Effect of Introduction To Computer Application

RESEARCH PROPOSAL ON THE EFFECTS OF INTRODUCTION TO
COMPUTER APPLICATION ON STUDENTS LEARNING
Background of Study
Formal education, training and lifelong learning providers face nowadays a rapidly
changing societal and economic environment. There is an increasing demand to find new
ways to equip teachers, students and workers with the competences and skills they need for
the knowledge-based society and economy. Large parts of the existing workforce need re-
skilling to ensure employability due to rapid technological change and an increasingly
service-oriented economy. In this context, education implies today not only a singular,
computational use of new technologies, but the promotion of engaged peer interactions with a
shared computer activity. The interdependence of communicative interaction, new
technologies, the development of computer applications, the design of computer-based tasks
and focused activity for learners to become critical thinkers and creators of knowledge is a
reality of the new educational model. Universities and other higher education institutions are
highly involved into knowledge creation, diffusion and learning. University’s competitive
ability depends on institution opportunity to share, spread and adapt knowledge as well as it
is created. Modern students will require regular updating of their knowledge, skills and
competences. Therefore, teachers should conscientiously redesign their courses and adopt
new instructional methods and appropriate technologies to fully exploit the benefits of web-
based learning environments, and computer applications in education. Flexible and
innovative teaching and learning based on computer applications will expand and will change
the educational process. Within a knowledge-based society the educators and their
organizations have a changing role, but, in the same time, they need to manage the processes
associated with the creation of their knowledge assets and to benefit from the use of computer
applications. In this respect, the skills and competences needed for the knowledgebased
society and the impact of using computer applications to the teaching and learning processes
are becoming important issues to analyse.
Educational policies increasingly emphasise innovation and organisational change of
educational institutions that are considered necessary to better align education and lifelong
learning with the requirements of the knowledge society. However, new educational
approaches are not easily found and their implementation will be difficult if they require
considerable changes of current educational frameworks and practices. The main reason of
the existence of the educational institutions is to help people to acquire the competences,
knowledge and skills they need as individuals in the political, economic, social and cultural
life of a society.
Teaching is becoming one of the most challenging professions in our society today
where knowledge is expanding so rapidly that modern technologies demand the use of
Information and Communication Technology (ICT). ICT has become within a short time one
of the basic building blocks of a modern society. Many countries now regard understanding
ICT and mastering its basic concepts as part of the core of education (UNESCO, 2002b).
Observers and proponents of ICT suggest that our use of increasingly sophisticated and
enabling technologies will continue, to the extent that technological literacy will become a
basic functional requirement for our work, social and personal lives. The National Council
for Curriculum and Assessment, UK (2004), notes that as the pace of technological
development continues to grow, students today will live in a world where ICT will be
increasingly embedded in their daily lives.
The use of computers in education is not a new phenomenon. In the 1970’s, its
promoters claimed that it would transform and save education (Lockard& Abrams, 1994).
The late 1980’s saw a growing shift towards computer integration which emphasized the
curriculum and not the tool. Its proponents felt that students would learn new skills as they
needed them in order to make the computer work for them. The computer could now be
viewed more as a partner as opposed to a competitor and could be treated in a more natural
manner (Lockard & Abrams, 1994). The 1990’s saw a heightened focus on increasing the use
of computer technology in the classroom. Growing attention and pressure to implement
technology in education is coming from many directions, including parents and the business
sector, not just departments of education. One of the most significant features of the
technological or digital era of much relevance to education is the Internet. Hargittai (1999)
defines the Internet technically and functionally as a worldwide network of computers and
people interacting together.
More and more studies now support the claim that technology has great potential to
provide new kinds of instructional opportunities and to enhance the knowledge and learning
experiences of both the teachers and students (O’Connor & Polin, cited in Fleming-
McCormick, et al., 1995). However, the effect of ICT in teaching and learning is not yet fully
established. Yet the need to prepare students for the information age is a recurring
educational theme worldwide since today’s students are to spend their career life in a very
dynamic technological environment (Mbwesa, 2003).
The theory of Cognitive flexibility suggests that learners grasp the nature of
complexity more readily by being presented with multiple representations of the same
information in different contexts. It emphasizes the ability to spontaneously restructure one's
knowledge in many ways, in adaptive response to radically changing situational demands.
The theory largely concerns itself with transfer of knowledge and skills beyond their initial
learning situation. Skills transfer can be described as learner’s desire to use the knowledge
and skills mastered in the training program on the job (Noe & Schmitt, 1986 in Yamnill &
McLean, 2001). Behavioral change would likely occur for learners who learn the material
presented in training and desire to apply that new knowledge or skills to work activities.
For the teachers and students to use and develop ICT materials that facilitate teaching
and learning they should be in position to demonstrate high cognitive flexibility (Spiro,
Feltovich, Jacobson, & Coulson,1992). This puts emphasis on transfer of learning. Transfer
of learning refers to the extent to which performance in one situation such as multimedia
lesson is reflected in another situation such as working on the job or in a subsequent lesson
(Allessi & Trollip, 2001). Therefore teaching is often a precursor to apply or use that
knowledge in the real world for students in the classrooms.
Learning refers to concerted activity that increases the capacity and willingness of
students to acquire and productively apply new knowledge and skills, to grow, mature and to
adapt successfully to changes and challenges (Warschaure, 1996). Such learning empowers
students to make wise choices, solve problems and break new grounds. Learning certainly
includes academic studies and occupational training through high school and beyond. In this
study, learning will refer to the process whereby learners acquire and master knowledge and
skills imparted in them by the instructor and through interaction with technological tools in
relation to their academic performance, work place preparedness and application of the
acquired skills and knowledge.
Statement of the problem
Students‟ learning remains central in any academic achievement debate. Computer
application knowledge provides a window of opportunity for students, educational
institutions and other organizations to harness and use technology to complement and support
the teaching and learning process. However, despite the enormous advocacy for need of
computer application knowledge, ICT aided teaching and learning, investment of ICT
equipment to The Ibarapa Polytechnic, Eruwa, the Polytechnic still faces the challenge of
how to transform students learning process to provide students with the skills to function
effectively in this dynamic, information-rich, and continuously changing environment.
The cause of concern is that unless students are well armed with a good knowledge of
computer application, investment in the development of ICT in the Polytechnic is going to be
put to waste and improvement in the quality of teaching and learning is going to be sluggish.
This may make the Polytechnic fail to achieve its mission and to produce graduates lacking
computer application knowledge and yet are to face a world of work which is increasingly
reliant on ICT aided generation and dissemination of knowledge. In view of this discrepancy,
there is need to examine the particular benefits of Computer application as well as the effects
of availability, accessibility and user-ability of ICT resources on Mass Communication
students learning in The Ibarapa Polytechnic, Eruwa.
Aims and Objectives
The main purpose of the study is to identify the effects of computer application on students
learning using mass communication students of the Ibarapa Polytechnic, Eruwa as a study.
The specific objectives were:
1) To examine the effects of computer application on students learning.
2) To examine the effect of introduction to computer application on learning on Mass
Communication Students of the Ibarapa Polytechnic, Eruwa
3) To examine the availability of ICT resources in the study of computer application
4) 4) To assess the effect of the accessibility of ICT resources on student’s learning in The
Ibarapa Polytechnic, Eruwa.
Research Questions
1) How effective is Computer Applications to students learning
2) What are the effects of introduction to computer application to students
3) To what extent are ICT resources available in assisting in the study of computer
application?
4) How functional are the available ICT resources in the study of computer application?
Scope
The study on the effects of introduction to computer application on students learning will be
carried out in The Ibarapa Polytechnic, Eruwa, Oyo State. The study specifically sought to
determine the effects of the introduction to computer application on students learning.
availability, accessibility and user-ability of ICT resources on students learning in The
Significance
The study should be of great importance to the policy makers and Polytechnic administrators
of The Ibarapa Polytechnic, Eruwa helping them to appreciate the usefulness of computer
application on students learning so as to come up with policies that promote computer
application on students learning.
The findings and recommendations of the study should be of importance to The Ibarapa
Polytechnic, Eruwa lecturers and other lecturers of higher institution of learning on the
benefit of computer application to aid learning.
The researcher hopes that result of the study may be useful to future researchers with interest
in examining further the effects of computer application on students learning. This should
lead to the generation of new ideas for the better implementation of the introduction of
computer appreciation into learning process.
ABSTRACT
The study investigated the Benefits of introduction to computer application on students‟
learning by taking the case of Mass Communication Department of The Ibarapa Polytechnic,
Eruwa. It sought to establish the relationship between Introduction to Computer Application
and students‟ learning.
The study was prompted due to the persistent report that students in The Ibarapa Polytechnic,
Eruwa lack adequate knowledge of computer applications which have hampered their ability
to utilize the vast resources available on the internet. The research was conducted through
cross-sectional survey design; data was collected during the month of September 2018 using
questionnaires, interview techniques from a sample of 50 respondents out of a parent
population of over 700. In verifying the hypotheses, the researcher used Pearson correlation
analysis method to find out whether students‟ learning was linearly correlated with
knowledge of computer application.
The study established that knowledge of computer application is vital in students learning.
Because of the limited number of functional computers and the computer laboratory,
accessibility to computer systems is highly restricted, limited and usually timetabled. It was
found out that practical training on basic concepts of information technology, some
application programs notably Ms office suit and internet; contextual training of students on
how to use ICT in learning was not in place.
The researcher concluded that introduction to computer application significantly affect
students learning in The Ibarapa Polytechnic, Eruwa. Based on the above, the researcher
recommends that there is need for the Polytechnic to invest more in computers and related
technology. Access to ICT tools should not be limited only in labs and library but expanded
through establishment of ICT resource centre. ICT training should not be limited to Ms
Office suites but rather aim at training students with the contextual skills to use ICT for their
learning.
CHAPTER ONE
INTRODUCTION
1.0 Background of Study
Formal education, training and lifelong learning providers face nowadays a rapidly
changing societal and economic environment. There is an increasing demand to find new
ways to equip teachers, students and workers with the competences and skills they need for
the knowledge-based society and economy. Large parts of the existing workforce need re-
skilling to ensure employability due to rapid technological change and an increasingly
service-oriented economy. In this context, education implies today not only a singular,
computational use of new technologies, but the promotion of engaged peer interactions with a
shared computer activity. The interdependence of communicative interaction, new
technologies, the development of computer applications, the design of computer-based tasks
and focused activity for learners to become critical thinkers and creators of knowledge is a
reality of the new educational model. Universities and other higher education institutions are
highly involved into knowledge creation, diffusion and learning. University’s competitive
ability depends on institution opportunity to share, spread and adapt knowledge as well as it
is created. Modern students will require regular updating of their knowledge, skills and
competences. Therefore, teachers should conscientiously redesign their courses and adopt
new instructional methods and appropriate technologies to fully exploit the benefits of web-
based learning environments, and computer applications in education. Flexible and
innovative teaching and learning based on computer applications will expand and will change
the educational process. Within a knowledge-based society the educators and their
organizations have a changing role, but, in the same time, they need to manage the processes
associated with the creation of their knowledge assets and to benefit from the use of computer
applications. In this respect, the skills and competences needed for the knowledgebased
society and the impact of using computer applications to the teaching and learning processes
are becoming important issues to analyse.
Educational policies increasingly emphasise innovation and organisational change of
educational institutions that are considered necessary to better align education and lifelong
learning with the requirements of the knowledge society. However, new educational
approaches are not easily found and their implementation will be difficult if they require
considerable changes of current educational frameworks and practices. The main reason of
the existence of the educational institutions is to help people to acquire the competences,
knowledge and skills they need as individuals in the political, economic, social and cultural
life of a society.
Teaching is becoming one of the most challenging professions in our society today
where knowledge is expanding so rapidly that modern technologies demand the use of
Information and Communication Technology (ICT). ICT has become within a short time one
of the basic building blocks of a modern society. Many countries now regard understanding
ICT and mastering its basic concepts as part of the core of education (UNESCO, 2002b).
Observers and proponents of ICT suggest that our use of increasingly sophisticated and
enabling technologies will continue, to the extent that technological literacy will become a
basic functional requirement for our work, social and personal lives. The National Council
for Curriculum and Assessment, UK (2004), notes that as the pace of technological
development continues to grow, students today will live in a world where ICT will be
increasingly embedded in their daily lives.
The use of computers in education is not a new phenomenon. In the 1970’s, its
promoters claimed that it would transform and save education (Lockard& Abrams, 1994).
The late 1980’s saw a growing shift towards computer integration which emphasized the
curriculum and not the tool. Its proponents felt that students would learn new skills as they
needed them in order to make the computer work for them. The computer could now be
viewed more as a partner as opposed to a competitor and could be treated in a more natural
manner (Lockard & Abrams, 1994). The 1990’s saw a heightened focus on increasing the use
of computer technology in the classroom. Growing attention and pressure to implement
technology in education is coming from many directions, including parents and the business
sector, not just departments of education. One of the most significant features of the
technological or digital era of much relevance to education is the Internet. Hargittai (1999)
defines the Internet technically and functionally as a worldwide network of computers and
people interacting together.
More and more studies now support the claim that technology has great potential to
provide new kinds of instructional opportunities and to enhance the knowledge and learning
experiences of both the teachers and students (O’Connor & Polin, cited in Fleming-
McCormick, et al., 1995). However, the effect of ICT in teaching and learning is not yet fully
established. Yet the need to prepare students for the information age is a recurring
educational theme worldwide since today’s students are to spend their career life in a very
dynamic technological environment (Mbwesa, 2003).
The theory of Cognitive flexibility suggests that learners grasp the nature of
complexity more readily by being presented with multiple representations of the same
information in different contexts. It emphasizes the ability to spontaneously restructure one's
knowledge in many ways, in adaptive response to radically changing situational demands.
The theory largely concerns itself with transfer of knowledge and skills beyond their initial
learning situation. Skills transfer can be described as learner’s desire to use the knowledge
and skills mastered in the training program on the job (Noe & Schmitt, 1986 in Yamnill &
McLean, 2001). Behavioral change would likely occur for learners who learn the material
presented in training and desire to apply that new knowledge or skills to work activities.
For the teachers and students to use and develop ICT materials that facilitate teaching
and learning they should be in position to demonstrate high cognitive flexibility (Spiro,
Feltovich, Jacobson, & Coulson,1992). This puts emphasis on transfer of learning. Transfer
of learning refers to the extent to which performance in one situation such as multimedia
lesson is reflected in another situation such as working on the job or in a subsequent lesson
(Allessi & Trollip, 2001). Therefore teaching is often a precursor to apply or use that
knowledge in the real world for students in the classrooms.
Learning refers to concerted activity that increases the capacity and willingness of
students to acquire and productively apply new knowledge and skills, to grow, mature and to
adapt successfully to changes and challenges (Warschaure, 1996). Such learning empowers
students to make wise choices, solve problems and break new grounds. Learning certainly
includes academic studies and occupational training through high school and beyond. In this
study, learning will refer to the process whereby learners acquire and master knowledge and
skills imparted in them by the instructor and through interaction with technological tools in
relation to their academic performance, work place preparedness and application of the
acquired skills and knowledge.
1.2 Statement of the problem
Students‟ learning remains central in any academic achievement debate. Computer
application knowledge provides a window of opportunity for students, educational
institutions and other organizations to harness and use technology to complement and support
the teaching and learning process. However, despite the enormous advocacy for need of
computer application knowledge, ICT aided teaching and learning, investment of ICT
equipment to The Ibarapa Polytechnic, Eruwa, the Polytechnic still faces the challenge of
how to transform students learning process to provide students with the skills to function
effectively in this dynamic, information-rich, and continuously changing environment.
The cause of concern is that unless students are well armed with a good knowledge of
computer application, investment in the development of ICT in the Polytechnic is going to be
put to waste and improvement in the quality of teaching and learning is going to be sluggish.
This may make the Polytechnic fail to achieve its mission and to produce graduates lacking
computer application knowledge and yet are to face a world of work which is increasingly
reliant on ICT aided generation and dissemination of knowledge. In view of this discrepancy,
there is need to examine the particular benefits of Computer application as well as the effects
of availability, accessibility and user-ability of ICT resources on Mass Communication
students learning in The Ibarapa Polytechnic, Eruwa.
1.3 Aims and Objectives
The main purpose of the study is to identify the benefits of computer application on students
learning using mass communication students of the Ibarapa Polytechnic, Eruwa as a study.
The specific objectives were:
5) To examine the benefits of computer application on students learning.
6) To examine the effect of introduction to computer application on learning on Mass
Communication Students of the Ibarapa Polytechnic, Eruwa
7) To examine the availability of ICT resources in the study of computer application
8) 4) To assess the effect of the accessibility of ICT resources on student’s learning in The
Research Questions
5) How beneficial is Computer Applications to students learning
6) What are the effects of introduction to computer application to students
7) To what extent are ICT resources available in assisting in the study of computer
application?
8) How functional are the available ICT resources in the study of computer application?
1.5 Research hypothesis

The study was guided by the following hypothesis:
1. Introduction to computer application have benefits on students learning
2. Availability of ICT has effect on students’ learning.
3. Accessibility of ICT resources affects students’ learning.

4. User-ability of ICT resources affects student’s learning.
1.6 Scope
The study on the benefits of introduction to computer application on students learning was
carried out in The Ibarapa Polytechnic, Eruwa, Oyo State. The study specifically sought to
determine the effects of the introduction to computer application on students learning.
availability, accessibility and user-ability of ICT resources on students learning in The
1.7 Significance
The study should be of great importance to the policy makers and Polytechnic administrators
of The Ibarapa Polytechnic, Eruwa helping them to appreciate the usefulness of computer
application on students learning so as to come up with policies that promote computer
application on students learning.
The findings and recommendations of the study should be of importance to The Ibarapa
Polytechnic, Eruwa lecturers and other lecturers of higher institution of learning on the
benefit of computer application to aid learning.
The researcher hopes that result of the study may be useful to future researchers with interest
in examining further the benefits of computer application on students learning. This should
lead to the generation of new ideas for the better implementation of the introduction of
computer appreciation into learning process.
CHAPTER TWO
LITERATURE REVIEW
2.1 Theoretical Review
The research was based on the theory of Cognitive Flexibility (Spiro, et al, 1992),
emphasized by Kirkpatrick’s four levels of evaluation (Kirkpatrick, 1994). Kirkpatrick
emphasizes reactions, learning, transfer and results. Level one is reactions and just as the
word implies, learning at this level measures how participants in a training program react to
it. It attempts to answer questions regarding the participants' perceptions - did they like it?,
was the material relevant to their work?. In addition, the participants' reactions have
important consequences for learning (level two), although a positive reaction does not
guarantee learning; a negative reaction almost certainly reduces its possibility (Winfrey,
1999).
At level two, teaching moves beyond learner satisfaction and attempts to assess the
extent to which students have advanced in skills, knowledge, and attitude to determine the
amount of learning that has occurred. Level three is transfer; this level looks at the transfer
that has occurred in learners' behavior due to the teaching program. Teaching at this level
attempts to answer the question - are the newly acquired skills, knowledge, or attitude ready
to be used in the everyday environment of the learner? Cognitive Flexibility means the ability
to spontaneously restructure one's knowledge in many ways, in adaptive response to radically
changing situational demands. The Theory largely concerns with transfer of knowledge and
skills beyond their initial learning situation. Skills transfer can be described as students desire
to use the knowledge and skills mastered in the training program on the job (Noe & Schmitt,
1986 in Yamnill & McLean, 2001). Behavioral change would likely occur for students who
learn the material presented in training and desire to apply that new knowledge or skills to
work activities. Two different types of transfer have been proposed, near transfer and far
transfer. Near transfer is applying the learnt information or skills in a new environment that is
very like the original one. Teachers need to design ICT instruction that teaches the steps of a
task that are always applied in the same order. The advantage of this is that the skills and
knowledge are easier to train and transfer of learning is usually a success.
Far transfer is being able to use learned knowledge or skills in very different
environments (Allessi and Trollip, 2001). With far transfer teachers need to design ICT
instruction where learners are trained to adapt guidelines to changing situations or
environments. Thus once the skills and knowledge are acquired, the learner is able to make
judgments and adapt to different situations. This is most ideal for the dynamic ICT evolution
in the world today. To support the degree of transfer of knowledge desired, it is important to
understand that it is every learners wish to apply the trained skills acquired in doing their
work. But this applies only when the learner acknowledges the relevancy of the skills to
his/her nature of work expected of him in the field. Level four is results, frequently thought of
as the bottom line, this level looks at the success of the program in terms that managers and
executives can understand -increased production, improved quality, reduced frequency of
accidents, increased enrollment, and even higher profits or return on investment.
According to Holton 1996 (in Yamnill and McLean, 2001), one cause of failure to
transfer is that sometimes the training rarely provides for transfer of learning. That is,
cognitive learning may well occur, but program participants may not have an opportunity to
practice the training in a job context or may not be taught how to apply their knowledge on
the job. So the training itself can have a direct influence on transfer of trained skills.
Impact of using computer applications on teaching and learning Management The
process of teaching and learning Management is a very complex one because the students
need to develop different skills related to psychology, communication, critical thinking,
economic and social thinking, decision making etc. One significant pedagogical approach
gaining credence through research and classroom practice is students’ collaborative
engagement with problem-solving, computer-based tasks for more effective learning. [1] This
study is the result of some years of personal experience in teaching Management for
Romanian students and using computer applications in class in order to develop the skills that
students need for their further activities in the knowledge-based society. This study was
conducted in order to reveal which is the impact of using computer applications within the
teaching and learning processes. The impact of using computer applications in teaching and
learning Management is important for the improvement of the process. The methods used in
this study were personal observation and questionnaire. One of the findings of this study is
that the two methods used did not always lead to the same conclusions, meaning that the
students’ perception and teacher’ perception related to the use of computer applications is
sometimes different. Therefore, the results of the two methods used have been correlated in
order to determine the impact of using computer applications within both teaching and
learning processes. The study revealed that the use of computer applications within teaching
and learning of Management could have positive effects, on one hand, and negative effects,
on the other hand.
The main positive effects of using computer applications for teaching and learning
Management, as they are perceived by the students and teachers, are the following:
• Using computer applications increases the students’ motivation for learning Management;
• This method for teaching and learning Management catch the attention of the students and
increase their interest for learning Management;
• Using computer applications lead to the development of students’ skills;
• Using computer applications develops the students’ process of thinking critically;
• Using computer applications creates the opportunity for students to be active in class, and
not passive;
• Using computer applications creates the opportunity for students to solve different case
studies, to change the variables in these case studies and to see the results of these changes;
• Using computer applications prepares the students for the knowledge-based society and
economy which cannot be understood nowadays without computers in our day-to-day life;
• Using computer applications contributes to the students’ engagement in the process of
learning Management. There are some characteristics of the computer applications that
contribute to the engagement of the students in the process of learning. The use of computer
applications in the process of teaching and learning Management is showing to the students
some experiences where they acquire not only technological proficiency but also balance
between their design abilities and depth of knowledge. Teachers should focus their efforts to
ensure that students are given opportunities to work collaboratively with electronic
knowledge-creation tools in their learning process to enhance their learning. When students
are encouraged to externalise their mental schemas and clearly communicate their
understanding of the interconnectedness of ideas verbally and graphically, then student-
designers are effectively engaged in productive, reflective, creative techno-literate practices.
2.2 Conceptual framework
The presence and use of the ICT resources by the students and lecturers provides an
avenue of interaction. These interactions provide feedback which acts as a reinforcer towards
the learning process. Multimedia applications like games, drills, animation and other
graphical applications provides practices that take the form of questions (stimulus) and
answers (response) frames which exposes the students to the subject in gradual steps
consequently generating more interest in the subject matter which in the long run affects their
academic performance and gives them the desire to try and use these acquired knowledge in a
different setting.
2.3.1 Availability of ICT resources and Student’s learning
For teachers and their students, the availability of modern computers, peripherals,
networking and resources within an increasingly diverse range of technologies is an essential
part of learning and teaching in the 21st century. ICT constitutes an input in the student
learning process that should help produce better learning output. The availability of ICT
resources can enhance learning by making education less dependent on differing teacher
quality and by making education available at home throughout the day (Mbwesa, 2002).
Bonnet (1997) argues that the use of ICT can positively transmit knowledge to students.
Furthermore, the availability and use of ICT can help students exploit enormous possibilities
for acquiring information for schooling purposes and can increase learning through
communication (Riel, 1998).
According to the Swedish National Agency for School Improvement (2008), ICT
provide a positive impact on learning and student performance when it becomes an integrated
element in the classroom and teaching. Bonnet (1997) argues that the availability of visual
digital technology (such as animation, simulation and moving images) involves students and
reinforces conceptual understanding. ICT use also encourages development from a teacher-
focused or teacher-led model to a more student-focused model in which students work
together, make their own decisions and take an active role in learning (Swedish National
Association for School Improvement, 2008).
Davis (2000) asserts that increased availability of ICT is especially useful for students
who suffer from learning disabilities since ICT use allows teachers to prepare suitable tasks
for individual needs and each individual more effectively. However, authors like Cox (1999)
believe that allowing certain students to use computers distracts them from focusing on the
task at hand.
Central to the argument of availability are the issues of whether or not the teachers
and students have ample and convenient access to computers and their accessories let alone
the software that is necessitated in the context of their day-to-day research, collaboration,
teaching and student evaluation (Fabry, et al., 1997). Furthermore, students and teachers
should have confidence in these facilities, which is in turn reliant on the facilities‟ reliability
or degree to which the teachers and students are sure that they will have access to them at all
expected times and utilise them predictably to the betterment of their academic work, an issue
on which consensus is enormous as is clear from ICT in education scholars like Russell
(1997), Ross (1997), Guha (2000), Mumtaz (2000) and Pelgrum (2001).
The lesson here is that computers are but a subset of the information communication
technology facilities necessitated in schools and that even then, they have to be furnished
with quality accessories, installed with appropriate software and linked to necessary networks
to allow access to rich resources beyond the school rather than serve as a resource for minor
typesetting and other word processing activities. Whilst the above studies attempted generally
to explain how the availability of ICT affects learning, it does not look at how particular ICT
tools clearly affects students learning.
2.3.2 Accessibility of ICT resources and students learning

Effective integration of ICT in schools would call for a whole institution to be networked to
ensure access to multimedia and learning- rich resources via the school's Intranet and the
Internet wherever students and teachers are, in or out of school. The computer labs and
classroom computers need to be sufficient in number to allow ready access by students and
staff in most subjects across the school. A wide range of peripheral and remote working
devices, including video-conferencing, is provided and integrated into the curriculum. Large
and small group presentation facilities are readily available (school net Africa, 2004). Despite
the above desired situation, most Institutions in Africa face barriers to effective integration of
ICT in the teaching and learning process; limited infrastructure in terms of satisfactory
physical conditions of laboratories and the subsequent accessibility of the resources (ICT) to
the learners (Singh, 1993).
Many commercial and academic developers of educational multimedia have focused
primarily on information access and presentation (Singh, 1993). However, it is easy to see
that multimedia has tremendous potential to enhance the vividness with which information
can be presented and ease with which it can be accessed, the main barriers to learning are not
generally that appropriate information is difficult to access or badly presented. The problem
has more to do with that information (Shank & Kass, 1996).
Accessibility and use of ICT allows students to investigate more thoroughly the real
world (Reginald Grégoire inc., Bracewell & Laferriére, 1996; Riel, 1998). They can more
readily access information sources outside the classroom and can use tools to analyze and
interpret such information. Information may be accessed through online systems or through
data logging systems (Riel, 1998). The technologies allow them to receive feedback, refine
their understanding, build new knowledge and transfer from school to non-school settings
(Committee on Developments in the Science of Learning, 2000). In the past this has been
difficult to provide in schools due to logistical constraints and the amount of material to be
covered all of which can now be addressed with ICT. What can be learned is broadened and
deepened (Réginald Grégoire inc. et al., 1996).
Barriers, associated with ICT integration that fall within the physical realm are
beyond the direct control of the teacher (Loveless, 1996). These barriers centers around
accessibility and infrastructure and include decisions about purchasing, locations of wiring
drops, and decisions regarding the placement of computers in centralized labs verses
placement of computer pods in classrooms. Placing computers in centralized labs may
provide students with equitable and efficient exposure to technology but severely limit the
technology‟s accessibility for classroom instruction (Loveless, 1996). Labs deny teachers the
flexibility of deciding when technology should be incorporated into instruction and may send
the message to students that computers are not central to learning or the activities in their
classrooms. In addition, physical limitations of the classroom including size and location of
desks, often limit choices of room arrangement and do not provide the space that is necessary
to add pods of computers to be used as technology centres.
The researcher agrees with the developers of Makerere Polytechnic ICT policy 2002,
that overall, governments and training institutions seem to recognize the importance of
introducing ICT in education and training. Much as students and staff need training on a
continuous basis with modern requisite skills to fully exploit the ICT environment in their
different functions (Makerere Polytechnic ICT Policy, 2002), awareness skills only may not
be sufficient enough but rather continuous accessibility to ICT resources would do much
better. Continuous access to computers helps teachers feel more secure in their ICT use
during lessons and gives them the courage to experiment more and thus helps them integrate
ICT into lessons effectively. Many studies also indicate that the impact on learning will
increase over time as teachers and students become more experienced in continued practice
on using computers (Swedish National Association for School Improvement, 2008).
Dewey (1989) argues that information that is accessed but never put to use during that
process, may be difficult to retrieve and use when need arises in the real world. Equal
attention must be paid to ensuring that the technology is actually being used by the target
learners and in ways that truly serve their needs (Salomon, 1994). Whereas the above studies
looked at the accessibility of ICT resources in institutions of learning, key information in
regards to access points like library, laboratory, and halls of residence were not explored and
the frequency of access by the students and staff was never looked at.
2.3.3 User-ability of ICT resources and student’s learning

Teaching is becoming one of the most challenging professions in our society where
knowledge is expanding rapidly and much of it is available to students as well as teachers at
the same time. Modern developments of innovative technologies have provided new
possibilities to teaching professions, but at the same time have placed more demands on
teachers and students to use these new technologies in the teaching and learning process
(Jung, 2005).
Owing to the above, there is widespread change across the world to infuse ICT into
education. Recent research by British Education Communication and Technology Agency
(BECTA) has highlighted user-ability of ICT resources as one of the five key pillars of
successful integration of ICT in schools (National Council for Curicullum and Assesment
UK, 2004). In developed countries, teachers are fully using ICT in all aspects of their
professional life to improve their own learning and the learning of their students (Davis,
2000). They use ICT to assist students assess their own learning in completing specific
personal projects. It is natural for teachers to collaborate with other colleagues in sharing
experiences to solve problems. ICT becomes a stimulus for exciting new teaching and
learning opportunities (UNESCO, 2002a).
It is the skill and attitude of the students and teachers that determines the effectiveness
of technology integration into the curriculum (Bitner & Bitner, 2002). Once teachers and
students developed skills, they could begin to find ways to integrate technology into the
teaching and learning process and demonstrate its use to others. If learning was the impetus
that drove the use of technology in the school, teachers and students could be partners in the
learning process, altering traditional paradigms of the teacher providing wisdom and the
student absorbing knowledge. Motivation to endure the frustration and turmoil of the process
of change needed to be intrinsic.
Newhouse (2002) and Loveless (2002) notes that ICT if used positively enhances
learning processes and outcomes. Findings assert that both the learning environment and
curriculum pedagogy and content are central to the effective use of ICT. However, teachers
and students need to be confident in their subject knowledge as well as in basic ICT literacy‟s
so that they can effectively integrate ICT into teaching and learning programmes. A large
number of studies have found that students are often more engaged and motivated to learn
when using relevant ICT to support specific intentional learning.
What students generally do on the way to becoming computer literate is how to
memorize the components of ICT and their functions. It is a mistake to believe that if
students can memorize the hardware parts and software then they will understand and be able
to use them. Learners do not acquire a repertoire of learning strategies for successfully
accomplishing different kinds of learning tasks. Too often, they apply a memorization
strategy and when that fails to work they lack alternative strategies to employ. This is
especially problematic with ICT, for which memorization strategies simply do not work
(Jonassen, 2000). The researcher believes that the most pandemic, yet most insidious, cause
for underachievement in ICT is lower expectations on the part of lecturers, which reduces
expectations of students and the entire educational system.
According to Laurillard (1994), there is a persistent discrepancy between the questions asked
of evaluation studies in new technology, and the conclusions they come to. In a research into
ICT
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter shows how the research was carried out. It discusses the research design,
population, sampling strategies, data collection instruments, data quality control, research
procedure and the data analysis techniques employed in the study.
3.1 Research Design
The study employed a cross-sectional research design. Cross-sectional design allowed for the
study of the population at one specific time and the difference between the individual groups
within the population to be compared. It also provided for the examination of the co-
relationship between ICT and students learning in the context of The Ibarapa Polytechnic,
Eruwa seeking the views of the students and lecturers. The choice of this design was
dependent on the nature of the study variables.
3.2 Population
The study was carried out among undergraduate students of The Ibarapa Polytechnic, Eruwa
to find out the effect of ICT on their learning. The Polytechnic had a total of 166 staff of
which 40 are administrative, 56 support and 70 academic staff, with a total student enrolment
of about 1007.The students were considered the true representative population and they came
from the different faculties, and schools within the Polytechnic. Lecturers and administrators
also formed part of the study because of their roles in the teaching and learning process in the
Polytechnic.
3.3 Sample Selection

The study was conducted in The Ibarapa Polytechnic, Eruwa. A sample of 275 respondents
was targeted with the guide of a Table for sample selection from Sekaran (2003) Tables of
sample. The categories and size of the respondents that took part in the study are herein
presented in Table 3.1
Table1: Sample selection and categories of respondent involved
Categories Number Sample Percentage
Students 1007 249 90.1%
Lecturers 70 17 6.3%
Administrators 40 9 3.6%
Total 1117 275 100.0%
3.7 Procedure for Data collection
The researcher sought appointments from Heads of departments and students from different
departments of the Polytechnic for interviews. Respondents filled the questionnaires while
the researcher conducted observation. The objectives and purpose of the study was explained
to the respondents. The assistance of course mate was employed to help the researcher in data
collection.
3.8 Data collection techniques
The questionnaires were administered to the students during classes and at their free time by
the researcher. Those students who could fill them there and then were welcomed but those
who opted for more time were granted a week period to return the filled questionnaires to the
researcher. The lecturer’s questionnaires were administered and collected after a week. This
technique enabled the researcher to approach many respondents more easily.
Interview schedules were set up with administrators who made appointment dates of
convenience for the interviews. Guideline questions (Appendix C) guided the interview
process and made sure that all the relevant questions were covered. Through the face to face
exchange of words in personal interviews with the deans of faculties, and heads of
departments, the researcher was able to get what was not mentioned by the students.
The researcher carried out observation of the Polytechnic visiting the five faculties and
library monitoring student‟s reaction to technology. With the guide of a check list, the
researcher could tick as well as write down key features of the observation.
3.9 Data analysis
Data collected was mainly presented by use of quantitative methods. Data from the open
ended questions and interviews were analyzed by indicating the magnitude of responses.
Expressions like the bigger number, the least number, to a large extent, to a small extent,
most respondents‟ comments and the majority of respondents were applied. In some cases
respondents‟ comments were directly quoted. The responses from the structured questions
were computed into frequency counts and percentages, charts. It was summarized and
tabulated for easy presentation, assessment, analysis and interpretation. Data from the open
ended questions enriched output from the closed ended questions and information from the
documentary sources and interviews helped to bring out concrete evidence in the data
analyzed. Hypotheses were then tested with the use of Pearson Correlation techniques.
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS

4.0. Introduction
This study aimed at assessing the effects of ICT on students‟ learning: a case of The Ibarapa
Polytechnic, Eruwa. The focus was on three independent variables, namely: availability,
accessibility and user-ability of ICT resources and how these affect students‟ learning. In
order to accomplish the above, three hypotheses were formulated and the results are
presented in this chapter. The chapter is divided into three sections, namely: section one deals
with the demographic characteristics of respondents, section two presents the descriptive
statistics of the items relating to particular objectives and section three presents the study‟s
findings according to the hypotheses cited in chapter one.
In the study, a total number of 249 students and 17 lecturers were sampled giving a total of
266 questionnaires that were distributed. A total of 175 (65.7%) fully completed
questionnaires were returned of which 164 (65.8%) and 11 (64.7%) were filled by students
and lecturers respectively. This gave a response rate of 65.7% as illustrated in Table 4.1
below:
Table 4.1: Questionnaire return rate

Respondent Number issued Number Percentage
category out returned
Students 249 164 65.8%
Lecturers 17 11 64.7%
Total 266 175 65.7%
Information obtained was analyzed in terms of tables of frequencies, percentages and graphs.
Responses from interviews and discussions with administrative staff were used to supplement
responses from the closed ended questionnaires. The response rate was considered reasonable
because at least more than 50% of the targeted respondents participated in the study. The
researcher felt that the views expressed in the report is therefore representative of the target
population.
4.1: Section one: Background information of respondents

4.1.1: Demographic Characteristics
The demographic characteristic illustrates the distribution of respondents‟ categories in
relation to Age, Gender, Year of study, Designation and Duration of service in the
Polytechnic as described in Table 4.2, and 4.3:
Table 4.2: Distribution of respondents according to Gender, Age and Year of study
Attributes Category Count Percentage
Gender Male 114 69.5%
Female 50 30.5%
Total 164 100.0%
Age <21 years 14 8.5%
21-25 years 105 64.0%
26-30 years 34 20.7%
Above 30 years 11 6.7%
Total 164 100.0%
First 31 18.9%
Second 72 43.9%
Year of Study Third 57 34.8%
Fourth 2 1.2%
Fifth 2 1.2%
Total 164 100.0%
Faculty/Institutes Agriculture and 32 19.5%
Environment
Business and 41 25.0%
Development Studies
Education and 56 34.1%
Humanities
Computer Science and 28 17.1%
Information Technology
Medicine 7 4.3%
164 100%
The findings in Table 4.2 show that most of the respondents (114, 69.5%) were males
while only 50 (30.5%) of them were females. This scenario is associated with the fact that, in
the area were this study was conducted, female education is still low and this was clearly
translating in their enrolment at Polytechnic level. This is further supported by the National
Council of Higher Education (NCHE, 2005) which shows higher enrolment among male than
female students in Uganda‟s public universities.
From Table 4.2, it can also be noted that majority of the respondents (64%) were aged
between 21-25 years. This is associated with the fact that the greater sections of the
Polytechnic population are direct entrants from A- level. About 20.7% and 6.7% were aged
between 26-30 years and above 30 years respectively. This forms the bulk of students who
enroll for weekend programs and they are mainly people of working classes.
With regards to year of studies, a total of 72 (43.9%) respondents were in second, 57 (34.8%)
in third and about 31(18.9%) in first year. This shows that the majority of the respondents
were either in the middle or final year of their studies - a stage which is crucial in the
preparation for the employment world and also expected to have had sufficient exposure to
ICTs at the Polytechnic.
The researcher inquired into the designation and duration of service of the lecturer
respondents in the Polytechnic. This was intended to ascertain the respondents‟ level of
responsibilities and seniority in both the decision making processes and the teaching and
learning process. The data is as presented in Table 4.3:
Table 4.3: Distribution of respondents’ according to designation and duration of

service.
CountPercentage
Designation Senior Lecturer 4 18.2%
Teaching assistant 9 81.8%
Total 11 100.0%
Duration of service in <2 years 1 9.1%
the Polytechnic 2-5 years 9 81.8%
> 3 years 1 9.1%
Total 11 100.0%
The findings from Table 4.3 shows that majority (81.8%) of the teaching staff were Teaching
Assistants. This partly was due to the fact that the Polytechnic is still young and trying to
train and recruit junior staff to develop and grow through its ranks. About 18.2% were senior
lecturers implying they were more senior in terms of qualification and experience than their
teaching assistants counterparts. The above is also supported by the duration of service of
which the majority (81.8%) of the respondents have spent between 2-3 years of teaching in
the Polytechnic.
About 9.1% of the respondents have spent less than two years and an equally small
number of 9.1% have spent more than three years teaching in the Polytechnic. The teaching
staff are considered central in this study because they are directly involved in the teaching
and learning process using ICT.
4.2. Section two: Description of respondents’ opinions in relation to the independent

variable
In this section, descriptions of respondents‟ opinions per the items of the questionnaire
relating to the objectives of the study are presented. Respondents were requested to react to
the items by ticking (checking) the option that best described their opinions on a Likert scale
ranging from Strongly Disagree to Strongly Agree or available, not sure and fairly available.
4.2.1. Respondents’ opinion on the availability of ICT resources
Several items in the questionnaire were presented to the respondents to rate their availability
and the findings are shown in Table 4.4:
Table 4.4: Distribution of respondents’ by opinion on the availability of ICT resources
ICT Resources Status Freq Percent
Computers/PC in classroom Not sure 125 71.4%
Fairly available 26 14.9%
Available 24 13.7%
Total 175 100.0%
Internet & E-mail Not sure 100 57.1%
Available 25 14.3%
Total 175 100.0%
Television set Not sure 72 41.1%
Available 34 19.4%
Total 175 100.0%
Projector Not sure 40 22.9%
Available 53 30.3%
Total 175 100.0%
Software Not sure 52 31.9%
Available 35 21.5%
Total 163 100.0%
Computer laboratory Not sure 16 9.1%
Available 71 40.6%
Total 175 100.0%
Video conferencing equipments Not sure 130 74.3%
Available 14 8.0%
Total 175 100.0%
As seen in Table 4.4, computers in classroom seems to be one of the major concerns in The
Ibarapa Polytechnic, Eruwa. This is depicted by majority (71.4%) of respondents who
asserted that they were not sure of the presence of PCs in the class room. About 14.9%
responded that PCs are fairly available in the class room, while only a small number of
respondents (13.7%) consented to the presence of ICT resources in classroom/lecture rooms.
The above findings suggests that the general presence of computers in the lecture rooms in
The Ibarapa Polytechnic, Eruwa is still wanting which directly hinders full integration of ICT
in the teaching and learning process as students do not have access to new and different types
of productive information. Thus, the process of learning in the class room can become
significantly poorer as students do not have access to new and different types of information.
The findings from Table 4.4 also reveal that majority (57.1%) of the respondents were not
sure of the availability of internet connectivity in the Polytechnic. About 28.6% of the
respondents stated that internet connectivity is fairly available at the Polytechnic. Only a
small number 14.3% of respondents cited that internet connection were available. Following
a discussion with the administrators, it was revealed that the Polytechnic has not had internet
connection for a very long time majorly because of financial constraint in regards to internet
subscription thus the difficulty for the students and lecturers to use the internet to access web
based learning resources like online journals and general information for research and
creation of knowledge.
Table 4.4 also reveal that television set as a tool for learning in the Polytechnic was lacking
with a majority (72 ,41%) of respondents responding that they are not sure, about 69 (39.4%)
consented it was fairly available while a small number (34,19.4%) of respondents said TV
was available. The researcher‟s discussion with the students exposes that the Polytechnic has
only two TV sets on campus and these are mainly used for students‟ entertainment rather
than for academic purposes. This suggests that, the Polytechnic doesn‟t utilize Television as
a learning tool and as such important television based educative programs like national
geographical channel, discoveries etc which may be very useful source of information for the
students are missed out.
Table 4.4 further show that projectors for presentation of course materials were
present in the Polytechnic as supported by a majority (82, 46.9%) of respondents who
acknowledged it is fairly available. About 53 (30.3%) responded that projectors are available
while only 40 (22.9%) respondents were not sure. During the process of data collection, the
researcher saw several students of Information Technology using the projector to present
their course works. Besides, discussion with the students revealed that the class coordinators
are responsible for picking and connecting the projector both for teachers and students use.
The above finding shows that projector for presentation of student‟s course materials and
teaching were relatively available in the Polytechnic, besides one projector can serve a whole
class at once.
From Table 4.4, majority (88, 50.3%) of the respondents responded that computer
laboratories in the Polytechnic were fairly available, closely supported by 71 (40.6%)
respondents who consented that computer laboratories were generally available. A small
number (16, 9.1%) of respondents were not sure of the availability of computer laboratory in
the Polytechnic. In the open ended questionnaire, the students noted that there is a good
computer laboratory in the faculty of computer science; they however echoed the difficulty to
get easy access to computers for use especially for the non IT classes. They also said that
some computers did not have all programs they could use and others were faulty. This
suggests that though limited in number, computer laboratories in the Polytechnic are
available. The biggest challenge being that students should compete to access the laboratories
which competition may hinder their interest in accessing and using the laboratories.
Table 4.4 also reveals that video conferencing equipment in the Polytechnic is still
lacking as supported by a majority of respondents (130, 74.3%) consenting that they are not
sure. About 31(17.7%) respondents said it is fairly available, while a small number (14,
8.0%) of respondents said it is available. The discussion with the administrators revealed that
it is true the Polytechnic does not have and use video conferencing equipments because it
called for bigger network band widths which the Polytechnic could not afford said dean
faculty of Education and Humanities.
4.2.1.1: Respondents’ opinions on adequacy of ICT resources

One of the major factors affecting integration of ICT in education is the adequacy of the ICT
tools. If the available ICT resources are not adequate enough for both the students and
lecturers, full utilization of these tools may never be realized. In view of this, respondents
were requested to rate the adequacy of ICT resources and the findings are presented in Table
4.5:
Table 4.5: Distribution of respondents with their opinions on adequacy of ICT resources
ICT Resources Status Freq Percent
Computers/PC in classroom Inadequate 114 65.5%
Fairly adequate 49 28.1%
Adequate 11 6.3%
Total 174 100.0%
Internet & E-mail Inadequate 105 60.0%
Adequate 21 12.0%
Total 175 100.0%
Television set Inadequate 96 55.5%
Adequate 18 10.4%
Total 173 100.0%
Projector Inadequate 68 38.9%
Adequate 25 14.3%
Total 175 100.0%
Software Inadequate 85 48.6%
Adequate 23 13.1%
Total 175 100.0%
Computer laboratory Inadequate 100 57.1%
Adequate 32 18.3%
Total 175 100.0%
Video conferencing equipments Inadequate 133 76.4%
Adequate 8 4.6%
Total 174 100.0%
From Table 4.5, one of the major aspects affecting integration of ICT in learning in
the Polytechnic is the inadequacy of computers in the classroom which was cited by a
majority of respondents (65.5%). This was closely followed by at least 105 (60%) of the
respondents who cited inadequacy of internet services in the Polytechnic. About 49 (28.1%)
of the respondents said computers in classroom was fairly adequate and about the same
number 49 (28.1%) responded to internet services as fairly adequate. A small number of
respondents (21, 12.0%) said internet service was generally adequate in the Polytechnic. This
suggests that computers in the classroom were inadequate and in some faculties nonexistent
and lacking internet connection. With the increasingly growing student population in the
Polytechnic, the students and the teaching staff all have to use the available computers and
internet services in turn which time of use may never be sufficient to carry out constructive
academic work like searching for information, online course among others.
From Table 4.5, projectors for learning purposes was seen as fairly adequate supported by a
majority (82, 46.9%) of respondents while 68 (38.9%) respondents said projectors were not
adequate. This implies that students can fairly have projectors for academic purpose, since
one projector can serve the whole class at once.
Table 4.5 also shows that the majority (100, 57.1%) of respondents responded that computer
laboratories are in adequate. About 43 (24.6%) respondents said that they are fairly adequate,
while a small number (32, 18.3%) of respondents acknowledge they are adequate. This
finding reveal that where as computer laboratories do exist in the Polytechnic, several
faculties do not have their own computer laboratories, priority is always given to students of
computer science and Information Technology but not students from other courses which
frustrate them in their effort to use ICT for their learning purposes.
Table 4.5 further shows that majority (133, 76.4%) of the respondents responded to video
conferencing equipment as being inadequate in the Polytechnic. This is supported by the
views of the administrators who concurred that such equipments do not even exist in the
Polytechnic which means that they are never used in the Polytechnic for the teaching and
learning process. The finding suggest that distance education so often supported by video
conferencing to link up participants in learning centres and help facilitate instruction, provide
distant learners with a host of resources and access to content providers, teachers, librarians
and more is not catered for.
4.2.2. Respondents’ opinions on accessibility of ICT resources

The respondents were asked how often they access ICT resources in various locations in the
Polytechnic and the results are given in Table 4.6:
Table 4.6: Distribution of respondents by opinions on accessibility of ICT resources
ICT resources location Category Response Freq Percent
Library Never at all 41 23.4%
Not sure 8 4.6%
Some times 107 61.1%
Always 19 10.9%
Total 175 100.0%
Computer lab Never at all 10 5.7%
Not sure 9 5.2%
Some times 104 59.8%
Always 51 29.3%
Total 174 100.0%
Lecture rooms Never at all 75 43.1%
Not sure 3 1.7%
Some times 50 28.7%
Always 46 26.4%
Total 174 100.0%
Resource centre Never at all 70 40.2%
Not sure 38 21.8%
Some times 54 31.0%
Always 12 6.9%
Total 174 100.0%
Halls of residence Never at all 117 67.2%
Not sure 13 7.5%
Some times 28 16.1%
Always 16 9.2%
Total 174 100.0%
Internet kiosk Never at all 65 37.4%
Not sure 20 11.5%
Some times 67 38.5%
Always 22 12.6%
Total 174 100.0%
Table 4.6 shows that the Polytechnic library and computer laboratory are the most
popular places for students to access ICT for general use notably 29.3% of the students
always accessed ICT resources in the computer laboratory and 59.8% of the respondents
accepted that sometimes they do access ICT resources in the computer laboratory. This result
is echoed by a majority (61.1%) of respondents responding to sometimes accessing ICT from
the library. The researcher‟s discussion with some respondents revealed that this access was
not frequent. This was further confirmed by the Dean Faculty of Education who asserted that
access to the few computer laboratories for non IT students was dependent on the laboratory
being free which is not frequent. Only 5.2% of the respondents were not sure, yet 5.7%
responded that they never accessed any kind of ICT resources in the computer laboratory.
This suggests that restricted access to ICT facilities in both the Computer laboratory and
library tends to deny students exploration of ICT resources for acquisition of information, and
knowledge necessary for their academic pursuits.
Results from Table 4.6 indicates that only 26.4% of the respondents claimed to
always access ICT resources in the lecture rooms, about 28.7% responded that sometimes
they access ICT resources in the lecture rooms. A small number (1.7%) of the respondents
were unsure of any existence of ICT resources in the lecture rooms, while majority (43.1%)
of the respondents responded that they never access any ICT resources in the lecture room.
The findings reveal that access to ICT resources in the lecture rooms is still limited and if the
lecture room is a typical learning environment, then access to ICT resources should be
improved to allow both student‟s and lecturer‟s access to and production of, resource
materials associated with the processes of learning and teaching.
Responses as to how often students access ICT resources from resources centres were as
follows; At least 6.9% of the respondents said that they always access ICT resources from the
resource centres. About 31.0% said that sometimes they access ICT resources from the
resources centres and 21.8% of the respondents were unsure. Majority of the respondents
(40.2%) said that they never accessed any ICT resources from the resource centres. The
above response revealed to the researcher that students and lecturers were not aware of ICT
resource centers meaning that the Polytechnic did not have ICT resource centres were
students go for research and practice on various ICT application. Even during the data
collection process and observation, the researcher did not identify any resource centre in the
Polytechnic.
From Table 4.6, only 9.2% of the respondents consented that they always access ICT
resources in the hall of residence, while 16.1% of them said sometimes and 7.5% of the
respondents were unsure. Majority of the respondents (67.2%) never accessed any ICT
resources from the hall of residence. The researcher„s discussion with some students revealed
that most students are non-residents coming from their homes. But even those who are
accommodated in the hostels affiliated to the Polytechnic said that the internet access points
were in place but you have to pay to access it. The finding suggests that the students are
limited in their access to ICT resources from their various places of residence hindering their
use of these facilities for communication and searching for information which duly affects
their learning.
Results from Table 4.6 further show that very few students (12.6%) always accessed ICT
resources in internet kiosk. But a good number (38.5%) of them agreed that sometimes they
accessed ICT resources in the internet kiosk. Only 11.5% were unsure and quite a number
(37.4%) articulated that they never accessed ICT resources in the kiosks. The students
mentioned that it is very expensive to go to commercial internet kiosk and this cost seems to
hinder student‟s ready access of ICT resources for communication and learning purposes.
Beside, the researcher observed that the Polytechnic does not have an internet kiosk where
students could access internet services for free.
4.2.2.1. Challenges affecting students' accessibility of ICT resources
The respondents were asked to give their views on the challenges affecting students in
accessing ICT resources and their response are illustrated in Figure 2:
Fig 2: Distribution of respondents by their views on the challenges affecting students’

accessibility of ICT resources
From Fig 2, the findings in the open ended question revealed that few ICT resources in the
Polytechnic remains the most serious challenge affecting accessibility of ICT facilities in the
Polytechnic as a majority of respondents (61%) expressed. The respondents stated that
students are given limited time to practice since the computer laboratory are always competed
for by students from the different faculties. Since most faculties in the Polytechnic do not
have computer laboratories, priority is always given to the students of computer science and
information Technology. This is further supported by 10% of the respondents who consented
that limited access to the computer laboratory remains the biggest challenge of accessing ICT
in the Polytechnic. As a result, students continually have limited access and use computers
for their academic purposes.
The results in figure 2, also revealed that financial constraints on the part of the Polytechnic
as one of the major challenge to accessibility of ICT resources. One respondent exclaimed
that ‘The Ibarapa Polytechnic, Eruwa is still a young Polytechnic, finances cannot allow it to
meet all its demands and computers in the lecture rooms are secondary’. Sentiments of this
nature have made students not to realize the place of ICT in their education. The researchers
discussion with the administrators reveals the need for increament in ICT facilitation so as to
increase on the number of technology accessories in the Polytechnic.
About 7% and 6% of respondent looked at unreliable internet and poor management
respectively as challenges affecting accessibility while 3% thinks its power load shedding.
The above findings reveal that accessibility of computers still remains a very serious
hindrance to the students to engage the various technological tools to improve on their
learning.
4.2.2. User-ability of ICT resources and students learning
Respondents were requested to rate their knowledge and skills in the various ICT tools. In
Table 4.7, their responses are summarized.
Table 4.7: Distribution of respondents by rating of students skills in various ICT tools
ICT tools Level of skill Freq Percent

Word processing Very poor 11 6.3%
Poor 10 5.7%
Fair 39 22.3%
Good 73 41.7%
Very good 42 24.0%
Total 175 100.0%
Spreadsheets Very poor 13 7.4%
Poor 14 8.0%
Fair 59 33.7%
Good 61 34.9%
Very good 28 16.0%
Total 175 100.0%
Presentation Very poor 18 10.3%
Poor 24 13.8%
Fair 65 37.4%
Good 41 23.6%
Very good 26 14.9%
Total 174 100.0%
Online instruction Blackboard Very poor 41 23.6%
Poor 39 22.4%
Fair 52 29.9%
Good 30 17.2%
Very good 12 6.9%
Total 174 100.0%
Video conferencing Very poor 52 30.1%
Poor 59 34.1%
Fair 38 22.0%
Good 15 8.7%
Very good 9 5.2%
Total 173 100.0%
Publication software Very poor 40 23.1%
Poor 50 28.9%
Fair 46 26.6%
Good 27 15.6%
Very good 10 5.8%
Total 173 100.0%
Projectors Very poor 30 17.1%
Poor 35 20.0%
Fair 47 26.9%
Good 42 24.0%
Very good 21 12.0%
Total 175 100.0%
Internet and E-mail Very poor 8 4.6%
Poor 15 8.6%
Fair 38 21.7%
Good 51 29.1%
Very good 63 36.0%
Total 175 100.0%
Results from Table 4.7, show that majority of the respondents (73, 41.7%) emphasized that
their skills to use MS word is good. In the same vein, 42 (24.0%) respondents claimed that
their skills were very good whereas 39 (22.3%) rated their skills as fair. While 5.7% and
6.3% of respondents rated their skills as being poor and very poor respectively in using Ms
word. The finding reveals that the student‟s capabilities to use Ms Word for their academic
purpose like preparation of course work is relatively good which suggest that ICT can
influence learning.
Table 4.7, recorded only 28 (16.0%) respondents who envisaged their skills to use
spreadsheets as very good together with 59 (33.7%) who rated their skills as fair. Majority of
the respondents (61, 34.9%) rated their skills of using spreadsheets as good. While 14 (8.0%)
rated their skills as poor and 13 (7.4%) rated as very poor. During a discussion with the
researcher, some students revealed that the content taught to them is very shallow and even
one lecturer consented that ‘we train them only basic components’ which was a further proof
of the shallowness of the contents taught.
The findings obtained from Table 4.7 above, show that only 26 (14.9%) of all the
respondents‟ agreed that students skills to use presentation software in performing learning
tasks were very good. A total of 41 (23.6%) respondents agreed that their skills were only
good. On the other hand a big number of the respondents totaling to 65 (37.4%) believed that
their skills to use presentation software in performing learning tasks were fair. About 24 (13.8
%) rated their skills as poor and 18 (10.3%) rated their skills as very poor in using
presentation software. The above findings suggest that the students were fairly capable and
skilled in using presentation soft ware like PowerPoint to present their course materials
during discussions and lessons.
Result from Table 4.7 shows that only 12 (6.9%) respondents rated their skills in online
instruction to be very good. About 30 (17.2%) respondents said that their skills in using
online instruction is good while the majority of the respondents (52,29.9%) rated their skills
as fair.A total of 39 (22.4%) rated their skills as poor and forty one (23.6%) agreed that their
skills in using online instruction is very poor. The above findings reveal that students are not
well equipped to use online instruction like blackboard to share learning materials. Besides,
discussion with the students also reveals that no active online instruction system was in place
since the Polytechnic has not had internet connection for a long period of time.
Table 4.7 spells out very few respondents (5.2%) who accepted that they had very good skills
of video conferencing. Again a small number (15, 8.7%) of respondents accepted their skills
to be good. At least 38 (22.0%) of the respondents rated their skills as fair. Majority of
respondents (59, 34.1%) accepted that they had poor skills of video conferencing. Fifty two
(30.1%) of the respondents agreed that their skills were very poor. From the discussions with
the administrators they all agreed that the ICT resources for video conferencing were not in
place the reason why such technology was not used in the Polytechnic. It called for bigger
network band widths which the Polytechnic could not afford said dean faculty of Education
and Humanities.
Results from Table 4.7, show that only 10 (5.8%) of the total respondents‟ said students skills
to use publication software were very good. About 27 (15.6%) respondents consented that
their skills were good. Forty six (26.6%) rated their skills as fair, yet majority (50, 28.9%)
said their skills were poor. A total of 40 (23.1%) respondents said their skills were very
poor .Discussions with the administrators confirmed that teaching students how to produce
documents using PageMaker and publisher like banners, adverts etc were not in place. A
lecturer from the faculty of computer science said that time and financial resources doesn‟t
allow for this program thus students are not provided with the knowledge and skills in this
packages which affects their learning in this information age.
Results from Table 4.7 further reveal that 47 (26.1%) of the students‟ had fair skills to use a
projector in presenting their work. At least 35 (20.0%) respondents said their skills to use
projectors were very poor and about 30 (17.1%) rated their skills as poor. On the positive side
a total of 42 (24.0%) respondents consented having good skills while a small number of
respondents (21, 12.0%) said they had very good skills to use projectors. Respondents who
agreed of having good, fair and very good skills to use projectors are true because during the
researcher‟s data collection he saw several students of Information Technology using it to
present their course works. Besides, discussion with the students revealed that the class
coordinators are responsible for picking and connecting the projector both for teachers and
students use which clearly suggest that the students were fairly knowledgeable and skilled in
the use of projectors for learning purposes.
Table 4.7, recorded only 8 (4.6%) respondents who agreed that their skills to use Internet and
online technology were very poor. About 15 (8.6%) respondents said were poor. A total of
(21.7%) rated their skills as fair while at least 29.1% said their skills were good. Majority of
the respondents (63, 36.0%) agreed that their skills to use internet and online resources were
very good. The above finding is indicative that the students rate their skills in using internet
and online resources highly and thus should be capable of collaborating with fellow students,
downloading academic resources like online journals among others.
4.2.3.1. Factors that affect students' use of ICT tools
The respondents were asked for the factors that affect student‟s use of the various ICT tools
and their responds are summarized in Table 4.8 : 49
Table 4.8: Distribution of respondents by opinion on factors affecting student’s use of
various ICT resources
Opinion Freq Percent
Inadequate power supply 13.00 8%
Limited time to access the lab 37.00 22%
Inadequate infrastructure 11.00 7%
Bureaucracy 4.00 2%
Limited ICT facilities 62.00 37%
Inadequate internet services 11.00 7%
Lack of hands on experience 25.00 15%
Mismanagement of lab equipments 2.00 1%
From Table 4.8, responses from the open ended questions revealed that majority (37%) of the
respondent‟s emphasized limited ICT resources in the Polytechnic as the major factor
affecting student‟s use of ICT tools. This was evident where students accessed the computer
laboratory to study in three different shifts on different days not for convenience but to share
the few computers that were available. Student computer ratios were too high yet many
computers were faulty. This view was further supported by 37 (22%) of the respondents who
stressed that they have limited time to access the computer laboratory. The Dean Faculty of
Education and Humanities raised the issue of lacking a faculty computer laboratory.
From Table 4.8,about 25 (15%) of the respondents indicated that they lack hands on
experience and most instruction were theoretical with the students having very little time to
practice since the computer laboratory is always competed for. This suggests that the students
are not equipped with the practical knowledge and skills that they may so much require
during employment.
About 13 (8%) respondents raised inadequate power supply, while at least 11 (7%) looked at
limited infrastructures with the same number stressing inadequate internet connectivity as the
factor affecting students use of ICT resources. A smaller number (2%) and (1%) of
respondents pointed at bureaucracy and mismanagement of laboratory equipments
respectively as factors affecting their use of the ICT tools in the Polytechnic.
4.2.4. Responses on students' learning
Respondents were asked to give their judgment on the different tasks and below (Table 4.9) is
the summary of their responses.
Table 4.9: Distribution of respondents by opinion on performance of learning tasks
Learning tasks Opinion Freq Percent
Use the computer to complete course works. projects. Strongly Disagree 13 7.4%
report e.t.c
Disagree 19 10.9%
Don't Know 8 4.6%
Agree 95 54.3%
Strongly Agree 40 22.9%
Total 175 100.0%
Own learning using computers and internet Strongly Disagree 13 7.4%
Disagree 46 26.3%
Don't Know 7 4.0%
Agree 68 38.9%
Total 175 100.0%
Use the computer to type course works and Strongly Disagree 8 4.6%
assignments
Disagree 11 6.3%
Don't Know 3 1.7%
Agree 92 52.6%
Total 175 100.0%
Apply what has been learnt to the real world situation Strongly Disagree 6 3.4%
Disagree 16 9.2%
Don't Know 20 11.5%
Agree 94 54.0%
Total 174 100.0%
ICT improves organizational skills Strongly Disagree 9 5.1%
Disagree 12 6.9%
Don't Know 21 12.0%
Agree 91 52.0%
Total 175 100.0%
Helps in developing interest in the learning content Strongly Disagree 7 4.0%
Disagree 20 11.5%
Don't Know 9 5.2%
Agree 101 58.0%
Total 174 100.0%
Use the internet/computer to look for information Strongly Disagree 3 1.7%
Disagree 8 4.6%
Don't Know 9 5.1%
Agree 99 56.6%
Total 175 100.0%
Use the internet to collaborate with others/team Strongly Disagree 12 6.9%
Disagree 21 12.0%
Don'tKnow 9 5.1%
Agree 99 56.6%
Total 175 100.0%
Acquired some of the pre-requisite skills for workplace Strongly Disagree 7 4.0%
preparedness
Disagree 21 12.0%
Don't Know 21 12.0%
Agree 94 53.7%
Total 175 100.0%
Linking academic subjects to work place demands Strongly Disagree 7 4.0%
Disagree 14 8.0%
Don't Know 7 4.0%
Agree 93 53.1%
Total 175 100.0%
Table 4.9 shows that students have a very positive attitude towards information technology.
The respondents use computers to complete course works, projects and reports to which a
majority (54.3%) agreed, while about 40 (22.9%) respondents strongly agreed that they use
computers to complete course works. A total of 19 (10.9%) and about 13 (7.4%) respondents
disagreed and strongly disagreed respectively on their use of computers to complete course
works and assignments. A small number (4.6%) of respondents were not sure. The finding
implies that despite the difficulty in accessing computers, students were putting enough effort
to use computers in their learning processes.
From Table 4.9, it can be noticed further that, at least 41 (23.4%) respondent strongly agreed
to own learning using computer and internet. A majority (68, 38.9%) of respondents agreed
to own learning using computers. They are willing to use computers as a supplement to other
teaching activities. About 46 (26.3%) respondents disagreed and a small number (13, 7.4%)
of respondents strongly disagreed to using computers and internet for own learning. The
above finding suggest that ICT offers tools for thinking more deeply, pursuing curiosity and
exploring and expanding intelligence as students build mental models with which they can
visualize connections between ideas on any topic. These finding is consistent with Bataineh
and Baniabdelrahman (2005) who pointed out that computers can be used as a supplement
but cannot fully replace the teacher‟s job.
Table 4.9 further reveals that majority (52%) of the respondents agreed that ICT improve
students organizational skills. About 24% strongly agreed while a small number (12%)
disagreed .A total of 5.1% strongly disagreed to IT improving students‟ organization skills.
The finding suggest that interactive educational technologies help students to learn to
organize complex information, recognize patterns, draw inferences, communicate findings
and learn better organizational and problem solving kills.
Table 4.9 also reveals that majority (56.6%) of the respondent‟s agreed that they use the
internet to collaborate with others. About 19.4% strongly agreed while a small number 12%
and 6.9% disagreed and strongly disagreed respectively to using internet to collaborate with
others. About 5.1% of the respondents were unsure. The findings imply that the students have
the ability and work co-operatively with others and apply a variety of skills to communicate
with and understand others. This is supported by the fact that clusters of students working
together on computers learn more than individual students working alone (Ames, 1999).
Table 4.9 also reveals that majority of the students are familiar with technology and are
usually able to judge its potential as 53.7% of respondents agreed and 19.3% strongly agreed
to acquiring some of the pre-requisite skills needed for workplace preparation. This is further
supported by 53.1% of the respondents who consented that technology can help students link
academic subject to work place demands. Only a small number (12.0%) of respondents
disagreed and 4.0% strongly disagreed to technology providing pre-requisite skills to students
for work place preparedness. The findings suggest that technology provides students with
knowledge-based and skillful intellectual work required in industrial, professional and
business occupation since a workers ability to use ICT is a necessity in more and more
occupations.
Table 4.9 further shows that a majority (53.1%) of respondents agreed to ICT linking
academic subjects to work place demands. About 30.9% of the respondents strongly agreed
while 8% and 4% disagreed and strongly disagreed respectively. Only 4% were not sure. The
evidence in this finding suggest that students use ICT for personal growth by analyzing
subject context critically and using it productively in preparation for the real employment
world.
4.2.4.1. How often students perform various tasks using computer/ICT
The respondents were asked to rate how often students perform different tasks using the
computer and Table 4.10 shows there response.
Table 4.10: Distribution of respondents on opinion regarding how often students
perform various tasks using computer/ICT
Learning tasks Times Freq Percent
Look up ideas or Never 5 2.9%
information
A few times 19 11.1%
Once/twice a month 32 18.7%
At least a week 90 52.7%
Everyday 25 14.6%
Total 171 100.0%
Write reports Never 30 17.5%
Everyday 12 7.0%
Total 171 100.0%
Process and analyze Never 35 20.3%
data
Everyday 24 14.1%
Total 172 100.0%
When it comes to performing the different tasks using a computer, students tend to see ICT as
something which is primarily there to help them with course administration. Being able to
look up for course ideas or information was felt to be the most frequent with a majority (90,
52.6%) of respondents responding to look up for ideas or information at least once a week,
about 25 (14.6%) respondents said they look for information everyday and at least 32
(18.7%) look up for information once or twice a month. A small number (19, 11.1%) use the
computer to look up for ideas and information just a few times.
From Table 4.10, majority (52, 30.4%) and (57, 33.1%) responded to using the computer for
writing reports and processing and analyzing data respectively on a weekly basis. This was
closely followed by those who use the computer once or twice a week for writing reports (50,
29.2%). About 27 (15.8%) respondents said that they never use the computer for writing
reports and 30 (17.5%) respondents mentioned that they use it a few times for writing reports.
Discussions with the administrators revealed that, whereas majority of the students write
course reports, it is not compulsory to every courses, to some it is optional. This explains why
only 12 (7.0%) indicated that they write reports every day.
Table 4.10 also reveals that about 31 (18.0%) of the respondent approved to students using
the computer once or twice a month to process and analyze data. A total of 35 (20.3%)
respondents consented to never using the computer for data analysis and processing while 25
(14.5%) do it a few times. An equally small number (24, 14.0%) of respondent‟s processes
and analyses data with a computer every day. This suggest that where as majority of the
students do not use computers for data analysis, at least a small population engages the
computer in data analysis as a means to derive meaning in their data.
4.3. Section three: Verification of the Hypotheses
To test the hypothesis, composite indices for the independent and dependent variables were
computed by summing up all valid responses intended to obtain respondents‟ opinions per
each of the four variables (i.e. Availability, Accessibility, User-ability of ICT resources and
students learning). The reason for aggregating these responses was that the method of
analysis (i.e.Pearson correlation) necessitated data which is continuous. In verifying the
hypotheses, the researcher used a Pearson correlation analysis method to find out whether
students‟ learning was linearly correlated with each of the three independent variables. Thus,
the categorical data was transformed into quantitative forms. In view of this, Extreme
positive responses (i.e. strongly Agree, Very good) were assigned the value of 5 and the
extreme negative responses (i.e. Strongly Disagree, very poor) were assigned the value of 1.
Composite scores were computed for the independent and the dependent variable for
statements of the questionnaire dealing with each of the four independent variables and the
dependent variable. Consequently, the analysis entailed the verification of the null hypotheses
at 0.05 level of significance.
4.3.1 Test of the first hypothesis: The first null hypothesis was stated as: ‘availability of
ICT resources is not correlated with students learning in The Ibarapa Polytechnic, Eruwa’.
The null hypothesis was tested using a Pearson product moment correlation index to find out
whether there is a relationship between the two variables. The result of the finding is
presented in table 4.11:
Table 4.11: Correlation between availability of ICT resources and students' learning
Students' Availability of
learning ICTresources
Students' learning Pearson Correlation 1 .586
Sig. (2-tailed) .000
N 175 175
Availability of ICT Pearson Correlation .586 1
resources
N 175 175
The results of this analysis show a positive linear relationship between availability of ICT
resources and students learning as given by the positive value of the computed correlation
index (.586). The p-value (.000) being less than the level of significance alpha .05 implies
that the results were statistically significant. This suggests that availability of ICT resources
plays a significantly positive role towards students learning in The Ibarapa Polytechnic,
Eruwa hence the null hypothesis that ‘availability of ICT resources is not correlated with
students learning in The Ibarapa Polytechnic, Eruwa’ was rejected and the alternative
hypothesis upheld which means that the availability of ICT resources influence students
learning in The Ibarapa Polytechnic, Eruwa.
4.3.2 Hypothesis two: The second null hypothesis was stated as: ‘Accessibility of ICT
resources are not correlated with students learning’. A Pearson product correlation coefficient
was used to test this hypothesis and the results are summarized in the Table 4.12 below:
Table 4.12: Correlation between accessibility of ICT resources and students' learning
Students' Accessibility
learning ofICT resources

N 175 175
Accessibility of ICT Pearson Correlation .548 1
resources
N 175 175
The results of the analysis show a positive correlation (.548) between accessibility of ICT
resources and students learning. Accordingly, the null hypothesis that ‘Accessibility of ICT
resources is not correlated with students learning’ was rejected in favour of the alternative
hypothesis. The findings suggest that as student‟s accessibility to ICT resources improves
there is a likely improvement in students learning in The Ibarapa Polytechnic, Eruwa.
4.3.3 Hypothesis three: Null hypothesis three stated that: ‘User-ability of ICT resources is
not correlated with students learning’. A Pearson product correlation coefficient was used to
test this hypothesis and the results are summarized in the Table 4.13 :
Table 4.13: Correlation between user-ability of ICT and students' learning
Students' learning User-ability of ICT resources
N 175 175
User-ability of ICT Pearson Correlation .713 1
resources
N 175 175
The results of this analysis show a positive linear relationship between user-ability of ICT
resources and students learning as given by the positive value of the computed correlation
index (.713). The p-value (.000) being less than the level of significance alpha .05 implies
that the results were statistically significant. This suggests that user-ability of ICT resources
plays a significantly positive role towards students learning in The Ibarapa Polytechnic,
Eruwa hence the null hypothesis that ‘User-ability of ICT resources is not correlated with
students learning’ was rejected and the alternative hypothesis upheld. 60
CHAPTER FIVE
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
The findings reported in chapter four are discussed in relation to research questions earlier
formulated and outlined. The chapter is divided into five sections: Introduction, discussion,
conclusions and recommendations for improvement in ICT integrations in the teaching and
learning process in The Ibarapa Polytechnic, Eruwa. The chapter concludes with
recommendations for further research.
5.1 Discussions
The following is the discussion according to the research objectives
5.1.1. Discussion on the effect of the availability of ICT resources on students’ learning
The study established that the availability of the different ICT resources in the Polytechnic is
still very much wanting. About 71% of the respondents were not sure of the presence of
computers in the lecture rooms, 57.1% of the respondents stated that they were not sure of
internet connection in the Polytechnic and about 50.3% consented to computer laboratory
being fairly available. For proper and thorough integration of ICT into the teaching and
learning process, technology gadgets and their accessories should be made available for use
to yield the intended benefits. According to Mbwesa (2000), the availability of ICT resources
can enhance learning by making education less dependent on differing teacher quality and by
making education available at home throughout the day. Furthermore, Riel (1998) stressed
that the availability and use of ICT can help students exploit enormous possibilities for
acquiring information for schooling purposes and can increase learning through
communication.
Jonassen (1996) explains that when computers and related technology are made available in
schools and institutions, students are compelled to use databases, spreadsheets, multimedia,
e-mail, and network search engines to complete their projects, such processes provide greater
potential to promote cognitive development. Also according to Jackson, D., B. Edwards and
C. Berger (2003), computers raise the potential to equip students with higher-order skills such
as inquiry, reasoning, problem solving and decision making abilities, critical and creative
thinking and learning how to learn. Research also showed that using computers has a positive
effect on students achievement compared to traditional methods (Sterling and Gray, 1991 in
Means, Barbra (ED.) (2004
The study further reveals that ICT resources in the Polytechnic are inadequate. About 65.5%
said computers in lecture rooms were inadequate, 60% of the respondents consented that
internet and email is inadequate and about 57% looked at computer lab as being inadequate
yet according to Jonassen (2001), availability of computers and related technologies without
being made adequate in regards to students needs may make no difference in the teaching and
learning processes. Greenleaf (1994) further explained that inadequacy of ICT facilities
translates into lack of skills in the use of ICT equipment and software which results in a lack
of confidence in utilising ICT tools among the students. This is consistent with Herman and
Joan (1994) who concluded that lack of enough ICT tools to be key inhibitor to the use of
ICT in classroom.
5.1.2. Discussion on the effect of the accessibility of ICT resources on students’ learning
Learning using ICT is hindered by accessibility to different ICT resources. Bardwell (2002)
emphasized the issue of accessibility as a feature of ICT integration into teaching and
learning process. The study reveals that, because of the limitation in the numbers of
functional computers and laboratories, the computer laboratories are timetabled and time for
accessibility is limited. Lecturers and students from the different faculties are supposed to
adhere to time schedules which do not promote accessibility at convenience. Nonetheless,
timetabling is aimed at better organization and management of the few resources and most
respondents agreed that there is access though insufficient in the Polytechnic.
The study indicates that easy access of ICT facilities was a problem in all the Polytechnic‟s
sector. According to the findings majority of the students hardly accessed ICT facilities from
halls of residence. Resource centers were not in place and in public libraries there were no
ICT facilities for students use. No time was allocated for students practice in the computer
lab. Besides, the lecturers also compete for facilities in the computer lab with students.
However, the study also shows that computer lab and Polytechnic library remains the two
most popular places to access ICT resources. It is worth noting that accessibility to the
internet which is one of the major indicators of ICT in learning in an institution is not fully
implemented in every sector especially, the halls of residence, lecture rooms and resource
centre. Alessi and Trollip (2002) precisely hint that the internet will transform many activities
including teaching and learning. This makes ICT in learning to manifest and be limited to
computer lab and the library only. Learning on the internet conforms to constructivist
approach to instruction (Jonassen, 2002) so the limit to places is not an ideal practice.
UNESCO (2000b) points out that the success of ICT in teaching and learning process in
higher education shall base on the degree with which students and teaching staff access ICT
facilities. Findings from respondents echoed limited ICT resources as the biggest challenge
affecting students‟ access to ICT facilities (61%). This was closely followed by financial
constraints cited by 13% of the respondents. The researcher‟s discussion with the
administrators reveals the need for increment in ICT facilitation so as to increase on the
number of technology accessories in the Polytechnic. Limited time to access the computer lab
(10%), Internet connectivity (7%) and power fluctuation (3%) were some of the other reasons
cited as affecting students access to ICT resources.
5.1.3. Discussion on the effect of the user-ability of ICT resources on students’ learning
According to UNESCO (2002), the safe way to bring computers to institutions is teaching
students skills of how to use word processors, spread sheets, data bases and graphic tools.
These are the productive tools required later on in life. The developments of appropriate
strategies to use these tools productively are through identifying and developing the level of
user-ability skills. The study has shown that 41.7% of respondents rated their skill as good in
Ms Word, about 34% rated as good in Spreadsheets. Although the respondents scored high on
ICT user-ability skills, this does not mean that they use ICT effectively. Only what can be
inferred is that the respondents rate their skills highly and rating the user skill is not based on
any standard measure. It is just a way one perceives his or herself. However, perceiving
oneself positively is a very important basis on which to judge the ability to participate
effectively in an activity.
The study reveals that computer user-ability skills influence learning. Students and lecturers
with such skills were seen to be more comfortable in their application of the various
computer programs, meaning that those who rated their ICT user-ability skills high also have
high skills to gage ICT into learning processes. This was also observed in practice where
learners with good user-ability skills were more proficient than their colleagues who had
rated themselves low.
It was found out that emphasis was put on training students basic concepts of ICT. The
introductions were based on students‟ identification and use of computer terminology
appropriately such as hardware and software. Students were trained to identify the main
components of the hardware in use (i.e. Central Processing Unit (CPU), input devices, output
devices and storage devices); students demonstrated an understanding of the functions of the
main components of the hardware in use; identified various peripheral devices (e.g. printers,
scanners, plotter, scanner, digital camera); and use of email, demonstrated an understanding
of the functions of the various peripheral devices which was in agreement with UNESCO‟s
module one for skills in ICT curriculum (UNESCO,2000b). Just like Jonassen, emphasis was
put on this section because it formed a rich examinable area for ICT assessment
Like Tearle (2003), Drenoyianni (2004) agrees that variations in the ICT skill base of
individuals can impede the use of ICT for teaching and learning. Drenoyianni (2004)
advocates a phased approach where students are required to complete a mandatory initial
introduction to ICT and this in turn leads on to training in the more complex ICT packages. In
this way the introduction to ICT is a preparatory stage allowing students to build their ICT
confidence where they later learn to utilize ICT in the learning context. Minimum standards
of expertise are maintained and standards met but not ending on the Microsoft office suite
like what the Polytechnic was doing(Mbwesa 2002).
The study reveals that limited ICT facilities remained the major factor affecting students‟ use
of ICT resources with a majority (37%) emphasizing it. This was evident where students
accessed the computer laboratory in different shifts not for convenience but to share the few
computers. This was further supported by 22% of respondents who stressed that they have
limited time to access the computer lab. The researcher agrees with Davis (2003) that the
need exists for a policy that will outline minimum standards of ICT competency for students
and teachers but that that competency must be grounded in use of ICT for learning and this
can only be achieved when ICT tools are adequately available (Drenoyianni, 2004). Also
there is a need for change in the type of training offered to students. Clearly a basic level of
ICT skill must be achieved but this should be followed by an integrated approach to ICT and
learning. The aim should be for embedding ICT firmly into the teaching and learning process
so that it is no longer considered a separate and discrete element (Tearle, 2003; Davis, 2003).
5.2. Conclusion
From the discussions, the following conclusions are drawn:
1. The ICT infrastructure of the Polytechnic is poorly developed, unevenly distributed and
inadequate. However, some ICT resources like computer lab, projectors and television sets
were considered to be fairly available. Though not fully adequate, the Polytechnic recognizes
the need for ICT resources in its academic endeavors and as such there is already something
to build on.
2. ICT access in the different Polytechnic sector for both lecturers and students was not well
attended to. The biggest challenge still affecting easy access to ICT facilities in the
Polytechnic remains the limited number of ICT resources which does not match with the ever
increasing student population. But there was at least something in place to build on though
still was limited to computers.
3. To a large extent, students training in ICT in the Polytechnic was mainly limited to Ms
Office suits but not skill acquisition that led to ICT skill transfer to use ICT both for learning
and in other settings.
5.3. Recommendations
Basing on the findings of this study, in order to improve on ICT and learning, the following
recommendations may be considered.
1. There is need for the Polytechnic to invest more in computers and related technology as
means of not only solving accessibility problem but improving on the presence of the
facilities especially computers in the classroom and computer lab. More infrastructures:
printers, computers, projectors should be put in place for more practice and utilization.
2. There is a need to maintain internet connection in the Polytechnic and connect more
computers to the internet. The Polytechnic should then liberalize accessibility of internet and
e-mail in the institution in form of establishment of ICT resource centers where all software
can be accessed, students‟ packages and all versions of technology. All in all, the Polytechnic
shall take time and even not get there to afford a 1:1 ratio of Student - ICT access to facilities
thus students should also endeavor to acquire themselves what can be afforded or visit
commercial ICT providers like internet café to access ICT facilities.3. Training in ICT skills
should not be limited to Ms Office suits; the Polytechnic should go ahead to integrate the
other programs and packages as recommended by UNESCO (2000, a) curriculum for schools.
Clearly a basic level of ICT skill must be achieved but this should be followed by an
integrated approach to ICT and learning. The aim should be for embedding ICT firmly into
the teaching and learning process so that it is no longer considered a separate and discrete
element. Such changes may offer the potential to improve on teaching and learning using
modern technology.
5.4 Possible areas for further research Since ICT is relatively a new in the teaching and
learning process a lot of research is needed to be carried out. This study has exposed many
things that could not all be covered. The researcher thus recommends the following possible
research areas.
1. The link between technology and authentic learning in higher institutions of learning
2. Students‟ perception and use of the internet as a hub for learning The effect of modern
technology on students‟ performance
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APPENDIX A
QUESTIONNAIRE ON EFFECTS OF ICT ON STUDENTS’ LEARNING: A CASE
OF THE IBARAPA POLYTECHNIC, ERUWA
STUDENT QUESTIONNAIRES
Dear Student,
You have been randomly chosen as a respondent in the above titled survey which is being
undertaken as part of an educational research in partial fulfillment of the Master of ICT in
Education of Makerere Polytechnic. Your cooperation in filling this questionnaire will ensure
success of the study. Please feel free to give your views on the items given by answering all
the questions and indicate your choice by putting a tick in the checkbox before the answer
you feel most appropriate, or Fill in the gaps by giving reasons or information in relation to a
particular question. The responses will be for academic purposes only and will be treated
with utmost confidentiality.
SECTION A
Background information of the respondent
Please provide information regarding yourself by ticking the appropriate boxes
1. Your Age:………………….
2. Your Sex:
Male
Female 75
3. Year of study:
a) First year
b) Second year
c) Third year
d) fourth year
e) Fifth year
4. Faculty/School/Institute (optional)……………………………………………
5. Course of study (optional)…………………………………………………………
Independent variable
Availability of ICT resources
6. How do you agree or disagree on the availability of the following ICT resources in your
Polytechnic
Not available Fairly available Available

i) Computers/PC in classroom
ii) Internet & E-mail
iii) Television set
iv) Projector
v) software
vi) Computer laboratory
vii) Video conferencing equipments
Others (specify)
7. In your opinion, do you think that these resources are adequately available? Please rate the
adequacy of the following ICT resources
Inadequate Fairly adequate Adequate
iii) Television set
iv) Projector
v) software
vii) Video conferencing equipments
Others (specify)
9. In your own opinion, what do you regard as the biggest challenge affecting accessibility of
ICT resources in your Polytechnic?………………………………………………………
………………………………………………………………………………………………
User-ability of ICT resources
10. How do you equate your knowledge and skills to use the following ICT tools
Very poor Poor Fair Good Very good
a) Word processing
b) Spreadsheets
c) presentation
d) Online instruction Blackboard
e) video conferencing
f) publication software
g) Projectors
h) internet and E-mail
Others (specify)
11. What factors may affect your use of these ICT tools?........................................................
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Dependent variable : Students learning

12. How do you agree or disagree with the following statements about ICT
Strongly Disagree Don‟t know Agree Strongly agree
Disagree
Academic performance
I use the computer to complete my projects, reports
I learn on my own using computers and the internet
I use the computer to type my course works and assignments
Acquisition of knowledge and skills
I CT helped me apply what have learnt to the real world situation
ICT has improved my organisational skills
ICT made me develop interest in the learning content
Access of information
I use the internet/computer to look for information
I use the internet to collaborate with others/team
Work force preparation
I have acquired some of the pre-requisite skills for workplace preparedness
Technology can help me link academic subjects to work place demands
13. How often do you perform these tasks with a computer

Never A few times a Once or twice a At least once a Everyday
year month week
Look up ideas or information
Write reports
Process and analyse data
APPENDIX B
QUESTIONAIRE ON : EFFECTS OF ICT ON STUDENTS’ LEARNING: A CASE
OF THE IBARAPA POLYTECHNIC, ERUWA
Lecturer’s questionnaire
Dear Respondent
You have been randomly chosen as respondent in a survey which is being undertaken as part
of an educational research in partial fulfillment of the Master of ICT in Education of
Makerere Polytechnic. Your co-operation in filling this questionnaire will ensure success of
the study. Please feel free to give your views on the items by answering all the questions and
indicate your choice by putting a tick in the checkbox before the answer you feel most
appropriate or fill in the gaps by giving reasons or information in relation to particular
questions. The information provided is purely confidential and to be used for academic
purpose only.
Section 1.Background Information.
Please provide information regarding yourself by ticking/checking the appropriate box
1. Name of Faculty /School/Institute (optional)
Medicine
Business & Development studies
Education
Computing
2. How long have you been teaching in the Polytechnic?
Less than 2 year Between 2-5years More than 5 years 81

3. What is your designation?
Professor Senior lecturer Lecturer Teaching Assistant

4. What is your administrative position (optional)
Dean Head of department

Availability of ICT resources
5. How do you agree or disagree on the availability of the following ICT tools in your
Polytechnic?
Not Available Fairly Available Available

iii) Television set
iv) Projector
v) On and off shelf software
vii) Video conferencing
viii) Scanner
ix) others, specify
6. In your own opinion, do you think that these tools are adequate enough for the students,
please rate the adequacy of the following ICT
In adequate Fairly Adequate Adequate

iii) Television set
iv) Projector
v) On and off shelf software
vii) Video conferencing
viii) scanners
ix) others, specify
Accessibility of ICT resources

7. Where are most of the ICT resources concentrated in the Polytechnic for students Use?
Never at all Not Sure Sometimes Always

a) Library
b) Computer lab
c) lecture rooms
d) Resource centre
e) Halls of residence
f) Internet kiosk
Others (specify)
8. In your own opinion, what do you regard as the biggest challenge affecting students
accessibility of ICT resources in the teaching and learning
process .....................................................................................................................................
………………………………………………………………………………………..
User-ability of ICT resources
9. Please rate your students expertise in the use of the following
Very poor Poor Fair Good Very good

a) Word processing
b) Spreadsheets
c) presentation
d) Online instruction Blackboard
e) video conferencing
f) publication software
g) Projectors
h) internet and E-mail
Others (specify)
10. Why may the students encounter problems in using some of the above ICT resources?
……………………………………………………………………………………………….
…………………………………………………………………………………………………
……………………………………………………………………………………… 84
Dependent variable : Students learning
12. How do you agree or dis agree with the following statements
Strongly Disagree Don‟t know Agree Strongly agree

Disagree
Academic performance
Students use the computer to complete their projects, reports
ICT allows students to learn independently
Students use the computers to type course work and assignments
Acquisition of knowledge and skills
I CT helped students apply what have been learnt to the real world situation
ICT improves students organisational skills
ICT makes students develop interest in the learning content
Access of information
Students use the internet/computer to look for information
Students use the internet to collaborate with others/team
Work force preparation
ICT provides students with some of the pre-requisite skills for workplace preparedness
Technology can help students link academic subjects to work place demands
13 How often do your students perform these tasks with a computer

Never A few times a Once or twice At least once a Everyday
year a month week
Look up ideas or information
Write reports
Process and analyse data
APPENDIX C
INTERVIEW GUIDE FOR ADMINISTRATORS
These Interview guide is about the effects of ICT on student‟s learning, A case of The
Particulars Responses
Sex
Age
Designation
Department
1. Comment on the presence of ICT facilities in your Polytechnic
2. How adequate are these facilities for students use?
3. Do staffs and students across academic discipline have access to ICT tools for academic
purposes? How often?
4. What factors could affect student‟s access of ICT tools for academic purposes?
5. What are some of the ICT skills you train to your students?
6. How are those skills (trained) relevant to your students after school?
7. What is your vision for ICT in students learning?

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RESEARCH PROPOSAL ON THE EFFECTS OF INTRODUCTION TO

COMPUTER APPLICATION ON STUDENTS LEARNING

1.5 Research hypothesis

2. Availability of ICT has effect on students’ learning.

3. Accessibility of ICT resources affects students’ learning.

2.3.2 Accessibility of ICT resources and students learning

2.3.3 User-ability of ICT resources and student’s learning

3.3 Sample Selection

PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS

Table 4.1: Questionnaire return rate

4.1: Section one: Background information of respondents

Table 4.3: Distribution of respondents’ according to designation and duration of

4.2. Section two: Description of respondents’ opinions in relation to the independent

4.2.1.1: Respondents’ opinions on adequacy of ICT resources

4.2.2. Respondents’ opinions on accessibility of ICT resources

Fig 2: Distribution of respondents by their views on the challenges affecting students’

ICT tools Level of skill Freq Percent

Students' learning Pearson Correlation 1 .548

5. Course of study (optional)…………………………………………………………

Not available Fairly available Available

Dependent variable : Students learning

13. How often do you perform these tasks with a computer

Less than 2 year Between 2-5years More than 5 years 81

Professor Senior lecturer Lecturer Teaching Assistant

Dean Head of department

Not Available Fairly Available Available

In adequate Fairly Adequate Adequate

Accessibility of ICT resources

Never at all Not Sure Sometimes Always

Very poor Poor Fair Good Very good

Strongly Disagree Don‟t know Agree Strongly agree

13 How often do your students perform these tasks with a computer

1. Comment on the presence of ICT facilities in your Polytechnic

2. How adequate are these facilities for students use?

7. What is your vision for ICT in students learning?

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