

individualized learning.

The computer can present diagnostic test, provide branched progrmames

to accommodate individual needs, and furnish prescriptive assignments

that might refer the student to a textbook, a laboratory experiment or a

consultation with the instructor. Fajola (2001) assets that the computer is

diligent and consistent in its mode of operation, as it does not suffer

from tiredness or lack of concentration like human beings.

Computer performs multi-functional roles in teaching and learping

processes at all levels. At the primary and secondary levels of education

students can explore and generate learning through computer

programme. At the tertiary level, computer can be used to store the daily

or weekly observation of experiments in science. It can be used to mix

colour, separate colours, scan, draw, design various things and create

charts and graphs for instructional purposes (Ajibade, 2006). According

24

to Adekomi (2001), information can be stored in manual files in the

computer.

The computer can provide a convenient technique for designing and

developing a course of instruction. It can equally provide dynamic

interaction between students and instructional programme not possible

with most media. Other potentials of computer in instruction identified

by Abimbade (1997) are: Computer helps students to learn at their own

pace; It produces significant time saving over conventional classroom

instruction; It allows students’ control over the rate and sequence of

their learning; It gives appropriate feedback; It promotes individualized

instruction through personalized responses to learner’s action to yield a

high rate of reinforcement; It provides a more positive and affective

climate especially for slower learners; It provides appropriate record-

keeping and thereby monitors students’ progress; It puts more

infomiation in the hands of teachers; Novelty of working with a

computer raises students’ motivation; It provides reliable instruction

from learner to learner regardless of the teacher/learner at any time of

the day and location; It directs instruction to learners; and It provides

instruction at comparable expenses to other media.

2.3.5 ICT education iii Nigeria

A study by Abagi & Odipo (1997) involving 28 teachers and 10 head

teachers from 10 primary schools in one administrative division in Uasin

Gishu district, revealed that the 8-4-4 system of education had neither

managed to orient youths towards technical and vocational careers nor

equipped them with appropriate employable skills. The participants

described the system as unsuccessful. Therefore suggesting that the

policy had failed seriously in its fundamental objectives. The failure of

the policy was attributed to inadequate preparation prior to

25

implementation, hurried implementation, and lack of necessary

infrastructure and, lack of technically and vocationally trained teachers.

Esharenana E. (2008), conducted a study on “Application of ICT in

Nigerian Secondary Schools in 20 state” his finding revealed that limited

information infrastructure and lack or inadequate ICT facilities in

schools are the major problems affecting computer education in

Nigerian secondary schools.

Hulick (2008) carried out a study in Slippery Rock University on

computer competence of incoming college students. A competency test

was developed and administered to more than 1500 students during the

spring and summer of 2008. The study found that 58% of the students

failed to meet the normally passing grade of 60% on the test. These

results conformed to results found by every other study in the literature.

Any formal testing of the college students, no matter who the authors,

subjects or content areas were, had returned the same bad news: well

over half of students did not have the necessary computer skills to

function in an information-based society.

Many studies have documented gender differences in computer

competency. Females demonstrated less computer-related confidence

than males did (Miura, 1987; Abbis, 2008). A questionnaire survey by

Ford, Miller, and Mosa (2001) found gender to be a major predictor of

Internet use and attitudes. Female students experienced more difficulty

finding information on the Internet, and felt less competent and

comfortable using the Internet. They used the Internet less frequently

than male students and used fewer Internet applications. The study by

Jackson, Ervin, Gardner, and Schmitt (2001) revealed no gender

difference in the frequency of Internet use, but female undergraduate

26

students displayed more computer anxiety and less computer self

efficacy. Tella and Mutula (2008) found that male undergraduate

students in Botswana were more experienced and used computers more

than their female counterparts. The authors also indicated that students

with higher computer literacy were more inclined to use the library.

Odell, Korgen, Schumacher, and Delucchi (2000) found that male

college students spent significantly more hours on the Internet and

indicated gender differences on purposes of use.

Li and Kirkup (2005) compared the Internet use of college students in

China and the United Kingdom and found that male students in both

countries were more self confident in their computer skills than female

students were. More female students reported difficulties in their

information search than male students did. Baro and Fyneman (2009)

reported that male undergraduate students were more digitally literate

and aware and use library resources more than female students. In

addition to the gender factor, Kwon and Song (2011) indicated that

personal traits affected student information competence. The study of

Odell et al. (2000) showed that students majoring in business, math, and

hard sciences spent more hours on the Internet than did students

majoring in education, communications, humanities, and social science.

Kenny (2002) conducted a qualitative study of 21 Australian students

and found a major theme of “computer confidence.” Students identified

this as both enhancing and detracting from student learning because

most had little experience with computers prior to nursing school. A

leading cause of frustration and anxiety in their program was related to

computer hardware and software, specifically identifying email,

presentation software, spreadsheets, databases, and literature searches as

most relevant. Interestingly, there was also a minority of students with

27

extensive backgrounds in computers who were frustrated by peers who

lacked computer experience. This study illustrates the diversity among

students, as well as the need for schools to provide the means to help

students who need to improve their computer competency level to

maximize their learning and to use computer technology as a means for

both on-the-ground and distance students to successfully form a learning

community.

Ornes & Gassert (2007) examined faculty syllabi to determine the

informatics content present in 18 nursing courses. They found that

students were not routinely exposed to computerized learning, faculty

were a significant barrier to students learning increased computer skills,

and students were not adequately prepared to use information

technology. The competencies assessed were broad applications of

administration, communication, data access, documentation, patient

monitoring, desktop software, and systems, with a primary focus on

patient clinical information systems. Although this provides an overview

of infonnatics capabilities, it does not delineate specific computer skills

needed and used by both faculty and students. It does indicate a need for

faculty to become more skilled themselves to facilitate the development

of informatics and computer skills for their students.

McDowell (2007) specifically explored computer competency in

baccalaureate nursing students at one university in the U.S. mid-Atlantic

region from 1997 to 2005 by surveying 411 students on admission and

429 students on graduation. They also explored global categorids of

microcomputer use, keyboard skills, word processing, spreadsheet

experience, database use, email, World Wide Web, bibliographic

database search, computerized statistical programs, and presentation

packages, but did not report on specific items within these categories.

28

They found that baccalaureate nursing students were not adequately

prepared to effectively use technology and according to student self

reports, competencies did not increase during their course work in

spreadsheet experience, database search, or the use of statistical

programs. These are broad categories requiring many computer skills;

however, the specific computer knowledge and competencies needed for

both faculty and students were not identified in this study.

hang, Chen, & Chen (2004) examined seven overall domains as well as

100 specific computer competencies for nursing students by surveying

29 experts from nursing-related institutions in Taiwan to ascertain which

specific competencies should be developed. In the seven domains, they

found that attitudes toward the computer and principles of computer

applications were most important, whereas program design and the

concepts of hardware, software, and network were least important. In the

competency domain of skills in computer usage (which ranked fifth in

importance out of the seven domains), the most important skill identified

was the ability to use the word processor. Other skills of statistical

significance related to education included spreadsheet programs,

presentation editing software, management of files, use of peripherals,

and use of clinical information systems. Because these experts were

identifying skills for the nursing profession overall, specific

competencies for students to be successful in a nursing program were

not identified.

2.4 Gaps Revealed in the Literature

Most of the studies were done in universities and in general studies of

ICT and its use but not in secondary schools. Examples are the works of

Yolaye (1990), Yusif (1998), Jegede and Owolabi (2003). This indicated

29

that there was need to conduct a study on the related area in ICT in

Government secondary schools in Nigeria.

Studies in ICT have concentrated on teachers alone BECTER (2004),

Yusuf (2005b), while in this study the researcher’s focus is on students’

competency not teachers. This showed there was need to investigate the

relationship between level of implementation of IT Policy and students’

computer competency

No such study has been found to cover this part of Nigeria specifically

especially Gaya zone, Kano-Nigeria. As most of the studies revealed in

the related literature there was a wider gap in the area of the study,

because no study was found relevant to ICT in Gaya Zone Kano state

Nigeria, all the studies in the related literature were either conducted in

other state (part), or even outside the country. Therefore study on

implementation of IT Policy and students’ computer competency was

highly required in this area in order to find out the cause and the effect.

On the content majority of studies on were on ICT, computer literacy or

computer use and even were done outside Nigeria as literature revealed

examples are the studies of Ford et el (2001), Jackson et el (2001). This

indicated a study to investigate the relationship between level of

Implementation of IT Policy and Students’ Computer Competency was

required to be done in Nigerian secondary schools in order to solve

computer incompetency among secondary schools students for

achieving the goals of National Infon~ation Policy of Nigeria.

30

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter covers the research methodology that was used in~ this

study. This includes among others research design, population of the

study, sampling procedure, validity and reliability of the instruments,

Data gathering procedures, data analysis and limitation of the study.

3.1 Research Design

The researcher used both qualitative and quantitative approaches, the

qualitative approach allowed the researcher to use secondary data (IT

Policy document) and it was non numerical terms, while quantitative

approach was used because both of the study variables were described in

number and it was aimed at discovering relationship.

The study adopted descriptive survey and correlation design, descriptive

survey method was better in reaching a great number for respondents.

The correlation was used because the researcher investigated~ the

relationship between level of implementation of IT Policy and students’

computer competency this means the cause and effect were examine..

3.2 Population

Target population

The study targeted 180 respondents which included both teachers and

students, Gaya zone has a total of 54 secondary schools, but among

these schools only four are schools used for Pilot schools for the sample

of implementation of ITP in the state. With these 4 pilot secondary

schools, the researcher conducted this research to show the level of ITP

implementation and students computer competency. Though all schools

31

have Computer education as school subject, not all of them have been

included as Pilot schools but all have been in ITP policy.

These selected school had total of 60 teaching staff and 120 senior three

students making a total of 180 target respondents. These schools are

Government Girls secondary school Ajingi, Government secondary

school Gurduba, Government Girls secondary school Toranke and

Government secondary school Dundun.

3.3 Sample Size

Slovene’s formula was used to compute the sample size. Slovenc’s

formula states that, for any given population (N), the sample size (n) is

given by;N =125

1+N(a)2

Where; ii = the required sample size; N the known population size; and

a = the level of significance, which is fixed to be = 0.05. The

population and sample distributions of this study were categorized as

shown in table 1 below.

Table 1:Sample Size Distribution

Schools Target Population Minimum_Sample_SizeTeaching Students Teaching Studentsstaff staff

GGSSAjingi 15 — 30 10 21GSS Dundun 15 30 10 21GGSS 15 30 11 21TorankeGSSGurduba 15 30 11 20Total 60 120 42 83Grand Total 180 125Source: Primary data, 2013

32

3.4 Sampling Procedure

The researcher used Stratified Random Sampling method to get the

sampling size of respondents for each category that is the teaching staff

and students. Simple random sampling was later used in selecting

respondents from each category. The study also used convenient

sampling in the choice of respondents. That is to say, for instance, the

researcher only distributed questionnaires to respondents who were

present on the day when the survey took place and those who were

absent were automatically excluded from the study.

3.5 Research Instruments

The research instruments that were used in this study composed of these

sections:

The face sheet was used to determine profile variables in terms of

gender, age, education level and work experience.

A researcher devised questionnaire measured implementation level of IT

Policy and students’ computer competency. Likert scale grading

1=~Strongly disagree and 4=Strongly agree was adopted in this study due

to its suitability in measuring perceptions, attitudes, values and

behaviours that relate to implementation of computer policy and

students’ computer competence.

The scale interval of this Likert’s 1-4 scale was computed as (i.e. Scale

interval (Highest scale — Lowest scale)/Highest scale) and the response

modes, scoring and interpretation of scores are as indicated below.

33

Description InterpretationScale Mean range

4 3.26—4.00

3 2.51—3.25 Agree

You agree with no doubt at all

You agree with some doubt

Very satisfactory

Satisfactory

Fair

3.6 Validity and Reliability of the instrument

The instrument which was employed during data collection in this study

was questionnaire, therefore the researcher put much and extra care

about the instrument because it reached different levels of knowledge

which included teachers and students. Advised and judgment of experts

from university were put while setting the questionnaires. Four experts

in the field of Educational Management were used through the formula

suggested by Amin (2005),

CVI= R

N

x 100/1

Where R is the number of items declared valid and N is the total

number of items.

Table 2: Content Validity Index

Questionnaire Content Validity Index (CVI)

Questionnaire on ITP CVI 14

16 = 0.87

Questionnaire on students’ CVI 17 = 0.85

computer competency 20

Response

mode

Strongly

Agree

2 1.76—2.50 Disagree You disagree with no doubt

1 1.00—1.75 Strongly

Disagree

You disagree with no doubt at

all

Poor

34

The test and re-test techniques were used for questionnaires. The

significance of the test was to ensure explicability or repeatability of

results, this process was repeated by giving the test to another group of

respondents at a different time and the results of the finding was the

same. Therefore the researcher tried his best to make appropriateness

and consistency in the study.

3.7 Data Gathering Procedures

Before Data Gathering: After defending the research proposal, an

introduction letter was obtained from the College of Higher Degrees and

Research that was addressed to the school heads in the secondary

schools in Gaya Zone for permission to conduct the study. The

researcher drafted a cover letter that was attached to the questionnaires.

A sufficient number of questionnaires were then printed.

During Data Gathering: The respondents were briefed about the study

and were requested to sign the Informed Consent Form. The respondents

were then requested to completely fill the questionnaires and keenly

follow the instructions and research assistant was employed.

After Data Gathering: The data gathered were edited, encoded into the

computer and statistically analyzed using the Statistical Package for

Social Sciences (SPSS).

3.8 Data Analysis and Descriptive Statistics

After the researcher sorting out the valid questionnaires and coding

accomplished, to derive useful meaning from the data, and examine the

propositions of this study, data from the survey were analyzed using

SPSS (Statistical Package for Social Sciences) version 16. The following

descriptive and inferential statistical approaches were applied:

35

To identify the demographic characteristics of respondents, frequencies

and percentage distributions were used.

To determine the implementation level of IT Policy and students’

computer competency, means was used.

To establish the relationship between implementation of level df IT

Policy and students’ computer competency, Pearson’s correlation

coefficients was used.

3.9 Ethical Considerations

The following strategies were adapted to ensure the moral justification

of the investigation.

Informed consent: The researcher sought authorization from potential

respondents. The researcher ensured free consent from participants.

Anonymity and Confidentiality: The names or identifications of the

respondents were anonymous and information collected from them was

treated with utmost confidentiality.

Integrity: The researcher acted honestly, fairly and respectfully to all

other stakeholders that were involved in this study.

Ascriptions of authorships: The researcher accurately attributed to the

sources of information in an effort to celebrate the works of past

scholars or researchers. This ensured that no plagiarism occurred.

Scientific adjudication: The researcher worked according to generally

acceptable norms.

3.10 Limitations of the Study

The respondents were unwilling and doubting about the authenticity of

the research, introductory letter from CHDR was obtained and presented

which prove the study was basically academic and would be

confidential.

36

Some of the respondents were unable to fill and return the

questionnaires on time, however follow up, calls, and checks to re~~ind

them on the dates of return was made by researcher and his assistances.

While some of the respondents might not return the questionnaires the

researcher produced extra copies in order to attain the study sample size.

37

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.0 Introduction

This chapter presents the analysis of the data gathered and interpretation

thereof. It gives the demographic characteristics of respondents and

description of the objectives of the study, variables used and testing of

pertinent hypotheses as used in this study.

Demographic characteristics of respondents

This section determines the demographic characteristics of respondents

in terms of gender, age, education level and work experience. To

achieve it, questions were asked to capture these responses. Frequencies

and percentage distributions were employed to summarize the

demographic characteristics of the respondents as shown in Table 2.

Table 3: Objective 1 Frequency and percentages distribution of the

student’s respondents

Gender Frequency Percent (%)

Valid Male 39 47

Female 44 53

Total 83 100

Age

Valid 15-18 years 28 34

19-20 years 41 49

Above 20 years 14 17

Total 83 100

Source: Primary Data, 2013

38

The study finding as revealed in Table 2 showed that majority 44 (53%)

of the respondents were female while 39 (47%) were male. This means

that the female students are dominant in the surveyed secondary schools.

This could be because of the high female population in Nigeria.

In regard to age, Table 2 revealed that majority 41 (49%) of the

respondents were within the age group of 19-20 years while 28 (34%) of

them were within the age bracket of 15-18 years and only 14 (17%) of

the respondents were within the age bracket of above 20 years. This

means that students within the age bracket of 19-20 years were dominant

in the study. This could be because the researcher surveyed students

from senior three so there are high chances that most of these students

are within this age group.

The finding of the students respondents is interpreted as female were the

majority of the of the students in Government secondary schools in

Gaya zone, also majority of them were between the age of 19-20 years

this could be they were final year students.

39

Table 4 Frequency and percentages distribution of the Teaching

Staff Respondents

Gender Frequency Percent

Valid Male 20 48

Female 22 52

Total 42 100

Age

Valid 20-39 years 25 58

40-59 years 14 34

Above 60 years 3 8

Total 42 100

Level of Education

Valid Certificate 2 06

Diploma 9 22

Degree 26 62

Masters 5 10

Total 42 100

Working Experience

Valid 1-5 years 22 52

6-10 years 13 31

11-15 years 2 5

Above 15 years 5 12

Total 42 100

Source: Primary Data, 2013

The findings from Table 3 indicated that majority 22 (52%) of the

respondents were female while the male were represented by 20 (48%).

This means that the female respondents were dominant in this study.

This could be due to the female emancipation in Nigeria, also female are

considered to do every job better.

40

In regard to age distribution, the findings in Table 3 revealed that

majority 25 (60%) of the respondents were within the age group of 20-

39 years while 14 ( 34%) of the respondents belonged to the age group

of 40-5 9 years and 3 (8%) above 60 years. This means that respondents

within the age group of 20-39 years were dominant in the study. ~This

could be because at such an age, most of them are young and fresh

graduates from respective high institutions and majority of Nigerian

populace are youth.

In regard to level of education, the findings from Table 3 revealed that

majority 26 (62%) of the respondents were degree holders while 9

(21%) of them had diploma qualifications. Respondents who were

masters and certificate holders were represented by 5 (12%) and 2 (5%)

respectively. This means that the surveyed teachers were dominated by

degree holders. This could be because of the high education level among

youth in Nigeria.

In regard to working experience, Table 3 revealed that majorit~/ 22

(52%) of the respondents were within the age bracket of 1-5 years while

those within the age bracket of 6-10 years were represented by 13

(31%}. Respondents within the age bracket of 11-15 years were 2 (5%),

while above 15 years represented by 5 (12%).

With regard to teaching staff respondents, the findings from the table 3

interpreted as females were the dominant in the study, this could be due

to the high female enrolment in schools, especially in higher institutions.

Majority of the teachers surveyed were in the age of 20-39 years this

could be due to fresh blood in the education sector, the result also

interpreted that degree holders were dominant in the study, this could be

due to the high level awareness of education in Nigeria. With regard to

41

working experience the result interpreted as majority in 1-5 years, this

could be majority of teaching staff were youth.

4.1 Objective 1: Level of Information Technology Policy

Implementation

The first objective of this study was to examine the level of

implementation of National Computer Policy in Government secondary

schools in Gaya Zone. Table 4 below gives the summary of the findings.

The scale interval of this Likert’s 1-4 scale was computed as (i.e. Scale

interval = (Highest scale Lowest scale)/Highest scale) and the response

modes, scoring and interpretation of scores are as indicated below.

Scale Mean range Response Description Interpretation

mode

4 3.26 — 4.00 Strongly You agree with no doubt at all Very satisfactory

Agree

3 2.51 — 3.25 Agree You agree with some doubt Satisfactory

2 1.76 —2.50 Disagree You disagree with no doubt Fair

1.00 — 1.75 Strongly You disagree with no doubt at all Poor

Disagree

42

Table 5: Mean of the Extent of Implementation of IT PolicyInterpretati

ITP IMPLEMENTATION Mean on

ITP Implementation

I have a positive attitude towards IT integration to the 2.50 Fair

education sector

The teachers are well trained on ICT 2.49 Fair

Student has interest on ICT programme 2.43 Fair

The school has sufficient IT facilities 2.35 Fair

The teachers we have in this school are enough to 2.34 Fair

implement the computer education policy

The computer student ratio in this school is big enough 2.33 Fair

The school belongs to a network of information and 1.98 Fair

communication technology

My school is funded by the government to help 1 .70 Poor

promote computer integration

Average mean 2.27

Barriers to ICT Implementation

We have national information and communication 2.63 Satisfactory

infrastructure

Teachers have enough time to allocate for ICT studies 2.59 Satisfactory

The internet connectivity within the country is good 2.55 Satisfactory

We have university coherent plan for ICT 2.51 Satisfactory

The school has good technical ICT support 2.43 Fair

The school has computer laboratory 2.39 Fair

The electricity is very reliable in our school 2.28 Fair

Our school has effective technological leadership 2.19 Fair

Average mean

General average

Source: Primary Data, 2013

2.13

2.20

43

For objective one of the study, Table 4 revealed respondents disagree

with level of implementation of IT Policy in their respective schools

with general average mean of 2.20 and was interpreted as fair.

In details to IT policy implementation Table 4 revealed that majority of

the respondents disagreed that they have a positive attitude towards IT

integration to the education sector (mean=2.50) interpreted as fair, as

well as teachers are well trained on ICT (rnean~2.49) interpreted as fair.

With respect to student has interest on ICT programme (mean=2.43)

also interpreted as fair, likewise they disagree on their schools have

sufficient IT facilities (mean=2.35) interpreted fair.

On further scrutiny, majority of the respondents disagreed that the

teachers they have in their schools were enough to implement the IT

policy (mean~2.34) interpreted as fair, also in respect of the computer

student ratio in their schools are big enough (mean=2.33) the result

interpreted fair, likewise they disagree that the schools belong to a

network of infonnation and communication technology (mean=l .98)

interpreted as fair and respondents strongly disagree that their schools

are funded by the government to help promote computer integration

(rneanl .70) interpreted as poor.

With regard to barriers to ICT implementation, Table 4 revealed that

majority of the respondents agreed that they have national information

and communication infrastructure (mean~2.63) interpreted as

satisfactory, also teachers have enough time to allocate for ICT studies

(mean=2.59) interpreted as satisfactory, the internet connectivity within

the country is good (mean=2.55) interpreted as satisfactory and have

university coherent plan for ICT (mean=2.51) also interpreted as

satisfactory.

44

On further scrutiny, Table 4 revealed that other respondents disagreed

that their schools have good technical ICT support (mean=2.43)

interpreted as fair, the school has computer laboratory (rnean2.39)

interpreted as fair, the electricity is very reliable in our school

(mean=2. 19) interpreted as fair.

The findings is in line with Yolaye (1990), Jegede, 0. (2003), and Yusuf

(2005), which shows teachers in Nigerian secondary schools ca’nnot

implement computer education because majority of the teachers are not

competent in basic computer operation and in the use of simple

application software. The findings also in conformity with studies of

Association of African Universities (AAU 2000) these studies are

enumerated as follow. First, is the lack of teacher’s confidence and

teacher’s computer anxiety (BECTA, 2004). Second, lack of teacher’s

competency due to lack of time for training, lack of pedagogical

training, lack of skills training, and lack of ICTs focus in initial teacher

training (BECTA, 2004; Yusuf200Sb).

Third, there is lack of access to resources due to lack of hardware, poor

organization of resources, poor quality hardware, inappropriate software,

and lack of personal access for teachers. Fourth, is lack of time to use

ICTs as a result of school time table (BECTA 2004). Fifth, there are

technical problems which encompass lack of technical support, fear of

things going wrong, lack of telecommunication and other infrastructure,

and unreliability of electricity (BECTA, 2004).

4.2 Objective 2: Level of Students’ Computer Competency

The third objective of this study was to determine students’ computer

competency in Government secondary schools in Gaya Zone. Table 5

below gives the summary of the findings.

45

Table 6:Mean and Rank of Level of Students’ Computer

Competency

General computer knowledge

Student can name one input device and one output device 3.48 Very highStudent can start and exit a computer program 3.16 HighStudent know how to use a mouse to “drag” an item 3.15 HighStudent know how to restart his computer 3. 12 HighStudent know what RAM stands for and how much RAM 2.95 Highmy computer hasStudent can minimize, maximize and move windows on 2.89 High

the desktopStudent can create a simple database using Access 2.71 HighStudent can create a basic excel spreadsheet 2.53 HighStudent can create a simple presentation using PowerPoint 2.44 Low

Average mean 2.93Word processing SkillsStudent can create itemized lists (cx. bulleted format) 3.36 Very

satisfactory

Student can edit, copy, cut and paste a block of text or 3.30 Very highselected objectsStudent can use undo/redo functions 3.22 HighStudent can select and change font sizes and types, styles 3.00 High

(e.g. boldface italics, underlining, etc.)Student can change printer parameters like page numbers, 2.90 High

paper orientation, margins and proportions, etc.Student can save, print and preview documents 2.65 High

Average mean 3.07Online Communication: Browser and Navigation SkillsStudent can use search engines to locate desired 2.73 LowinformationStudent can use email 2.50 LowStudent can use the browser basic commands to surf the 2.46 Low

InternetStudent can attach/detach documents to/from email 1.97 Low

messagesStudent understands the different between search engines 1.84 Low

(e.g. Google) and directories (e.g. Yahoo)Average mean

General average mean

Source: Primary Data, 2013

2.302.77

46

With regard to students’ computer competency, Table 4 revealed a

general average mean of (mean~2.77) which was interpreted as sigh.

This was attributed to the high average mean scores by the respondents

which were used to measure student’s computer competency such as

word processing skills (average mean=3.07), general computer

knowledge (average rnean2.89), and online communication (average

rnean~2. 18).

In regard to general computer knowledge, majority of the respondents

strongly agreed that they could name one input device and one output

device (mean~3.48) interpreted as very high. Others agreed that student

could start and exit a computer program (mean=3.16) interpreted as

high, likewise on the student knows how to use a mouse to “drag” an

item (mean3.15) interpreted as high, also on student knows how to

restart their computer respondents agree (mean=~3. 12) interpreted as ~high

and they also agree on student knows what RAM stands for and how

much RAM my computer has (mean=2.95) interpreted as high.

On further scrutiny, majority of the respondents agreed that student

could minimize, maximize and move windows on the desktop

(mean=2.89) interpreted high, also on student can create a simple

database using Access (mean2.7 1) interpreted high and respondents

agree on student can create a basic Excel spreadsheet (mean=2.53)

interpreted high. However some respondents acknowledged that student

could not create a simple presentation using PowerPoint (mean=2.44)

interpreted as low.

In regard to Word Processing, (average mean 3.07) interpreted as high in

details Table 4 revealed that majority of the respondents strongly agreed

that student could create itemized lists (mean~3.36) interpreted very

47

high, student can edit, copy, cut and paste a block of text or selected

objects (rnean=3.30) interpreted as very high, student can use undo/redo

functions (mean=3.22) interpreted as high, student can select and change

font sizes and types, styles (mean~3.OO) interpreted as high, student can

change printer parameters like page numbers, paper orientation, margins

and proportions, etc. (mean=2.90) interpreted as high and student can

save, print and preview documents (mean~2.65) interpreted as high.

In regard to online communication, Table 4 revealed that majority of the

respondents agreed that student could use search engines to locate

desired information (mean=2.73) interpreted as high. However majority

of the respondents also revealed that student could not use email

(mean=2.50) interpreted low and student can use the browser basic

commands to surf the Internet (mean=2.46) interpreted low.

Other respondents disagreed that student could attach/detach documents

to/from email messages (rnean=I.97) interpreted low, on student

understand the difference between search engines (e.g. Google) and

directories (e.g Yahoo) the respondents disagree (mean=I .84)

interpreted as low.

On the students’ computer competency, the finding of the study is

interpreted as high based on the general mean (2.77).

4.3 Relationship between level of IT Policy Implementation and

Students’ Computer Competency

The third objective of this study was to establish the relationship

between the level of implementation of IT Policy and students’

computer competency in Government secondary schools in Gaya Zone,

Pearson’s Linear Coefficient Correlation (r) was used to establish to

establish this relationship.

48

Variables r-value Sig. Interpretation Decision on H~

correlated

IT Education Policy 0.346 0.206 No significant Accepted

Implementation Vs correlation

Students’ Computer

Competence

Legend: If the significant value is equal or less than 0.05 level of

significance, the interpretation is significant

If the significant value is more than 0.05 level of significance, the

interpretation is not significant.

The results in Table 7 reveals that level of IT Policy implementation is

not correlated with students’ computer competency (r~0.346,

Sig=0.206) hence the null hypothesis was accepted that there is no

significant relationship between level of implementation of IT Policy

and students’ computer competency. The findings showed that level of

IT Policy had no significant effect on the students’ computer

competency, this implying that their high computer competendy is

induced by other factors like attending commercial café, using handset,

attending social gatherings etc.

Table 7: Pearson’s Linear Coefficient Correlation (r) of the

relationship between level of ITP Implementation and Students

Computer Competency

49

CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter covers the discussions of the study findings, conclusion of

the study and proposed recommendations.

5.1 Discussion

Objective one; Level of IT Policy Implementation

The aim of this objective was to examine the level of implementation of

IT Policy in some selected Government secondary schools in Gaya zone,

in regard to level of IT policy implementation it was constructed in to

two part, ICT Implementation and barriers to ICT implementation. The

first construct had eight questions I have the positive attitude towards IT

integration to the education sector, the teachers are well trained on ICT,

student has interest on ICT programme, the School has sufficient IT

facilities, the teachers we have in this school are enough to implement

the computer education policy.

Also the computer student ratio in this school is big enough, the School

belongs to a network of information and communication technology, all

the seven questions the responses indicated fair implementation of IT

policy, only my School is funded by the government to help promote

computer integration was poor. These findings are in collaboration with

studies carried out by Goshit 2006, Okwudushu, 2005, Adomi 2003,

Ighoreje and Ajayi, n.d which discovered that, there were inadequate

ICT facilities, ignorance and misconception on ICT programme,

underfunding, high cost of ICT facilities, and lack of workforce ICT

training in most of Nigerian schools.

50

With regard to second construct barriers to ICT implementation it had

eight questions, in four questions the respondents showed satisfactory;

we have national information and communication infrastructure,

teachers have enough time to allocate for ICT studies, the internet

connectivity within the country is good, we have university coherent

plan for ICT, this is in contrast of Adomi, (2006) which revealed that

ICT development and application are not well establish in Nigeria

because of poor information infrastructure.

while the School has good technical ICT support, the school has

computer laboratory, the electricity is very reliable in our school, and

our School has effective technological leadership the respondents

showed fair, this is in conformity with finding of Adomi (2006) which

high cost of ICT facilities and electricity failure have been the persistent

problem militating against ICT application and use in Nigeria.

Table 4 revealed a general average mean of 2.20 and was interpreted as

fair. This shows that, the respondents disagree with level of

implementation of IT Policy in their respective schools. This included

policy implementation (average mean=2.27) and barriers to .ICT

implementation (average mean~2.20).

It was found out that there was problem in the implementation of IT

policy in Government secondary schools in Gaya zone this could be due

to the government in ability to provide adequate resources and train the

teachers in Information and Communication Technology program. This

findings was in conformity with studies by (BECTA, 2004 cited by

Yusif 2005), that lack of teachers competency, lack of resources, lack of

time and technical problems are the major problems for the ICT

application. Also Esharenana and Kpangban (2005), indicated that poor

information infrastructure, lack of ICT facilities, frequent electricity

interruption, interest among students, inadequate ICT manpower, limited

51

budget, poor management, among others are the causes of low ICT

Application in Nigerian secondary schools.

Objective two; Students’ Computer Competency

The objective two of this study tried to assess students’ computer

competency in secondary schools, it was constructed in to three parts;

general computer knowledge, word processing skills, and online

communication: Browser and Navigation skills. General computer skills

had nine questions, one which is student can name one input device and

one output device it was answered very high, other seven questions

Student know what RAM stands for and how much RAM his computer

has, student know how to use a mouse to “drag” an item.

Likewise student can minimize, maximize and move windows on the

desktop, student can start and exit a computer program, student can

create a basic excel spreadsheet, student can create a simple database

using Access, and student know how to restart his computer, the result

revealed high, student can create a simple presentation using PowerPoint

the result showed fair.

With regard to word processing skills two questions the result showed

very high these are student can create itemized lists (ex. Bulleted format)

and student can edit, copy, cut and paste a block of text or selected

objects, while the four questions student can use undo/redo functions,

student can save, print and preview documents, student can select and

change font sizes and types, styles (e.g. boldface italics, underlining,

etc.),

Student can change printer parameters like page numbers, paper

orientation, margins and proportions, etc. the results revealed high. With

the Online Communication: Browser and Navigation skills there were

five questions, on student can use search engines to locate desired

information, the result indicated high, but other four questions student

52

can use the browser basic commands to surf the Internet, student can use

email, student can attach/detach documents to/from email messages, and

student understand the difference between search engines (e.g. Google)

and directories (e.g. Yahoo) the result revealed fair.

With regard to students’ computer competency, Table 5 revealed a

general average mean of (rnean~2.77) which was interpreted as high.

This was attributed to the high average mean scores by the respondents

which were used to measure student’s computer competency such as

word processing skills (average mean=3 .07), general computer

knowledge (average mean~2 .93), and online communication (average

mean=2.30). This might to be students attend commercial café, possess

and use phones, or they have background.

Though the general finding on students’ computer competency is in

contrast to the study by Jegede and Owolabi (2011) which revealed that

there is a problem of student computer incompetence in most of the

secondary schools in Nigeria in their research which showed that only

17% of the surveyed secondary school teachers constituted the computer

teaching force in Nigeria, still the general average mean (2.77) is not

very high, and result shows there was low students’ computer

competency on Online communication: Browser and Navigation skills.

Objective three; Relationship between level IT Policy

Implementation and Students Computer Competency

The results found out that level of implementation of IT Policy is not

correlated with students’ computer competency (r=0.346, Sig~0.~206)

hence the null hypothesis was accepted. This is because results indicates

that all the ICT education implementation policy under analysis together

account for only 8% of the variations in students’ computer competency

(adjusted r2 0.080). This finding is in contrast with Esharenana (2008),

53

who conducted a study on “Application of ICT in Nigerian Secondary

Schools in 20 state” his finding revealed that limited poor information

infrastructure and lack or inadequate ICT facilities in schools are the

main problems affecting computer education in Nigerian secondary

schools.

5.2 Conclusion

The study investigated the level of implementation of Information

Technology Policy and students’ computer competency in selected

Government secondary schools Gaya zone, Kano Nigeria. Data were

collected from selected four pilot secondary schools in the zone these

were; GSS Dundun, GSS Gurduba, GGSS Ajingi and GGSS Toranke.

The study was guided by General System Theory by Chen and Stroup

(1993). Descriptive survey design was used in the study, frequency and

percents were used for the first objective, means was used for the second

and third objective, relationship between level of implementation of ITP

and students’ computer competency was explored through correlation

testing which was the fourth objective.

Objective one: The first objective was to examine the level of

implementation of IT Policy in Government secondary school in Gaya

zone, the result of the findings shows that, there was poor

implementation of IT Policy in the schools under study. This showed

that secondary schools have no adequate resource to implement Natfonal

IT Policy, therefore the federal government of Nigeria should provide

adequate resources to ministry of education in order to provide adequate

ICT facilities to Government secondary schools nationwide and train

teachers on ICT education.

54

Objective two: The second objective of the study was to assess

students’ computer competency which results showed was high, this

shows that most of the secondary school students can operate computer

at secondary school level. Therefore the government and school

administrators should motivate the students on ICT education especially

on online communication.

Objective three of this study was to establish relationship between

implementation of IT Policy and students’ computer competency the

findings revealed that there was no significant relationship between level

of implementation of IT Policy and students computer competency

(r~0.346, sig= 0.206). The findings showed that level of implementation

of IT Policy had no much influence on students’ computer competency,

government should improve the monitoring of IT Policy implementation

and encourage secondary school students on computer education.

The finding of the study validated the General System Theory by Chen

and Stroup (1993) which posits that all policies are environmental inputs

transformed by the political system.

The finding of the study also indicated that, the correlation between

level of implementation of IT Policy and students’ computer

competency is insignificant; therefore the null hypothesis is accepted.

5.3 Recommendations

In view of the finding of the study the researcher recommends the

following:

55

o Federal government of Nigeria should establish a

commission/board which will monitor and make sure all

Nigerian schools are complied by IT Policy implementation.

o Federal government should provide adequate budget, at least

26% of national budget to the Ministry of Education as

recommended by UNESCO.

o Ministry of Education should admit more male students and

employ more male teachers for gender balance.

o Adequate ICT infrastructure, high internet connectivity, regular

teachers training, etc should be made by ministry of education.

o Ministry of power and energy should connect and give steady

power to all secondary schools’

o More effort should be put by school administrators on students’

computer competency with regard to online communication:

Browser and Navigation skills.

5.4 Areas for Future Study

The researcher has covered the area of policy implementation and

students’ computer competency on ICT, other researchers are therefore

required to take further some areas that were not covered in order to pick

out or bridge the gaps remain in the ICT implementation and teaching in

the schools.

1. Government funding and students’ computer competency in

secondary schools.

2. Students’ background and computer competency,

3. Teachers’ motivation and students’ computer competency

4. Even the implementation of IT Policy and students’ computer

competency can be carried out in other part of the country.

56

REFERENCES

Abagi, 0 & Odipo, G. (1997) Efficiency of primary education in Kenya:

situational analysis and implications for educational reform.

Discussion paper No. DP 004/97.

Abbis, J. (2008). Rethinking the “problem” of gender and IT schooling:

Discourse in literature. Gender and Education, 20(2), 153-165.

Abimbade, A. (1997). Principles and Practice of Educational

Technology, Ibadan: International Publishers Ltd.

Amin, M. (2005). Social Science Research: Conception, Methodology,

and Analysis. Kampala: Makarere University.

Adekomi, A.A. (2001). Introduction to Computer Education. An

Unpublished Monograph, Obafemi Awolowo

University, Ile-Ife.

Adorni, E.E. (2006). Mobile phone usage patterns of library and

information science students at Delta State University, Abraka,

Nigeria. Electronic Journal of Academic and Special

Librariansh4 7 (1). Available:

http ://south em I ibrarianship . i caap .org/v7nO 1 /adorn i-cO I .htm.

Ama, F. (2001).Use ofcomputers in schools. Ilorin: FHJK Publications.

Ajibade, A. (2006). Effects of Interactive Instructional Compact Disc

Package on the Performance of English Language Learners in

Schools of Science in Osun State. Unpublished Ph. D.

57

Dissertation, Faculty of Education, Obaferni Awolowo University,

Ile-Ife.

Andrei, L. (2010). Paving the way towards excellence in computing

education, Vol.1, No.2, pag. 54 61;

Baro, E. E. & Fynernan, B. (2009). Information literacy among

undergraduate students in Niger Delta University. Electronic

Library, 27(4), 659-675.

Baugher, L. (1999). CAl Sourcebook. Prentice Hall Inc.

Carison, S. & Firpo, J. (2001). Integrating computers into teaching:

Findings from a 3-year program in 20 developing countries, In L. R.

David, C. and Walter, S. (1993). General System Theory: Toward a

Conceptual Framework for Science and Technology Education

for All.

Education Sector Policy Report (2003). Ministry of education science

technology and scientific research republic of Rwanda.

Emetarom, V. (2001). Computer based MIS and the 21st century

University Administration in Nigeria.

Esharenana E. & Adomi, K. (2010). Application of ICTs in Nigerian

Secondary Schools. University of Nebraska — Lincoln.

Evoh, C. J. (2007). Policy networks and the transformation of

secondary schools Through ICTs in Africa.

58

Fajola, 0. (2001). Computerisation of Examination Results: A Case for

Consideration in Colleges of Education. The Coil. Rev. 8: 151-

158.

Federal Republic of Nigeria (2004). National Policy on Education (4th

Ed.). Lagos: Nigerian Educational Research and Development

Council Press.

Ford, N., Miller, D., & Mosa, N. (2001). The role of individual

differences in Internet searching: An empirical study. Journal

of the American Societyfor Information Science and Technology,

5,2(12), 1049-1066.

Ighoroje, A.D., & Ajayi, O.B. (n.d.). Female awareness level of

information technology in Nigeria. Avai labe:

http://archive.wigsat.org/gasat/papers1/6.txt

Jiang, W. W., Chen, W., & Chen, Y. C. (2004). Important computer

competencies for the nursing profession. Journal ofNursing

Research, 12(3), 213-225.

Gosshit T. (2006). Nigeria’s Need for ICT:SP.259 technology and policy

in Africa.

Jegede, and Owolabi. (2003). The Appropriation of Education Policy on

Information and Communication Technology.

Kenny, A. (2002). Online learning: Enhancing nurse education? Journal

ofAdvanced Nursing, 38(2), 127-135.

Kingsley, A. (1995). Computer Assisted Learning. Holland Publishing

Inc.

59

Li, N., & Kirkup, G. (2005). Gender and cultural differences in Internet

use: A study of China and the U.K.. Computers & Education, 48

(2), 301-317.

McDowell, D. E., & Ma, X. (2007). Computer literacy in baccalaureate

nursing students during the last 8 years. C’IN. Computers,

Informatics, Nursing, 25(1), 30-36

Miura, I. T. (1987). Gender and socio-economic status differences in

middle-schoolcomputer interest and use. Journal of Early

Adolescence, (2), 243-254.

Norman, D. (1984). Stages and levels in human-machine interaction.

International Journal of Man-machine Studies, 21, 365-375.

Odell, P. M., Korgen, K. 0., Schumacher. P., & Delucchi, M. (2000).

Internet use among female and male college students.

C’ybeipsychology & Behavior, 3(5), 855-862.

Okwudishu, C.H. (2005). Awareness and use of information and

communication technology (ICT,) among village secondary

school teachers in Aniocha South Local Government Area of

Delta State. Abraka: Delta State University. Unpublished 13.Sc.

(US) project.

Ornes, L. L., & Gassert, C. (2007). Computer competencies in a BSN

program. Journal ofNursing Education, 46(2), 75-78.

Philip, 0. (2005). Computer Education in Nigerian Secondary Schools.

Ibadan Niggeria.

60

Reith, H. (1993). A Retrospective of Computer-based Instruction. J.

Spec. Educ. Technol. 12: 1-27.

Tella, A., & Mutala, S. M. (2008). Gender differences in computer

literacy among undergraduate students at the University of

Botswana: Implications for library use. Malaysian Journrtl of

Library & Information Science, 13(3), 59-76.

UNESCO (2002) Information and Communication Technology in

Education—A Curriculum for Schools and Programme for

Teacher Development Paris: UNESCO

Visscher, A., Wild, P., Smith, D., & Newton, L. (2003). Evaluation of

the implementation, use and effects of computerized

management information system in English secondary schools.

British Journal of Educational Technology, 34 (3), 357-

366.

Wolfe, H. W. (1992). Computer literacy for the 1990s. Journal of

Information Systems Education, 4(1), 1-5.

www.wikepedia.com (2013).

Yaro, A. 5. (2007). Introduction to computer studies for colleges.

Ilorin: Integrity Publication.

Yusuf, M. 0. (2005), Information and Communication Education:

Analyzing the Nigerian Education Policy for information

technology. International Education Journal 6 (3), 3 16-321.

61

APPENDIX IA: TRANSMiTtAL LETTER FROM THE

COLLEGE OF GIIER DEGREES AND RESEARCH

Ggaba Road - KansangaRO. Box 20000. Kampala, Uganda

KAMPALA Tel: +256-414 - 2~e13 /+256 -772- 322563INTERNATIONAL

AI~ UNIVERSITY website www kiu.aG.Ug(ifl~1C ‘~

OFFICE OF THE HEAD OF DEPARTMENT, EDUCATION, OPEN ANDDISTANCE LEARNING

COLLEGE OF HIGHER DEGREES AND RESEARCH (CHDR)Date 27” - No~ ember. 2(112

RE~ REQUEST OF MUSTAPIIA HABIBU TAJO ~IED/37O~9/l2I/DFTO COM~UCT RESEARCH IN YOUR ORG ~NlZATlO~.

The above mentioned Is a bonafide student of Kampala International Universitypursuing Masters in Educational Management and Administration.

He is currently conducting a research entitled “Educational Policy andStudents’ Computer Competency in Selected Secondary Schools inGaya Zone, Kano State, Nigeria.”

Your organization has been identified as a valuable source of Informationpertaining to his research project. The purpose of this letter is to request you toavail him with the pertinent information he may need.

Any information shared with him from your organization shall be treated withutmost confidentiality.

Any assistance rendered to him wIll be highly appreciated.

Distance Learning (CHDR)

The He~h~~

Dr.rip,~ S.-. S~SS S

62

APPENDIX lB

TRANSMITTAL LETTER FOR THE RESPONDENTS

Dear Sir! Madam,

Greetings!

I am a master’s candidate in Educational Management and

Administration of Kampala International University. Part of the

requirements for the award is a dissertation, My study is entitled,

Implementation of national computer policy and students’ computer

competency in selected government secondary schools in Gaya zone~

Kano state Nigeria. Within this context, may I request you to

participate in this study by answering the questionnaires? Kindly do not

leave any option unanswered. Any data you will provide shall be for

academic purposes only and no information of such kind shall be

disclosed to others.

May I retrieve the questionnaire within ten days (10)?

Thank you very much in advance.

Yours faithfully,

Mr. Mustapha Habibu Tajo

63

APPENDIX II

CLEARANCE FROM ETHICS COMMITTEE

Date________________

Candidate’s Data

Name

Reg.# __________________________________

Course

Title of Study

Ethical Review Checklist

The study reviewed considered the following:

Physical Safety of Human Subjects

Psychological Safety

Emotional Security

Privacy

Written Request for Author of Standardized Instrument

Coding of Questionnaires/Anonymity/Confidentiality

Permission to Conduct the Study

Informed Consent

Citations/Authors Recognized

Results of Ethical Review

Approved

Conditional (to provide the Ethics Committee with corrections)

Disapproved/ Resubmit Proposal

Ethics Committee (Name and Signature)

Chairperson _________________________________

Members __________________________________

64

APPENDIX mINFORMED CONSENT

I am giving my consent to be part of the research study ofMr. Mustapha

Habibu Tajo that will focus on Implementation of national computer

policy and students’ computer competency.

I shall be assured of privacy, anonymity and confidentiality and

that I will be given the option to refuse participation and right to

withdraw my participation anytime.

I have been informed that the research is voluntary and that the

resultswillbegiventomeiflaskforit

Initials:______________________

Date__________________

65

APPENDIX IV A

FACE SHEET: DEMOGRAPHIC CHARA~ERISTICS OF THE

STUDENT RESPONDENTS

(1) Gender (Please Tick):

(1)Mafr

— (2) Female

(2) Age

_(1)15-18 years

_(2)19-20 years

_(3)Above 20 years

66

APPENDIX IV B

FACE SHEET: DEMOGRAPHIC CHARACTERISTICS OF THE

TEACHING STAFF RESPONDENTS

(1) Gender (Please Tick):

(1)Male

— (2) Female

(2) Age

(1) 20-39 years

(2)40-59 years

_(3)Above 60 years

(3) Education Level (Please Specify):

(~) Certificate

_(2) Diploma

(3) Bachelors

(4) Masters

(5) Ph.D.

(4) Working Experience (Please Tick):

(1) 1-5 years

(2) 6-10 years

(3) 11-15 years

(4) Above 15 years

67

APPENDIX IV C

QUESTIONNAIRE TO DETERMINE TUE LEVEL OF IT

POLICY IMPLEMENTATION

DIRECTION 1 Please write your rating on the number after each

option which corresponds to your best choice in terms of education

policy in your school. Kindly use the scoring system below;

Response mode Rating Description

Strongly agree 4 You agree with no doubt at all

Agree 3 You agree with some doubt

Disagree 2 You disagree with some doubt

Strongly disagree I You disagree with no doubt at all

ICT POLICY IMPLEMENTATION

1 Student has interest on ICT programme

2The teachers are well trained on ICT

3The School has sufficient IT facilities

4The School belongs to a network of information and

communication technology

51 have a positive attitude towards IT integration to the education sector

6The computer student ratio in this school is big enough

7My School is funded by the government to help promote computer

integration

8The teachers we have in this school are enough to implement the

computer education policy

68

BARRIERS TO ICT INTEGRATION

iWe have national information and communication infrastructure

2We have university coherent plan for ICT

3The internet connectivity within the country is good

4The school has computer laboratory

5Our School has effective technological leadership

6The electricity is very reliable in our school

7 Teachers have enough time to allocate for ICTstudies

8The School has good technical ICT support

69

APPENDIX IV D

QUESTIONNAIRE TO DETERMINE THE LEVEL OF

STUDENT COMPUTER COMPETENCY

Direction: please indicate your response by ticking the best answer on

each item on the option provided below.

Response mode Rating Description

Strongly agree 4 You agree with no doubt at all

Agree 3 You agree with some doubt

Disagree 2 You disagree with some doubt

Strongly disagree I You disagree with no doubt at all

GENERAL COMPUTER KNOWLEDGE

1 Student can name one input device and one output device

2 Student know what RAM stands for and how much RAM my computer has

3 Student know how to use a mouse to “drag” an item

4 Student can minimize, maximize and move windows on the desktop

5 Student can start and exit a computer program

6 Student can create a basic excel spreadsheet

7 Student can create a simple database using Access

8 Student can create a simple presentation using PowerPoint

9 Student know how to restart his computer

WORD PROCESSING SKILLS

1 Student can edit, copy, cut and paste a block of text or selected objects

2 Student can use undo/redo functions

3 Student can save, print and preview documents

4 Student can select and change font sizes and types, styles (e.g.

boldface italics, underlining, etc.)

70

5 Student can create itemized lists (ex. bulleted format)

6 Student can change printer parameters like page numbers, paper

orientation, margins and proportions, etc.

ONLINE COMMUNICATION: BROWSER AND NAVIGATION

SKILLS

1 Student can use the browser basic commands to surf the Internet

2 Student can use email

3 Student can attach/detach documents to/from email messages

4 Student can use search engines to locate desired information

5 Student understand the difference between search engines (e.g.

Google) and directories (e.g. Yahoo).

TIlE END

71

APPENDIX VI

POLICY FOR INFORMATION TECHNOLOGY (IT)

Federal Republic of Nigeria

EXECUTIVE SUMMARY

1 Preamble

Information Technology (IT) is the bedrock for national survival and

development in a rapidly changing global environment, and challenges

us to devise bold and courageous initiatives to address a host of vital

socio-economic issues such as reliable infrastructure, skilled human

resources, open government and other essential issues of capacity

building.

In addition, an Information Technology policy built on reliable human

resources and infrastructure constitutes the fundamental tool and means

of assessing, planning, managing development change and for achieving

sustainable growth. It is for this reason that every progressive country

has a national IT policy and an implementation strategy to respond tO the

emerging global reality and thus avert becoming a victim of the digital

divide.

A developing nation like Nigeria, that aspires to participate effectively

and become a key player in the emerging Information Age needs to have

in place, a highly efficient Information Technology system driven by a

vibrant national IT policy.

2 Vision Statement

To make Nigeria an IT capable country in Africa and a key player in the

Information Society by the year 2005, using IT as the engine for

sustainable development and global competitiveness.

72

3 Mission Statement

To ‘USE IT’ for:

(i) Education

(ii) Creation of Wealth

(iii) Poverty Eradication

(iv) Job Creation.

(v) Global Competitiveness

4 General Objectives

i. To ensure that Information Technology resources are readily available

to promote efficient national development.

ii. To guarantee that the country benefits maximally, and contributes

meaningfully by providing the global solutions to the challenges of the

Information Age.

iii. To empower Nigerians to participate in software and IT

development.

iv. To encourage local production and manufacture of IT components in

a competitive manner.

v. To improve accessibility to public administration for all citizens,

bringing transparency to government processes.

vi. To establish and develop IT infrastructure and maximize its use

nationwide.

vii. To improve judicial procedures and enhance the dispensation of

justice.

viii. To improve food production and food security.

ix. To promote tourism and Nigerian arts & culture.

x. To improve healthcare delivery systems nationwide.

xi. To enhance planning mechanisms and forecasting for, the

development

of local infrastructure.

73

Chapter 16: Policy Implementation 35

CHAPTER 1: HUMAN RESOURCE DEVELOPMENT

1.1 Policy Statement

The nation will endeavor to develop globally competitive quality

manpower in IT and related disciplines.

1.2 Objectives

(i) To develop a pooi of IT engineers, scientists, technicians and

Software developers.

(ii) To increase the availability of trained personnel.

(iii) To provide attractive career opportunities.

(iv) To develop requisite skills in various aspects of IT.

(v) To develop made in Nigeria software to earn foreign exchange.

(vi) To develop domestic computer components.

1.3 Strategies

(i) Making the use of IT mandatory at all levels of educational

institutions through adequate financial provision for tools and resources.

(ii) Developing relevant IT curricula for the primary, secondary and

tertiary institutions. Such curricula will be based on the appropriate

national syllabus at the selected level and other global certification

syllabi, to tie into key elements of government’s Universal Basic

Education (UBE), the proposed digital virtual library scheme, and

related educational initiatives. A virtual university system shall be

established.

(iii) Establishing facilities for electronic distance learning networks and

ensure effective Internet connectivity, which will provide opportunities

for educationally disadvantaged areas to educationally leapfrog into the

modern era.

74

(iv) Encouraging IT companies with appropriate incentives to compel

them to invest in education and training through certification for tax

rebates through existing government bodies experienced in such matters

such as the Industrial Training Fund (ITF) and

Centre for Management Development (CMD).

(v) Establishing study grants and scholarships to deserving Nigerians.

(vi) Promoting “Training the Trainers” scheme using existing

establishments such as the National Youth Service Corps (NYSC), the

National Directorate of Employment (NDE) to boost capacity building

in IT.

(vii) Empowering IT institutions and development centres to develop IT

capacities initially at zonal, state and local levels.

(viii) Facilitating the growth of private and public sector dedicated

primary secondary and tertiary IT educational institutions.

(ix) Working in partnership with related domestic and international

initiatives such as “Nigerian Human Professionals in the Diaspora”, and

the United Nations “Transfer of Knowledge through Expatriate

Nationals” (TOKTEN) program.

CHAPTER 2: INFRASTRUCTURE

2.1 Policy Statement

The government, through National Information Technology

Development Agency (NITDA) shall establish and develop a National

Information Infrastructure (NIl) ‘backbone’ as the gateway to the Global

Information Infrastructure (GIl) interconnecting it with State

Information Infrastructure (SIT) and the Local Information

Infrastructure (LII).

75

2.2 Objectives

(i) To provide leadership direction and vision to guide IT infrastructure

development.

(ii) To provide equitable access to all users and stakeholders.

(iii) To guarantee the privacy, integrity, accuracy, confidentiality,

security, availability and quality of personal information.

(iv) To create an ubiquitous and affordable technology with an open

standard’t approach, scalable and capable of adapting to changes.

(v) To provide a reliable and secured gateway to the Global Information

Infrastructure.

(vi) To stimulate the creation and sharing of national and international

knowledge.

(vii) To encourage private sector investment in IT particularly in

Information Infrastructure.

(viii) To ensure that interoperability and openness are promoted through

the utilization of efficient, high-capacity and multi-media technologies.

(ix) To promote electronic trade, business and commerce.

76

KANO ST~.TE SENIOR SECONDARY SCHOOLS MANAGEMENT BOARD~ ~OVEHNMENT GIRLS JUNIOR ARABIC SECONDARY SCHOOL

TORANK~Gaya Zone

______________________ Your Ref: Date:~~~~

~ ~ ~

~ ~

~

/ ~-~~ ~

~ ~/ó~Y ~

if ~7’~C~ ~

k(m-7~W4

~/ ~1J

~4~1

>K~’O çrf~ffP SJ~Tft9~ ~ flq[ ~;~A\j/~f~p1rf BOARDGOVt GORLS SECONDARY SCHOOL AJONGII

GAYA ZONE

~i c ~ ~A,E~Ucñ~o’~J, ~ ~‘~‘iu~ 1~~iUCe /fp~~Jl/~Jt~

K,~w?n~~n~ ~ 1’

(IL!~ ~ Mu~Tn1;~ ~~t;

~7t~ ME~[~7 7/I2)f!~’FD

~h -~ ~ ~

ctc4~ I~ ~ ‘~ ‘~ ~

~~Vt frV~~Lc~’ 1w

I

4

~( vLf~W~

—

KANO STI4IE SEN ~OF1 SRONDA fly SCHOOLSMANAGEMENT DOAflD

GOV~i~NM~NT i~NiO~ SF~CONDA~Y SCNOOL DL~N~DUN( ~i\\’.’\ 7() ~ jr~ [\] ( ‘~

~Q~M EDGE ~S~ ~1~~fl’-’ fl~ñ1t%~ q~se~’1r&4•iIfrWW*.fl~ ff~~t4~

‘~1~ D ~

~ ~(~I~ ~ ~i/N~~l I~’~

~ O~ Q≤T’~~~ iI~

~

~ci5~ ~

GOVT0 SECONDAHY SCHOOL GURDUHAKANO STATE

Date:~Z2.L~2..9~

rs Ret~ .Our Ref:

~ oF T~ ~ OF ~CpI~RT~L~~ i~C~

~Fc~-~~) P~ ~ ~

~Co ~

~r~t (

~ ç~c~

pc~—

RESEARCHER’S CURRICULUM VITAE

Name Mustapha Habibu Tajo

Gender Male

Nationality Nigeria

Contact address : P.O Box 42 Dundun Ajingi L.~El Kano state.

Tel +2347032763258

Emai 1 : habibu.taio@yahoo.com

EDUCATION BACKGROUND

YEAR INSTITUTION AWARD

2012-2013 Kampala International University MED (Educational

Management and

Administration

(Pursuing)

2004 F C E Kano, Nigeria PGDE (ENG)

2002 B U K Computer Cert.

1996-2002 Bayero University Kano Nigeria. Bsc Mass comm.

1988-1993 Government Secondary school AJINGI SSCE

1982-1987 Dundun primary school Primary Cert.

WORKING EXPERIENCE

YEAR MINSTRY OF EDU POSITION

20052012 G S S Gurduba Vice principal

HOBBIES

o Sports

o Reading

77

LANGUAGE PROFICIENCY

Language written Spoken

Hausa Excellent Excellent

English Very good Excellent

REFEREES

Surveyor Ahmad M A.

Ministry of works, Abuj a Nigeria.

Saidu Madaki

Federal Character Commission, Abuja Nigeria.

78