IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY ON THE MANAGEMENT OF TERTIARY ACADEMIC INSTITUTIONS IN KADUNA STATE, NIGERIA.

IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY
ON THE MANAGEMENT OF TERTIARY ACADEMIC INSTITUTIONS IN

KADUNA STATE, NIGERIA.
By
Maryam ADAMU
M.Ed/Educ/44307/2012-13
A Dissertation submitted to the School of Post Graduate Studies, Ahmadu Bello

University, Zaria, in partial fulfilLment of the requirements for the Award of Masters
Degree in Educational Administration and Planning.
Department of Educational Foundations and Curriculum, Faculty of Education, Ahmadu

Bello University Zaria, Nigeria
August, 2017
i
Declaration
I hereby declare that the work in this dissertation titled “The Impact of Information
Communication Technology (ICT) on the Management of Tertiary Academic
Institutions in Kaduna State, Nigeria.” was performed by me in the Department of
Educational Foundations and Curriculum under the supervision of Prof. Bashir Maina
and Dr A. M. Jumare. The information derived from the literature has been duly
acknowledged in the text and a list of references provided. No part of this work has
been presented for another degree or diploma at any institution.
________________________
Maryam ADAMU
M.Ed/Educ/44307/2012-13
ii
Certification
This project dissertation titled The Impact of Information Communication Technology
(ICT) on the Management of Tertiary Educational Institutions in Kaduna State, Nigeria
meets the regulations governing the award of the degree of M.Ed in Educational Admin
and Planning of the Ahmadu Bello University, and is approved for its contribution to
knowledge and literary presentation.
_____________________________ ____________________
Prof. Bashir Maina
Chairman, Supervisory Committee Date
_____________________________ ____________________
Dr A. M. Jumare
Member, Supervisory Committee Date
_____________________________ ____________________
Prof. Bashir Maina
Head of Department Date
_____________________________ ____________________
Prof. S. Z. Abubakar
Dean, School of Postgraduate Studies Date
iii
Dedication
This study is dedicated to my parents Mal. Aliyu Adamu, Hadiza Aliyu and my husband
Abdul-Aziz Haruna, whose sacrifice resulted to all my life achievements; you have been
my source of inspiration. May the almighty Allah reward you with Jannatul Firdausi.
Ameen.
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Acknowledgments
My profound gratitude goes to my Creator, whom Honour and Glory must be given to,
Allah (SWT) for making it possible for me to come this far, Alhamdu lillah. My sincere
appreciation goes to my supervisors, Prof. Bashir Maina, Late Dr. M. O Dare and Dr A.
M. Jumare for their time, patience and constant words of encouragement. my lecturers
Dr. E. I Makoju and Dr. A Igunni, God bless them all.
I wish to equally thank all my lecturers for their painstaking efforts, scholarly input,
warm disposition and professional guidance. Appreciation goes to the head of
department, Prof. B. Maina and postgraduate coordinator, of Educational Foundations
and Curriculum Department, A.B.U. Zaria. Special recognition is accorded to my
Brother Sanusi Aliyu, my sisters Amina and Halima Aliyu including all my brothers
and sisters in-laws for their prayers, dedication, and support for the success of this
study. I would also like to acknowledge the support of my friends in school and as well
as say a big thank you to my principal GGDSS (Junior) Samaru Zaria, my colleagues in
GGDSS (Junior) and field assistants among others.
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Abstract
The study examined the Impact of Information and Communication Technology on the
Management of Tertiary Academic Institutions in Kaduna State, Nigeria. The study was
set to examine the impact of Information and Communication Technology on record
keeping, communication, monitoring and evaluation, staff development, maintenance of
discipline, decision making process, maintenance of facilities, conducts of examinations
and presentation of results in tertiary academic institutions in Kaduna State. Survey
research method using questionnaire was adopted for the data gathering. The research
sample consisted of Deans of faculty/School Directors, Heads of Departments,
Directors of Management Information Service, Staff of Faculty/School, and total (100)
respondents from the four selected tertiary institutions in Kaduna state. Purposive
sampling method was used in selecting the respondents. Data collected were analyzed
using simple descriptive statistics and Likert scale. Findings from the study revealed
that ICTs such as computers perform the role of aiding school administration and data
management in the area of record keeping and retrieval with a mean of 3.91. However,
respondents disagreed that through Circuit Camera Television (CCTV), the
management of Tertiary Institutions in Kaduna State monitored and evaluated staff in
the discharge of their duties with mean score of 2.05 which means that the management
of the four selected tertiary institutions did not ensure ICT compliance in monitoring
and evaluation. However, the result also revealed respondents disagreed that through E-
learning platform, the management of this institutions developed staff capacity with
mean score of 2.97. They also disagreed that through ICT facilities management
encouraged the use of ICT support services for orientation of newly employed staff in
the institutions with mean score of 2.94. This means that management are yet to utilize
the potentials of ICT for staff development purpose. Eight null hypotheses were tested,
out of which three (3) were retained while five (5) rejected. The study concludes, based
on the hypotheses tested, that ICT has great impact on the smooth running of the tertiary
academic institutions in Kaduna State in respect of record keeping and retrieval,
communication and staff development. The study recommends that the management
should ensure ICT compliance to both academic and non-academic staff and students‟
for quality assurance of the tertiary institutions. Also, the management should
encourage the application of ICT (such as computer) in examination conduct, script
marking and result to be released on-line. This will ensure timely release of students‟
result and storage of data as well as ease staff work load.
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TABLE OF CONTENTS
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Abstract vi
Table of Contents vii
List of Figures x
List of Tables xi
Operational Definition of Terms xiii
CHAPTER ONE: INTRODUCTION Pages
1.1 Background to the Study 1
1.2 Statement of the Problem 3
1.3 Objectives of the Study 4
1.4 Research Questions 5
1.5 Research Hypotheses 6
1.6 Significance of the Studies 7
1.7 Basic Assumptions 7
1.8 Scope of the Study 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction 9
2.2 Conceptual Framework 9
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2.3 Information and Communication Technology 12
2.4 Impact of ICT on Record Keeping 14
2.5 Impact of ICT on Communication in Tertiary Institutions 18
2.6 Impact of ICT on Monitoring and Evaluation 19
2.6.1. Participatory Methods for Education Monitoring and Evaluation 20
2.7 Impact of ICT on Staff Development 22
2.7.1 Staffing Process: Steps involved in Staffing 23
2.8 Impact of ICT on Maintenance of Discipline 24
2.9 Impact of ICT on Decision Making 26
2.10 Impact of ICT on Maintenance of Facility 27
2.11 Empirical Studies 30
2.12 Summary 32
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 34
3.2 Research Design 34
3.3 Population of the Study 34
3.4 Sample Size 34
3.5 Sampling Techniques 35
3.6. Instrumentation 37
3.6.1 Validity 37
3.6.2 Pilot Study 38
3.6.3 Reliability of the instrument 38
3.7 Procedure for Data Collection 38
3.8 Methods of Data Analysis - 38
viii
CHAPTER FOUR: ANALYSIS OF DATA AND RESULTS
4.1 Introduction 40
4.2 Socioeconomic characteristics/Bio data of the respondents 40
4.3 Presentation and Analysis of Data 44
4.4 Hypotheses Testing 55
4.5 Summary Table of the hypotheses Tested 58
4.6 Summary of Findings 59
4.4 Discussion of the Findings 59
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction 69
5.2 Summary 69
5.3 Conclusions 72
5.4 Recommendations 73
5.5 Contributions to knowledge 73
5.6 Suggestions for Further Studies 74
References.
Appendix
ix
List of Figures
Figure 1: Theoretical Model for ICT in Administration 25
x
List of Tables
Table 1: Population of the Study 35
Table 2: Sample size of the study 36
Table 3: Gender Distribution of Respondents by Institutions 40
Table 4: Categories of Respondent Tertiary Institutions 41
Table 5: Age distribution of Respondents by Tertiary Institutions 42
Table 6: Respondents years of working experience by Tertiary Institutions 43
Table 7: Qualification of Respondents by Tertiary Institution 44
Table 8: Impact of ICT on record keeping in tertiary educational Institutions
in Kaduna State 46
Table 9: Impact of ICT on Communication in Tertiary educational institutions
in Kaduna State 47
Table 10: Impact of ICT in monitoring and evaluation in tertiary educational

institution in Kaduna State 48
Table 11: Impact of ICT on staff development in tertiary educational institutions
in Kaduna State. 49
Table 12: Impact of ICT in maintenance of discipline in tertiary institutions
in Kaduna State 50
Table 13: Impact of ICT on decision making process in tertiary educational
institution in Kaduna State 51
Table 14: Impact of ICT on maintenance of facilities in educational tertiary

institutions in Kaduna state 52
Table 15: Imapact of ICT on conduct of examinations and presentation of result
in tertiary educational institutions in Kaduna state 54
xi
Table 16: Summary of analysis of variance (ANOVA) on the opinion of respondents on
the impacts of I.C.T on Record Keeping and the management of Tertiary Educational
Institutions of Kaduna State 55
Table 17: Summary of analysis of variance (ANOVA) on the opinion of Respondents

on the impacts of I.C.T. on communication in Tertiary Educational Institutions in
Kaduna state 55

on the impact of monitoring and evaluation in Tertiary Educational Institutions in
Kaduna State 56
Table 19: Summary of analysis of variance (ANOVA) in the opinion of Respondents on

the impacts of I.C.T. and staff development of Tertiary Educational Institutions of
Kaduna State 56

the impacts of I.C.T. on Maintenance of Discipline in Tertiary Educational Institutions
in Kaduna State 57
Table 21: Summary of Analysis of Variance (ANOVA) on the Opinion of Respondents

on the Impacts of I.C.T. on Decision Making Process in Tertiary Educational
Institutions in Kaduna State 57

on the Impacts of I.C.T. on Maintenance of Facilities in Tertiary Educational
Institutions in Kaduna State 58

on the Impacts of I.C.T. on Conduct of Examinations and Presentation of Result in
Tertiary Educational Institutions in Kaduna State 58
Table 24: Summary of the hypotheses tested 59
xii
OPERATIONAL DEFINITION OF TERMS
Some terms are discussed below based on the way they are used in the research work.
Management: management involves a person or a manager, making use of resources

(both human and physical or material) in achieving the goals of an
organization through effective planning, organizing, directing, motivating,
controlling and budgeting.
Academic tertiary institutions: as the education given after secondary education in

universities, colleges of education, polytechnics, and mono technics including
those institutions offering correspondence courses.
Information and communication technology: ICTs cover Internet service provision,

telecommunications equipment and services, information technology equipment
and services, media and broadcasting, libraries and documentation centres,
commercial information providers, network-based information services.
Record Keeping: is receiving and storing, call up, and transmitting a vast amount of
information that will facilitate administrative duties.
Communication: Dissemination of information and knowledge between management

and staff and students of the institutions.
Monitoring & Evaluation: is effective monitoring and efficient teaching performance

and feedback. Evaluation is periodic assessment of the relevance, performance
and efficiency in the tertiary institution.
Staff Development: is efficient management of personnel‟s in terms of training and

capacity building.
Maintenance of Discipline: in this context is the management and keeping records of

crime, staff and students indiscipline and growth of checked in the institutions.
Decision making: is determination of control, direction and method of accomplishing

the overall organisational objectives for better output.
Maintenance of Facilities: using ICT in keeping record of facilities.
Conduct of Examination: application of ICT in examination conducts and result

accessible online.
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CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
It is observed that more and more organizations in Nigeria are shifting towards
ICT driven systems to enhance its effectiveness and competitiveness, such as computer
education. Computers are device capable for data storage and processing. Computer
technology are being used for financial, sending and receiving, emailing etc; however,
almost every management activity in our tertiary institutions requires computer
technology, that is why computer education becomes imperative in management of
tertiary institutions. Ogunkola, (2008) opined that without computer education one
cannot be able to make progress as far as his career options are concerned except it is
matched with knowledge of computer technology. He further noted that ICT tool to be
used in management and administration of institutions is the computer, together with
basic software packages like MS Word, Excel, PowerPoint, or the equivalent open
source packages, and access to email and the internet. Computer has been described as
an automatic electronic machine that performs calculation. It is capable of accepting
data, and performing operation according to instruction (programme), and providing
result of the operation with great speed and accuracy.
Management is the effective allocation and utilization of scarce resources to
achieve predetermined results, the scarce resources include people, money, materials
and time. Adejumo, (2000) described management as involving planning and
innovation, coordination and supervision as well as undertaking risks and handling
uncertainty. He argued that management is the activity of working with people in
organizations in accomplishing results.
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Therefore, management of tertiary institutions entails ensuring efficiency and
effectiveness in the use of the available human, physical and financial resources
together with the ability to combat any constraints that might hamper the achievement
of the objectives in which computer education can aid in achieving the goal of
institutional management.
Tertiary institutions are also known as higher education, in Nigeria it is that level
of educational institution that provides education to individuals after post secondary
education. National policy on education (2004) defines tertiary institution as the
education given after secondary education in universities, colleges of education,
polytechnics, and Mono technics including those institutions offering correspondence
courses. Tertiary institutions have been described as parastatals which award
professional and non-professional certificates. They are involved in providing higher
education opportunities.
Following series of complaints because of highly populated institutions with
limited admission opportunities, in this present dispensation, individuals and
organizations have been given the go-ahead to establish private tertiary institutions
provided they comply with the standards. One is, therefore, not surprised that tertiary
institutions have proliferated the country with 117 universities, 64 colleges of education
and 43 Polytechnics as at 2011. The increase number of staff and students in our tertiary
institutions in Nigeria calls for the provision of ICT facilities for record purposes. Okoli
(2007, p. 524) classifies university records into two broad categories, namely
management and administrative records. Management records are generated at the top
management level (vice chancellor, deputies, bursar, librarian, and registrar) in the form
of meeting records, procedures, decisions and resolutions. On the other hand,
administrative records take the form of admission records, personnel records
2
(employment, leave and duty records), and physical resource records. Note that the
growing complexities of universities in Nigeria and the challenges pose to management
affirmed the application of Hi-Tech information technology‟s crucial for quality
assurance (Okorie, Agabi & Uche, 2005).
Various studies revealed that using ICT will promote issues on students‟
admission, planning and computation of students‟ results, staff development, record
keeping, communication, quality assurance and staffing, financial management and
information dissemination will increase the efficiency of tertiary institutions if
Information Communication and Technology facilities are adequately and properly
utilized, Lawsent and Vincent-Loncrin (1995); Foray (2004); Omirin, (2007). Thus, in
developing countries including Nigeria, the argument is no longer whether or not
tertiary institutions should invest in ICT (OECD, 2005).
Going by the institutional objectives, with man power shortage to properly
handle students records and ICT facilities in Nigeria tertiary institutions, it is therefore
paramount to assess the impact of ICT in the tertiary institutions in the area of data
management and information dissemination.
1.2 Statement of the Problem
There is increase in student‟s population in higher institutions which accelerated
the need for ICTs to process, store and retrieve data in a fast, systemic and accurate
fashion. The importance of e-administration in higher education is on the increase due
to efficient electronic administration and handling of existing resources economically.
The introduction of ICT in our educational sector aims at simplification of a lot of
diversified management and administrative tasks. According to Sanat (2006), the use of
ICT in higher educational institutions starts with the stages of receiving e-notifications
regarding admission, course schedules, and billing procedures and continues till the end
3
of the course including online publication of results. The Action Plan for reforms in the
field of higher education revealed that the potential of Information Communication
Technology (ICT) should be fully utilized (UNESCO 1998).
The main functional areas of e-administration in tertiary institutions are;
Management Information System (MIS) which is a necessity in university
administration, since it is required for need assessment, logistics and planning, resources
utilization, operational control and management or evaluation of results, the second is
financial management.
Therefore, ICT is supposed to be an integral part of the management process and
its potential capacity in university administration will go a long way in ensuring
institutional effectiveness. Computer-based MIS in the universities is used for the
process of mechanized analysis, updating, storage, display and retrieval of sets of
information, particularly those connected with the management and operational sides of
administrative decisions. With all the mentioned potential of ICT most Nigerian tertiary
institutions are yet to fully adapt to the use of ICT in the management of their
institutions.
However, there are still missing data‟s and results here and there due to
inadequate record keeping; wastage of human material and time due to inadequate
communication network; also lack of staff development and constraints of man power
shortage to handle ICT facilities.
With respect to these problems, the study is interested in identifying the level of
ICT impact and its contributions to the management of tertiary institutions in Kaduna
state, Nigeria.
4
1.3 Objectives of the Study
The aim of the study is to examine the impact of computer education on the
management of tertiary institutions in Kaduna state.
The specific objectives therefore, were to:
1. ascertain the impact of ICT on record keeping in tertiary academic institutions in
Kaduna State;
2. identify the impact of ICT on communication in tertiary academic institutions in
Kaduna State;
3. ascertain the impact of ICT on monitoring and evaluation in tertiary academic
institutions in Kaduna State;
4. find out the impact of ICT on staff development in tertiary academic institutions
in Kaduna State;
5. examine the impact of ICT on maintenance of discipline in tertiary academic
institutions in Kaduna State;
6. determine the impact of ICT on decision making process by the management of
tertiary academic institutions in Kaduna State;
7. assess the impact of ICT on maintenance of facilities in tertiary academic
institutions in Kaduna State, and
8. find out the impact of ICT on the conduct of examinations and presentation of
results in tertiary academic institutions in Kaduna State.
1.4 The Research Questions
The specific research questions are:
1. What is the impact of ICT on record keeping in tertiary academic institutions in
Kaduna State?
5
2. In what way does ICT impact on communication in tertiary academic
institutions in Kaduna State?
3. How does ICT impact on monitoring and evaluation in tertiary academic
4. What is the impact of ICT on staff development in tertiary academic institutions
in Kaduna State?
5. In what way does ICT impact on maintenance of discipline on management of
tertiary academic institutions in Kaduna State?
6. What is the impact of ICT on decision making process of tertiary academic
7. How does ICT impact on maintenance of facilities of tertiary academic
8. In what way does ICT impact on conduct of examinations and presentation of
results in tertiary academic institutions in Kaduna State?
1.5 Research Hypotheses
On the basis of the research questions asked the following null hypotheses were
formulated for the study;
HO1. There is no significant difference in the opinions of respondents on impact of

ICT on Record Keeping in tertiary academic institutions of Kaduna State.
HO2. There is no significant difference in the opinions of respondents on the impact of
ICT on communication in tertiary academic institutions in Kaduna State.
ICT on monitoring and evaluation in tertiary academic institutions in
Kaduna State.
ICT on staff development of tertiary academic institutions of Kaduna State.
6
ICT on Maintenance of Discipline in tertiary academic institutions in
Kaduna State.
ICT on decision making process in tertiary academic institutions in Kaduna
State.
ICT on maintenance of facilities in academic tertiary institutions in Kaduna
State.
ICT in conduct of examinations and presentation of results in tertiary academic
institutions in Kaduna State.
1.6 Significance of the Study
This study revealed the relevance of information and communication technology
particularly as it relates to management of tertiary institutions. Similarly, the outcome of
the study is expected to assist management of tertiary institutions in their decisions
towards Information and Communication Technology. The research is of benefit to
researchers who are expected to acquaint themselves with this research and source out
knowledge that can be of benefit to their research. The outcome also revealed how
Information and Communication Technology can be improved in management of
tertiary institutions as such it can be a useful source of literature review.
The results, conclusions and recommendations of this study are useful to tertiary
institutions when using the computer for managerial activities to set up guides based on
their needs for use of emerging information technologies. Similarly, the study will help
fill the gap discovered in the empirical studies on the use of ICT on management of
tertiary institutions in Kaduna State, Nigeria. Findings are expected to provide feedback
on the areas of ICT usage which management staff can engage in for speeding
managerial activities as well as suggested various computer facilities to engage other
7
stakeholders, government agencies and foreign bodies. In addition, the result of this
study is beneficial to National Universities Commission (NUC).
1.7 Basic Assumptions
For the purpose of this study, the following basic assumptions were made:
1. Proper record keeping in tertiary institution could improve staff turn
over; the world has become a global village where information is at the
punch of a button;
2. Good communication network will breach information gab between and
among management, staff and students in tertiary institutions;
3. ICT utilization will ease problem of monitoring and evaluation in tertiary
institutions in Kaduna state;
4. Application of ICT will improve on staff development;
5. Application of ICT in learning will improve student academics
discipline;
6. It is hope that application of ICT will enhance decision making process;
7. Effective application of ICT in tertiary institution will help in
maintaining facilities; and
8. It is hoped that ICT will help in administrative services such as admission,
registration, and payment of fees, student‟s records, staff development,
community development and a host of others.
1.7 Scope of the Study
The scope of the study determined the extent of ICT usage for managerial
activities in academic tertiary institutions in Kaduna state. The research work did not
cover all the tertiary institutions in Kaduna state but only the universities, colleges of
education and polytechnics as selected by the researcher.
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Introduction
The impact of ICT in management of academic tertiary institutions in Kaduna
state is the main focus of this research. This chapter reviewed related literature of the
study and the clarification of concepts as it related to the context of the study.
Therefore, the review covered the following sub-topics: conceptual frame work;
information communication, uses and challenges; concept of planning; computer in
information storage and retrieval; Impact of ICT in record keeping; Impact of ICT in
Communication; Impact on monitoring and evaluation; on staff development; on
discipline; on decision making; and on maintenance of facilities; Empirical studies and
summary.
2.2 Conceptual Framework
The term „management‟ has been defined by various authorities. Adejumo,
(2000) for instance, defined management as involving planning, innovation,
coordination and supervision as well as undertaking risks and handling uncertainty. He
argued that management is the activity of working with people in organizations in
accomplishing results. Adeyemi, (2007) regarded management as the process of
utilizing human and material resources in accomplishing designated objectives. This
could be done by organizing, directing, coordinating and evaluating programmes in a
bid to achieve goals or objectives. In such a social process, there is always a structural
hierarchy comprising the subordinates and super ordinates.
9
Thus, management involves a person or a manager, making use of resources
(both human and physical or material) in achieving the goals of an organization through
effective planning, organizing, directing, motivating, controlling and budgeting
(Alebiosu, 2000; Nwadiani, 2000; Ajabor, 2001). As a professional discipline,
management involves personnel and finance. Although job specification might vary
from one position to another, circumstances and environment might affect managerial
functions (Afolabi, Jegede,& Popoola, 1999; Bandele, 2001).
Management is, therefore, the effective allocation and utilization of scarce
resources to achieve predetermined results. The scarce resources include people, money,
materials and time. Of these, human beings are the most important, because the
effectiveness with which they are used determines the quality of results produced by
other resources.
Considering the foregoing definitions, management could be examined in various ways.
It could be seen as a field of study. It could also be seen as the principle of
administering an organization which will be discussed extensively in chapter two. It
also involves tasks. The manager is responsible for whatever he achieves, be it success
or failure. Every failure is a failure of a manager. Ghaemian, (1998) asserted that people
manage, rather than force. Effective management therefore involves ensuring efficiency
and effectiveness in the use of /the available human, physical and financial resources
together with the ability to combat any constraints that might hamper the achievement
of the objectives.
As such, the primary function of management is to take decisions leading to the
achievement of organizational objectives. The types of decisions management makes
will determine its information needs. However, the numerous crises in Nigerian tertiary
institutions could have been prevented if Information Communication and Technology
10
facilities are in place in the institutions (Faloye and Oparah 2007). Thus, Adedapo
(2007) argued that school managers need effective management of activities with the
use of a computers and other Information Communication and technology equipment.
ICT is considered to be one of the pillars upon which quality education for all
can indeed become a reality, because of its unique capacity for bringing the world to
even the most remote and disadvantaged of communities. ICT are now vital to support
the business of educational institutions, and support the full academic lifecycle, in terms
of learning and teaching from individuals students enquiries through to accreditation
and graduation and in terms of research from initial bid writing through to project
delivery and dissemination. It includes six main areas: pay roll and financial accounting,
administration of student data, inventory management, personnel records maintenance,
library systems and learning management systems.
The core IT services provides support for the following areas. Firstly, the student
journey, from an initial enquiry through to graduation. This includes managing of a
student‟s initial enquiry about courses, application, module selection, monitoring and
support for the delivery of a course, assignment handling, examinations and graduation.
For on campus students systems are in place for accommodations. This is usually done
through a central IT system, but there may also be local bespoke systems for some
departments. Courses are delivered and support through an institutional Virtual
Learning Environment (VLE)/Learning Management System (LMS). Most institutions
have one centrally supported system, but in some instances there may be local or be
spoke systems. According to Zainally (2008), “Information and Communication
technology provides several facilities and possibilities for educational administrators to
do their tasks”. There is a mention that communication and information systems have
changed the very nature of higher education, allowing information to be transferred,
11
stored, retrieved, and processed by almost all who work, study or interact with a given
institution.
As Lowther et al. (2008) have stated that there are three important characteristics
are needed to develop good quality teaching and learning with ICT: autonomy,
capability, and creativity. Autonomy means that students take control of their learning
through their use of ICT. In this way, they become more capable of working by
themselves and with others. Teachers can also authorize students to complete certain
tasks with peers or in groups. Through collaborative learning with ICT, the students
have more opportunity to build the new knowledge onto their background knowledge,
and become more confident to take risks and learn from their mistakes.
They are required not only to listen to the native pronunciation from the
dictionary, but also to learn the definitions and examples of a new vocabulary item.
They then have to make a recording of their own pronunciation and provide examples of
how this new word is used in context. Before completing this task, they have to know
which browser to use in order to search a suitable online audio dictionary. They will
have to browse several online dictionaries, and select the one that best meets their
learning needs. In addition, finding good software to record their voice is another
prerequisite for these learners. Therefore, the whole learning process enriches students‟
learning skills and broadens their knowledge beyond what they already know. By using
ICT, students‟ creativity can be optimized. They may discover new multimedia tools
and create materials in the styles readily available to them through games (Gee 2007,
2011), CDs, and television. With a combination of students‟ autonomy, capability, and
creativity, the use of ICT can improve both teaching and learning quality.
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2.3 Information Communication Technology
Information Communication Technology is a network which offers a steadily
expanding range of new services that have major economic consequences for the
standardization of information in universities (Nwafor, 2005). It is computer-based tools
used by organization personnel in the processing of their information and
communication needs. It encompasses the computer hardware and software, the network
and several other devices, e.g audio, video, photography, camera, etc., that convert
information and so on into Information Communication Technologies in the
management of Education. (IAAR) 2009.
Common digital form (Yusuf, 2005a). Njoku (2006) identified three categories
of ICT somewhere to be processed information (computer systems), disseminated
information (telecommunication systems), and represented information (multi-media
systems). Information Technology systems available for university administration in
Rivers State have been listed as e-mail, internet, intranet, teleconference, facsimile
(Fax), minicomputer, micro-computer, main-frame computer, word processing
computer, and basic website (Nwafor, 2005). ICT is an eclectic application of
computing, communication, telecommunication and satellite technology. Lopez (2003)
argues that they have provided innovative opportunities for teaching and learning and
they have engendered advances in research about how people learn, thereby bringing
about rethinking the structure of education. The prevalence and rapid development of
information communication technologies (ICTs) has transformed human society from
the information technology age to the knowledge age (Johnson, 2007).
The objectives of the federal government of Nigeria on information technology
are well articulated by (Yusuf, 2005b): making ICTs mandatory at every level of
education; developing ICTs curricula for primary, secondary and tertiary institution; use
13
of ICTs for ICTs companies investment in education; study grants and scholarships on
ICTs; training the trainer scheme for National Youth Service Corp (NYSC) members;
ICTs capacity development at federal, state and local levels; growth of private and
public sector dedicated ICTs primary, secondary and tertiary educational institutions;
and working with international and domestic initiatives for transfer of ICT knowledge
(p.316). Two of the key targets set by the Agency charged with the responsibility of
implementing the government‟s ICTs policy were the provision of information
technology (IT) facilities for the various levels of education (primary, secondary and
tertiary) including the Universal Basic Education Scheme; and providing of “training
the trainers” using existing establishments, like the National Directorate of Employment
(NDE) and the NYSC scheme (Iriaejen, 2002). Babalola (2007) report that a major
reform and development in university education to be significant improvements in
communication and ICTs improvements with its positive influence on teaching and
research technologies. Also, a major tertiary education reform recommended by the
World Bank (2002) was that there should be electronic networking involving Staff
development.
2.4 Impact of ICT in Record Keeping
Historically, the system of governance is based on sound record keeping so that
irrespective of the executive head, the records forms the basis for governance, control
and decision making. Billion of pages of information are being generated each year by
various departments in tertiary institutions. Some of this is in duplicate and triplicate
form. Even then the relevant information is difficult to locate from the existing records
and sharing of information between departments is not-existent. In tertiary institutions,
people receive, store, process, call up selectively and retrieve, and transmit a vast
amount of potentially useful information that will facilitate administrative duties. In
14
some of Nigerian's higher institutions today, students' academic records and transcripts
are computed and processed using computer. Using computer to process vast amounts
of academic data had been easier, faster and accurate.
The need for technological innovation has led to a revolution in the development
of technological facilities that are applicable to keeping and management of school
records. Making use of ICT for record keeping and management will go a long way in
raising the standard of school records anywhere in the world. Educators are fast
realising the need for using computer for the keeping and management of school
records. This would be convenient to both administrators and academic and non-
academic staff in tertiary institutions. Records and record keeping constitute the life
wire of organizations (Egwunyenga, 2006). It would be very difficult to plan and
administer any organization such as the a tertiary institution effectively if records are
not kept and managed properly.
Okoli (2007, p. 524) classifies university records into two broad categories,
namely management and administrative records. Management records are generated at
the top management level (vice chancellor, deputies, bursar, librarian, and registrar) in
the form of meeting records, procedures, decisions and resolutions. On the other hand,
administrative records take the form of admission records, personnel records
(employment, leave and duty records), and physical resource records. It seems that the
growing complexities of universities in Nigeria and the challenges it poses to
management makes the application of Hi-Tech information and ICTs indispensable for
quality assurance (Okorie, Agabi & Uche, 2005).
Record keeping and management ought to be taken as a vital responsibility by
school authorities because of the indispensable role records play in the effective day-to-
day running of the institution. In order to make decisions on both short and long term
15
policies, school authorities rely on information that are on records. However, most
institutions authorities do not have a good culture of record keeping. The few records
that are kept are usually not properly stored, thus creating the problem of retrieval to
users when needed. The few tertiary institutions authorities that have adopted the
electronic record-keeping practice in the record management system of their institutions
have risen above such problems of storage and retrieval, as ICT affords the opportunity
to have a quick and easy view of all the records on school activities. Hence, by means of
modern data storage facilities like computers, microfilm, CD-Rom, cassettes, e-mail,
collaboration software and hardware, technological advancement had contributed to the
effective storage and management of school records. The use of ICT for school record
keeping and management gives an overview of the number of students that registered,
accurate information on students‟ fees payment status, and a comprehensive database of
staff, students and instructors with just a click.
Due to the expansion in tertiary institutions, it is essential that computerization
takes place and a total overhauling of the existing ICT system be undertaken for easy
record keeping and management. ICT has the potentials for easing the administrative
duties of tertiary institutions record keeping and management. Being aware of the
significant role of information and communication technology in our lives, especially in
our educational activities, management of tertiary institutions should be wise enough to
use ICT in supporting record keeping and management. Presently, records of most
tertiary institutions are kept manually and, with the passage of time, vital records and
information are lost due to the rise
in the number of activities. A lot problem has been identified from manual record
keeping and management practice. They include lack of skills in the interpretation of
scores from assessment instruments, lack of skills in records and preparation of reports
16
and shortage of experts in record keeping. For any school system to engage in
satisfactory record keeping and management activities, information and communication
technology must be applied in its operational system. This is because human beings can
make mistakes.
However, with the help of these modern electronic devices, the mistakes will
either be eliminated or reduced to its barest minimum. Osakwe (2012) is of the view
that records kept and managed in tertiary institutions are classified as management
records, administrative records, reference records and student records.
Management records are records of meetings, procedures, decisions and
resolutions kept as important reference materials through which institutions keep track
of changes in their procedures, practices and to know the state of transparency of their
activities in the past and present. They also stand as the basis for determining what
should be done in the future. Administrative records include admission records,
personnel records and physical resource records.
Admission records are permanent records showing students particulars from the
first day of admission. They help to keep track of the student‟s enrolment. They are a
source of reference on every matter relating to when a student came into the institution,
course of study, possible date of graduation, etc.
Personnel records provide information about the employment and duty records
of both academic and non-academic staff members. These records contain detailed
personal information of staff (in terms of age, gender, qualification, previous
experience, appraisal forms, certificates), detailed description of tasks to be performed
by staff in accordance with the employment conditions of service as well as staff
disciplinary committee files. Physical resource records are records of tangible assets
17
such as classrooms, offices, laboratories and workshops as well as the equipment and
furniture in them (Salau, 2005; Oyedeji, Salau & Oluwalola, 2008).
Reference records are policy records which must be possessed by the
institutions. They include government policies, decisions of governing council and
procedures on funding and moral codes Daramola,(1995 in Osakwe (2012)). Student
records include the personal data of students as at the time of admission, matriculation
number, date/year of admission, department/course of study, degree in view, mode of
entry, letter of recommendation/attestation, name of course adviser, academic records
(transcripts, examination scripts), social records, and students disciplinary committee
file.
2.5 Impact of ICT in Communication in Tertiary Institutions
It is mentioned that ICT is used in administration to support the business
strategies and processes of higher education institutions, and a “dynamic new shift
occurred in higher education” due to the application of ICT in University
administration. This facilitated creation of large and complex institutions that could
function with increased efficiency and user-friendliness. It is also mentioned that usage
of ICT in higher education administration involves “harnessing technology for better
planning, setting standards, effecting change and monitoring results of the core
functions of universities. One of the key conclusions arrived at is that the integration of
ICTs in higher education is inevitable (UNESCO, 2009).
Olive Mugenda (2006) said ICT fosters the dissemination of information and
knowledge by separating content from its physical location. This flow of information is
largely impervious to geographic boundaries allowing remote communities to become
integrated into global networks and making information, knowledge and culture
18
accessible, in theory, to anyone. It is also mentioned that ICT enhances day-to-day
management of institutions and the various functional areas in which it could be used
are specified below:
• Timetabling
• Student admission and Tracking
• Financial Management
• Medical services
• Procurement and Store management
• Data distribution and management
ICT is used in maintenance of student and staff records and for communication
and document management (OECS 2001). Kumar & Kumar (2005) have mentioned
about the positive perception towards the use of ICT in education. It is mentioned in the
study that students of different universities reported the usage of ICT for
communication and for on-line discussion forums. ICT facilitated contact and
information exchange and also promoted access to higher education. ICTs included
systems for student admission and records, examination results and transcripts, finance
database, human resources database, and management information.
2.6 Impact of ICT in Monitoring and Evaluation
Monitoring and evaluation (M & E) is relatively new in the development field.
Even though „monitoring‟ is as old as management, the emergence of „evaluation‟
began both at country level and in the United Nations system in the early 1950s.
However, the evolution has been slow and uneven since. In the 1980s, international
agencies such as World Bank (WB), UNESCO, and Food and Agriculture Organisation
(FAO) of the United Nations had begun to recognise the problems involved in
19
formulating effective monitoring and evaluation systems. Arising from this, these
organisations issued guidelines for project design staff and handbooks for practitioners.
Monitoring is understood as a continuous assessment of the functioning of the
project activities in the context of implementation schedules and of the use of project
inputs by targeted populations in the context of design expectations. It is an internal
project activity, an essential part of good management practice, and therefore an integral
part of day to day good management.
The purpose of monitoring in educational sector is to achieve effective and
efficient teaching performance by improving feedback to educational management at all
levels in improving operational plans and in taking timely corrective actions in case of
shortfalls and constraints, if any, in implementation of each educational component as a
whole. Monitoring could be carried out by using the data within a management
information system, such a system includes the basic physical and financial records, the
details of input and services provided to beneficiaries and the data obtained from
surveys and other mechanisms designed specifically to service the monitoring function.
Evaluation is a periodic assessment of the relevance, performance, efficiency and
impact of the education in the context of its stated objectives. It is learning and action
oriented management tool and an organisation process for improving activities still in
progress and future planning, programming and decision making. Monitoring,
evaluation are generated through the management information system, but with a view
to comparisons over time and against comparable control information. The full exercise
of the evaluation function will require, in selective cases, in supplementing the
management information system with data from input studies that may be designed and
executed outside the project management system itself.
20
2.6.1. Participatory Methods for Education Monitoring and Evaluation
Participatory monitoring and evaluation (PM& E) enables management and
stakeholders to observe and measure their progress, analyse problems and introduce
changes to their action plans when necessary. PM & E allows staff of Tertiary
Educational Institutions to:
- Follow implementation progress of each action of the year.
- Keep management updated on progress.
- Evaluate the commitment of staff in executing the ongoing activities.
- Evaluate results of the actions underway and modify them if necessary.
Monitoring is a continuous process during implementation. By contrast, evaluation is
carried out periodically, perhaps once per year or when activities are completed.
However management of tertiary Educational Institutions are to adopt all aspects of the
PM&E:
- In collecting and analyzing data,
- In designing the terms of reference,
- In formulating recommendations and making changes in the implementation of
activities.
Similarly, for effective and efficient PM&E, the tools and methods to be selected must
be able to attain the following:
- Build capacity of staff to reflect analyse and take action.
- Accountability to staff, management and stakeholders.
- Development of lessons that can lead to corrective action by staff.
- Development of lessons learned which help programme staff improvement and
implementation.
21
Therefore a well designed M & E system provides staff with key information at
the time they need it to make decisions. It also allows for correction, modification and
confirmation of ongoing programmes.
2.7 Impact of ICT in Staff Development
The managerial function of staffing involves manning the organization structure
through proper and effective selection, appraisal and development of the personnel‟s to
fill the roles assigned to the employers/workforce. According to Haimann (2011),
Staffing pertains to recruitment, selection, development and compensation of
subordinates. Staffing is an important managerial function- Staffing function is the most
important managerial act along with planning, organizing, directing and controlling.
The operations of these four functions depend upon the manpower which is available
through staffing function.
Staffing is a pervasive activity- As staffing function is carried out by all mangers
and in all types of concerns where business activities are carried out. Staffing is a
continuous activity- This is because staffing function continues throughout the life of an
organization due to the transfers and promotions that take place. The basis of staffing
function is efficient management of personnel‟s Human resources can be efficiently
managed by a system or proper procedure, that is, recruitment, selection, placement,
training and development, providing remuneration, etc.
Staffing helps in placing right men at the right job. It can be done effectively
through proper recruitment procedures and then finally selecting the most suitable
candidate as per the job requirements. Staffing is performed by all managers depending
upon the nature of business, size of the company, qualifications and skills of managers,
etc. In small companies, the top management generally performs this function. In
22
medium and small scale enterprise, it is performed especially by the personnel
department of that concern.
Harris (1980) viewed staff development as that aspect in administration, which
implies the training of an individual in organization, to enhance his performance, Ngu
(1980) viewed it as the process of behavioral modification or moulding of workers in
order to integrate organizational needs with their characteristics. This view is expressed
in consonance with the view, expressed in Novit (1979) when he pointed out that staff
development is the training of personnel in an organization towards motivating them to
become competent and hard work in achieving goals of the organization. The
management should develop keen interest in knowing the needs of the staff and
developing good programmes for their managerial activities. Ejiofor (1991) suggested
that an employee should be adequately compensated through the following means
among others; wages/salaries, medical care, transportation and so on. Ryan (1991) and
Finegold (1991) in Dung (1998) were of the opinion that measurement of training
should be viewed as an integral part of the process of total quality management.
2.7.1 Staffing Process: Steps involved in Staffing
Manpower requirements: The very first step in staffing is to plan the manpower
inventory required by a concern in order to match them with the job requirements and
demands. Therefore, it involves forecasting and determining the future manpower needs
of the concern.
Recruitment: Once the requirements are notified, the concern invites and solicits
applications according to the invitations made to the desirable candidates.
23
Selection: This is the screening step of staffing in which the solicited applications are
screened out and suitable candidates are appointed as per the requirements.
Orientation and Placement: Once screening takes place, the appointed candidates are
made familiar to the work units and work environment through the orientation
programs. Placement takes place by putting right man on the right job.
Training and Development: Training is a part of incentives given to the workers in
order to develop and grow them within the concern. Training is generally given
according to the nature of activities and scope of expansion in it. Along with it, the
workers are developed by providing them extra benefits of in-depth knowledge of their
functional areas. Development also includes giving them key and important jobs as a
test or examination in order to analyze their performances.
Remuneration: It is a kind of compensation provided monetarily to the employees for
their work performances. This is given according to the nature of job- skilled or
unskilled, physical or mental, etc. Remuneration forms an important monetary incentive
for the employees.
Performance Evaluation: In order to keep a track record of the behaviour, attitudes as
well as opinions of the workers towards their jobs. For this regular assessment is done to
evaluate and supervise different work units in a concern. It is basically concerning to
know the development cycle and growth patterns of the employees in a concern.
Promotion and transfer- Promotion is said to be a non- monetary incentive in which
the worker is shifted from a higher job demanding bigger responsibilities as well as
shifting the workers and transferring them to different work units and branches of the
same organization.
24
2.8 Impact of ICT in Maintenance of Discipline
Various literature reviews reveal that Information administration is one part of
overall administration of education institutions which mainly covers general and day-to-
day operational activities. Hence, it could be concluded that Information administration
cycle includes four major components namely, Student administration, Staff
administration, and General administration. A theoretical model for Information
administration has been formulated, and is depicted in figure 1:
Figure 1: Theoretical model for Information administration.
Source: Krishnaveni R. and Meenakumari J. (2010).
Information administration in this context refers to activities relating to the
management of higher education institutions which is often mentioned in other studies
as managerial activities in higher education institutions. The administrative systems
include Personnel administration, student administration, resources administration,
financial administration and general administration (Maki, 2008). Based on the
literature review the three main functional areas of information administration that are
of great significance for day-to-day management of higher education institutions was
identified as follows:
• Student administration
• Staff administration
25
• General administration
Student administration is an important and integral part of information
administration. This involves various activities commencing from the admission process
to learning activities till processing of results and performance analysis.
The integration of ICT into this process enhances the overall admission activities
of higher education institutions by making it more accessible to many ( Obeng 2004).
Based on the literature review, the important items identified under this category relates
to the automation of admission process through e-media. This includes admission
enquiry by students, applying for admissions through electronic media, registration /
enrolment using 1computers, course allotment, and availability of information like
timetable / class schedule in electronic form and attendance monitoring / maintenance
through e-media. Further it includes the various communications relating to transport,
hostel accommodation and other communication
2.9 Impact of ICT in Decision Making
Rajeev (2008) has specified that ICT has played a major role in reducing
operational inefficiency and improving decision-making in many areas of governance.
An integrated higher education service system is one such concept that empowers the
governing bodies to administer the progress of education plan in the whole country and
serve various stakeholders in a much better manner. Planning is considered as one way
for decision making process.
Planning is the first and the most important function of management which in
essence is aimed at preparing for and predicts future events. It involves the development
of strategy and procedure required for effective realization of the entire plans as
suggested by (Dare, 2008). Planning entails determination of control, direction and
26
method of accomplishing the overall organizational objectives. Planning is increasingly
becoming an important administrative component through which administrative
purposes are initiated translated into programmes and implemented to achieve the
desired objective.
Effective planning is essential in African countries where education has to
compete with other sectors of the economy for the allocation of funds within very
limited national resource; Edem (2006) stated that educational poor planning is often
accompanied by dissipated effort, wasted resources and poor results. This is based on
the fact that correct decision is usually hard to reach because of the difficulty of
anticipating the consequences which may result from the choice him of alternatives.
Therefore, planning as a managerial function is designed to prepare the
organization for the future and to ensure that decisions regarding the use of people and
resources to achieve the objectives of the school. It is obvious that individual and school
activities without plan are certainly to be frustrated and achievement of goals may be
very difficult. A school manager must be able to develop programmes and approaches
for the use of the resources to achieve the state or predetermined educational goals of
the school.
Furthermore, Hinjari (2006) posited that planning as the first action of the school
principal is aimed at identifying the mission of the school and to set the objectives as
well as identify different strategies by which to achieve the agreed mission and
objectives. This means that planning deals with the adoption of appropriate mechanism
to using minimize resources in order to get maximum result. Therefore, strategy in
planning helps the school to determine its future plans in other to exploit the
environment by taking a detailed analysis of their strengths and weakness.
27
2.10 Impact of ICT on Maintenance of Facility
A computer can send information to another computer. These communications
are made either through telephone line or special -computer cables or wires. The
information that could be sent may be in form of airline company queries, bank
transactions, statistical reports, personal messages and so on. There is virtually no type
of information that cannot be communicated between one computer and the other
provided they are connected together. There are a number of advantages of computer
communication. First is the high speed and accuracy in information transmitted due to
the absence of other intervening media. The communication is between the sending and
receiving computers. Second is the rapidity of information processing. Computer can
process a huge amount of data in a microsecond. For example, a research fellow who
needs information about a particular topic in atomic physics can obtain such information
in a matter of minutes. The process of getting such information from a library through
our normal conventional library manual system is to visit the library and search through
the reference hooks. This will definitely take your days and with much effort. Hut in
computer communication in countries where computer companies operate proprietary
databases for subjects of interest, you can link your computer through the
telecommunication line with the appropriate proprietary database and the information
could he obtained in less than an hour (Brightman and Dunsdale, 1986).
Thirdly, a large amount of data could be stored and processed across varying
distances. Teleprocessing: A method of processing the data between one computer and
the other through the telephone lines is called Teleprocessing. The data being
transmitted could be words, letters or numbers of programs. The communication can
occur between microcomputers, mini computers, mainframe or a combination of these.
28
These communicating computers may be located within varying distances between each
other, even across the continent. Digital computers generate digital signals which cannot
be transmitted through telecommunication lines, which can only transmit analog signals.
A peripheral device called moden is installed to translate or modulate the digital signals
to analog signals before transmission from the sending computer. The receiving
computer, which understands only digital signals, must have a modem for the
transmission and demodulation of the input signals from analog to digital (Brightman
and Dunsdalc, 1986). When the computer has received and processed the data, the result
is sent back in reverse operation. The airline companies are able to carry out seat
reservation and booking through their agents across the country using this
Teleprocessing system of data processing. In addition to moden, communication
software is needed to enable the computer, the moden and the telephone to work
together (Hartley, 1978)
It has facilitate faster decision making in the management, messages sent by
hand, which has no guarantee of being delivered on time and no security of content
could now be easily sent by e-mail, on line chat and even intercom. Thus allowing
management to make decision on issues faster and pass the copies to each department
through their email. Telecommunication has also helped in the productivity of staff in
processing student results and transcript. The issues of missing result, miss matched
names and grades were eliminated by automation of the records. With identification
code assigned to each student and staff, computer process information accurately. This
has lead to the development of database to keep file electronically which in turn makes
it easier for the staff to manage the database and ensure the consistency of its data as
rightly observed by Zambuk and Gital (2012).
29
The first principle in achieving managerial effectiveness as suggested by Sefiu
(2013), is to have access to the most valuable and up- to- date information. Hence, it is
believed that most of the problems of educational organizations in Nigeria may be
traced back to the problems of poor management of information on education. Such
problems can only be eliminated in our educational organizations through accurate and
timely availability and use of information needed for planning to respond to situations
such as adequacy of educational statistics.
Opeke (1982), in sefiu (2013), reiterated this belief that, human and material
resources become better conserved when planners have access to quality, timely and
relevant information which are important results of information management. Thus,
information management attempts to utilize the information resources of organizational
members to full potential. Such an administrative stance is likely to improve the
planners‟ access to both quantitative and qualitative information as well as to improve
the planners‟ ability to interact effectively with its environment- a situation that will
assure that optimum decisions are made based on clear insights.
Nothing moves when there is no information flow. Information is the current
that keeps the organization rolling to progress. The manager, as a monitor, perpetually
scans his environment for information, interrogates his liaison contacts and his
subordinates and receives unsolicited information, much of which as a result of the
network of personal contact he has developed. Moreover, by virtue of sort of
information for his organization, as a disseminator, he must share and distribute much
of this informant.
30
2.11 Empirical Studies
Various studies proved that management activity in our tertiary institutions
today requires computer technology. Fredriksson and Elżbieta (2009) in there study
opined that Communication and general administration are the two main areas in which
ICT is used in the management of education institutions. According to Sanat (2006), the
use of ICT in higher educational institutions starts with the stages of receiving e-
notifications regarding admission, course schedules, and billing procedures and
continues till the end of the course including online publication of results.
A related study by Suri (2005), reported that Spanish and Indian universities
have been changing fast due to the development of new Information and
Communication Technologies (ICT). He further mentioned that user satisfaction is a
widely used measure of ICT success. According to (OECS 2001) ICT is used in
maintenance of student and staff records and for communication and document
management. Kumar and Kumar (2005) have found the positive perception towards the
use of ICT in education. The study discovered that students of different universities
reported the usage of ICT for communication and for on-line discussion forums.
Various literature reviews reveal that Information administration is one part of
overall administration of education institutions which mainly covers general and day-to-
day operational activities. Hence, it could be concluded that Information administration
cycle includes four major components namely, Student administration, Staff
administration, and General administration. As such, the primary function of
management is to take decisions leading to the achievement of organizational
objectives. The types of decisions management makes will determine its information
needs. However, the numerous crises in Nigerian tertiary institutions could have been
prevented if Information Communication and Technology facilities are in place in the
31
institutions (Faloye and Oparah 2007). Thus, Adedapo (2007) argued that school
managers need effective management of activities with the use of a computers and other
Information Communication and technology equipment.
ICT is considered to be one of the pillars upon which quality education for all can
indeed become a reality, because of its unique capacity for bringing the world to even
the most remote and disadvantaged of communities. ICT are now vital to support the
business of educational institutions, and support the full academic lifecycle, in terms of
learning and teaching from individuals students enquiries through to accreditation and
graduation and in terms of research from initial bid writing through to project delivery
and dissemination.
However, various studies identified the contributions of ICT in the management
of tertiary institutions to include six main areas: pay roll and financial accounting,
administration of student data, inventory management, personnel records maintenance,
library systems and learning management systems. Zainally (2008) opined that
“Information and Communication technology provides several facilities and
possibilities for educational administrators to discharge their tasks”. Therefore
communication and information systems have changed the very nature of higher
education, allowing information to be transferred, stored, retrieved, and processed by
almost all who work, study or interact with a given institution.
2.12 Summary
An attempt has been made in this research to utilize the relevant literature to
assess the impact of ICT on management of academic tertiary educational institutions,
in Kaduna state. This research work will enable management of tertiary educational
institutions in Kaduna State to have a clearer insight of the benefit, and potentials of
ICT in management of academic tertiary institutions. This study will also enable tertiary
32
educational institutions to improve on the managerial, validity, credibility and ease their
activity. This will further reduce missing data‟s, information and will offer the chances
for more graduates intake in the tertiary educational institutions in Kaduna state without
any challenges.
According to Zainally (2008), “Information and Communication technology
provides several facilities and possibilities for educational administrators to do their
tasks”. There is a mention that communication and information systems have changed
the very nature of higher education, allowing information to be transferred, stored,
retrieved, and processed by almost all who work, study or interact with a given
institution. The author has also quoted from other research work that there is an increase
in managerial effectiveness and efficiency through usage of Information and
Communication technologies.
The various research studies conducted to evaluate the extent of usage of
Information and Communication Technologies in multiple aspects of higher education
revealed that heads of faculties utilized technology in planning, and to a large extent in
the supervision and evaluation of academic affairs, student affairs, financial affairs and
administrative affairs. It was concluded that information and communication
technologies have an impact on increase of the scientific level of faculty members,
students, and staff. Ashish and Arun (2005) highlighted the importance of Information
Technology (IT) as a modern day techno-management tool that would benefit
institutions of higher education in India. Gumala (2005) reported that Spanish and
Indian universities have been changing fast due to the development of new Information
and Communication Technologies (ICT). The author has mentioned that user
satisfaction is a widely used measure of ICT success. The author has concluded by
providing a conceptual model for implementing a good technical system
33
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter presents research methodology, which include the research design,
population, sample and sampling techniques, instrument for data collection, procedure
for data collection and methods of data analysis.
3.2 Research Design
The research design adopted for the conduct of this study was a survey design.
The rationale for the design is that it can select sample from the target population and
the inferences from the sample could be generalized on the entire population. In a study
such as this one, it‟s not easy to study the entire population. The researcher used survey
research method because the target population being studied consists of deans of faculty
or directors of higher institutions, head of departments, director of management
information service (MIS), and faculty/school registry staff of the tertiary institutions in
Kaduna state. The approach that was used is what Nworgu (1991), described as sample
survey in which the data in the survey are collected through questionnaires in order to
collate the data.
3.3 Population of the Study
In Kaduna state, there are numerous educational tertiary Institutions. For the
purpose of these study only universities, colleges of education and polytechnics‟ were
considered. They include Ahmadu Bello University, Zaria, Nuhu Bamalli Polytechnic,
Zaria, Federal College of Education, Zaria, Kaduna State University, Kaduna, Federal
college of Education, Gidan Waya and Kaduna Federal Polytechnic Kaduna. The
population of the study consisted of Deans of faculties or Directors of schools, Heads of
34
department, Directors information management system and Faculty/school registry staff
of the tertiary institutions in Kaduna state.
Table 1: Population of the Study
Names of Location Deans of Head of Director Faculty/school

institution faculties Departments management registry staff
or information
Director system
of School
Ahmadu Zaria 12 90 1 30
Bello
university
Kaduna Kaduna 7 27 1 20
State
University
Federal Zaria 7 36 1 10
College of
Education
Federal Kafanchan 4 24 1 13
College of
Education
Nuhu Zaria 6 27 1 15
Bamalli
polytechnic
Federal Kaduna 9 45 1 18
Polytechnic
Total 45 249 6 106
Source: (An estimate from the institutions brochure 2014)
3.4 Sampling and sampling techniques
Samplings are non-overlapping collections of elements from the population that
cover the entire population according to Razaq and Ajayi (2000). Therefore, in each of
the selected tertiary institution one third (1/3) of the population will be sample; example
Ahmadu Bello University has 12 deans of faculties with 90 Head of departments
therefore the sample size is 4 deans, 30 HOD‟s and a director MIS, Kaduna state
university have 7 deans with 27 head of departments, also Federal college of education
Zaria have 7 directors of schools with 36 head of departments and Nuhu Bamalli
35
polytechnic Zaria have 6 school directors with 27 head of departments, one third (1/3)
were selected. However, the director of Management Information System (MIS) of the
selected tertiary institutions and faculty/school registry staff were also sampled.
The study uses a purposive sampling technique. Razaq and Ajayi (2000), observes that
the purposive sampling technique is a procedure in which a researcher purposely selects
certain groups as samples because of their relevance to the investigation under
consideration.
Therefore the total sample size of the study is 100 as depicted in table 2:
Table 2: Sample Size of the Study
Names of Location Deans of Head of Director Faculty/school

institution faculties Departments management registry staff
or information
Director system
of School
Ahmadu Zaria 4 30 1 10
Bello
university
Kaduna Kaduna 3 9 1 7
State
University
Federal Zaria 2 12 1 3
College of
Education
Nuhu Zaria 2 9 1 5
Bamalli
Polytechnic
Total 11 60 4 25
Total 100
Sample
Source: Survey 2014
36
3.5 Instrumentation
The instrument for the collection of the data for the study was a structured
questionnaire with guidelines on what is needed and allow them time to reflect to the
questions composed by the researcher and respondents are required to indicate their
opinions on strongly agreed, agreed, disagreed, strongly disagreed and undecided
options.
The questionnaire consists of nine sections, section one requires the respondents
to fill in there personal information. The second section ascertains the extent of ICT use
in record keeping in tertiary institutions. The third section ascertains the level of ICT
use in communication. The fourth section ascertains the extent of ICT use in monitoring
and evaluation. The fifth section ascertains the level of ICT use on staff development in
tertiary institutions. The sixth section ascertains the level of ICT use in maintenance of
discipline in tertiary institutions. The seventh section ascertains the extent of ICT use in
decision making process. The eight section assessed the level of ICT use in maintenance
of facilities and the last section determine the level of ICT use on conduct of
examinations and presentation of result in tertiary institutions in Kaduna state.
3.6.1 Validity of the instrument
The instrument was scrutinized and ascertained to be valid and reliable by the
researcher supervisors, experts in educational planning and administration, as well as a
statistician. The instrument scrutinized in order to make sure that it‟s relevant to the
research topic and area under investigation. The corrections and suggestions made were
incorporated in the final copy of the questionnaire administered. According to Uzoskika
(2008), face validity of survey instrument of this nature is considered adequate for its
validity. Therefore, subjected the designed instrument to face validity, the instrument is
considered valid for the study.
37
3.6.2 Pilot Study
In order to determine the validity of the instrument for data collection, a pilot
study was carried out in Nigerian College of Aviation, Zaria. Therefore, five copies of
questionnaire were administered to management staff which include two HODs, the
MIS director, the academic secretary, ten copies to registry staffs and ten copies to
instructors were sampled making a total of 25 respondents in the pilot study.
3.6.3 Reliability of the instrument
The reliability system was tested using split half method. According to Akuezilo and
Agu (2004), this method involves the summing up the odd numbers and even items on
the questionnaires separately to a group of respondents. The split half reliability
coefficient was determined by correlating the scores on odd items of instruments against
the even items by using the Pearson Product moment Correlation Coefficient (PPMCC)
of 0.93 was gotten from the reliability of instrument.
The reliability coefficient of the questionnaire was based on the requirements for
internal consistency that the average value of the correlation coefficient must be pretty
high around 0.80 Ndaji (1999).
3.7 Procedure for Data Collection
The researcher sought for the help of two research assistants to administer the
questionnaire on the respondents. The researcher used on- the- spot questionnaire
administration technique because Nwosu (1990) confirms that the percentage returns of
such questionnaire can sometimes be as high as one hundred percent.
3.8 Methods of Data Analysis
Descriptive statistics was used to measure the responses of the respondents on
each of the variable under consideration, thereafter weighted sum was obtained using
SPSS statistical package. The weighted sum was generated through sum of respondent‟s
38
responses in each variable under consideration. Similarly a weighted mean was
generated from the weighted sum. The weighted mean was ranked to have the most
prominent responses. Therefore, for judgement purposes a threshold of three (3) was set
to determined responses, any weighted mean below the threshold of three (3) were
considered as disagree to the preposition, while weighted mean above or equal to the
threshold were considered to be agreed to the preposition stated or variables.
39
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
4.1 Introduction
This chapter presents the field data, the interpretation of the data and analysis as
well as the discussion of the findings. The data presentation and interpretations were
based on the computer statistical software program Microsoft excels table and chart
presents the results of the analysis of the data gathered during the field survey.
4.2 Socioeconomic Characteristics/Bio Data of the Respondents
The analysis of bio-data variables of respondents includes gender, categories, age,
qualifications and years of working experience are presented below.
The result of the analysis in table 3 shows that majority of the respondents from both
institutions were male 77 (71%) while females were 29 (29%) responded.
Table 3: Gender Distribution of Respondents by Institutions
Institutions Gender Frequency Percent
Female 16 34.0
ABU Male 31 66.0
Total 47 100.0
Female 5 25.0
KASU Male 15 75.0
Total 20 100.0
Female 6 37.5
FCE Male 10 62.5
Total 16 100.0
Female 2 11.8
Polytechnic Male 15 88.2
Total 17 100.0
40
Data in table 4 revealed the classification of respondents by institutions was in
ABU 3 Deans (6.4%), 32 HODs (68.1%), 10 faculty staff (21.3%), and 1 MIS director
(2.1%) responded. Then in KASU 3 Deans (15.0%), 9 HODs (45.0%), 7 faculty staff
(35.0%), and 1 MIS director (5.0%) responded. However, in FCE 2 Directors of Schools
(12.5%), 10 HODs (62.5%), 3 staff from the school (18.8%), and 1 MIS director (6.3%)
responded. Similarly, in KAD Polytechnic 2 Directors of schools (11.8%), 9 HODs
(52.9%), 5 school staff (29.4%), and 1 MIS director (5.9%) responded to the instrument.
Table 4: Categories of Respondents by instituions
Institution Categories Frequency Percent

a. ABU Faculty Staff 10 21.3
HOD 32 68.1
Dean 3 6.4
Director 1 2.1
MIS Director 1 2.1
Total 47 100.0
b. KASU Faculty Staff 7 35.0
HOD 9 45.0
Dean 3 15.0
MIS Director 1 5.0
Total 20 100.0
c. FCE Faculty Staff 3 18.8
HOD 10 62.5
School 2 12.5
Director
MIS Director 1 6.3
Total 16 100.0
d. Polytechnic Faculty Staff 5 29.4
HOD 9 52.9
School 2 11.8
Director
MIS Director 1 5.9
Total 17 100.0
Table 5 shows the classification of respondents by age, however according to united
nation youths are considered between the ages of 18-45 years. The result revealed that
31-45 (56%) years of age are the majority while those between the ages of 46-65 (44%)
constitutes lowest respondents. The youths formed the majority for the simple fact that
41
youths world over constitute the majority of ICT users as early adopters, while the older
generations as laggards (Rogers 1995).
Table 5: Age distribution of respondents by institutions
Institution Age Frequency Percent

a. ABU 31 - 35 ears 2 4.3
36 - 40 Years 7 14.9
41 - 45 Years 14 29.8
46 - 50 Years 5 10.6
51 - 55 Years 10 21.3
56 - 60 Years 6 12.8
61 - 65 Years 3 6.4
Total 47 100.0
b. KASU 31 - 35 ears 5 25.0
36 - 40 Years 3 15.0
41 - 45 Years 3 15.0
46 - 50 Years 3 15.0
51 - 55 Years 5 25.0
61 - 65 Years 1 5.0
Total 20 100.0
c. FCE 31 - 35 ears 1 6.3
36 - 40 Years 3 18.8
41 - 45 Years 4 25.0
46 - 50 Years 6 37.5
51 - 55 Years 1 6.3
61 - 65 Years 1 6.3
Total 16 100.0
d. Polytechnic 31 - 35 ears 4 23.5
36 - 40 Years 4 23.5
41 - 45 Years 6 35.3
46 - 50 Years 3 17.6
Total 17 100.0
Table 6 reveals the years of working experience of respondents. It is significant to note
that those between 11-15years, (34%) working experience form the largest percentage
of respondents in both institutions while the lowest were between the ages of 1-5years,
(9%). This fact shows that most of the respondents were very much active in their
42
carrier. This means the respondents were capable enough to have acquired ICT
knowledge.
Table 6: Respondents years of working experience by institutions
Institution Years of Experience Frequency Percent

a. ABU 1 - 5 Years 2 4.3
6 -10 Years 9 19.1
11 - 15 Years 15 31.9
16 - 20 Years 16 34.0
Above 20 Years 5 10.6
Total 47 100.0
b. KASU 1 - 5 Years 3 15.0
6 -10 Years 4 20.0
11 - 15 Years 7 35.0
16 - 20 Years 4 20.0
Total 20 100.0
c. FCE 1 - 5 Years 1 6.3
6 -10 Years 2 12.5
11 - 15 Years 9 56.3
16 - 20 Years 4 25.0
Total 16 100.0
d. Polytechnic 1 - 5 Years 3 17.6
6 -10 Years 5 29.4
11 - 15 Years 3 17.6
16 - 20 Years 3 17.6
Total 17 100.0
Table 7 shows that majority of the respondents were either obtained their first degree,
master‟s degree (21%) and or PhD (46%). The lowest were NCE holders of with only
(4%) were respondents.
43
Table 7: Qualifications of respondents by institutions
Institution Qualifications Frequency Percent

a. ABU HND 4 8.5
PGD 2 4.3
Bachelor Degree 4 8.5
Master Degree 3 6.4
Doctorate Degree 34 72.3
Total 47 100.0
b. KASU Diploma 2 10.0
HND 1 5.0
PGD 1 5.0
Master Degree 2 10.0
NCE 1 5.0
Total 20 100.0
c. FCE Diploma 1 6.3
HND 1 6.3
PGD 3 18.8
NCE 2 12.5
Total 16 100.0
d. Polytechnic Diploma 2 11.8
HND 2 11.8
PGD 1 5.9
NCE 1 5.9
Total 17 100.0
4.3 Opinion of respondents on the Impact of Information Communication and

Technology on the Management of Tertiary Institutions in Kaduna State.
In assessing the impact of ICT in the management of academic tertiary
institutions in Kaduna State, eight (8) research questions was raised and variables were
determined using likert scaling. And respondents were ask to rank their agreement from
strongly disagree with 1 point, Disagree 2 point, Undecided 3, Agree 4, and strongly
agree with 5 point. And to accept a preposition as respondent agreement to a statement
44
the weighted mean score above 3.0 were considered as agreed and any score below 3.0
were considered as disagreement to the preposition.
4.3.1 Respondents opinion on the Impact of Information Communication and

Technology on Record keeping in the Management of Tertiary Institutions
in Kaduna State.
On the impact of ICT on record keeping, eight variables were considered, the result in
table 8 shows that respondents agreed with impact of ICT on record keeping that
through computer hard disk, record keeping in the institution was enhanced with mean
of 3.91 taking the highest rank, followed by through electronic device, incoming and
outgoing mails are recorded and kept in the institution with a mean of 3.88 and through
electronic device, records of student‟s admission were kept in the institution with mean
score of 3.88, also, majority believed that employee records are kept through computer
with mean score of 3.84. Through electronic device students payment details were
stored and retrieved in the institution with mean 3.82. However, respondents agreed that
with manual record keeping and result preparation to shortage of ICT expert and skills
with mean of 3.77. Through electronic device, record keeping had significantly
changed in the institution with mean of 3.63. Respondents believed that records kept
manually with the passage of time might be lost due to the rise of number of activities in
the institutions with of 3.52.
45
Table 8: Impact of ICT in record keeping in tertiary academic institutions in Kaduna
state
Weighted Weighted
Item statement SA A U D SD Sum Mean
Through electronic device, record
keeping has significantly changed in the
institution. F
34 41 12 9 4 363 3.63
% 34.0 41.0 12.0 9.0 4.0 - -

Through computer hard disk, record
keeping in the institution is
enhanced. F 30 52 9 7 2 391 3.91
% 30.0 52.0 9.0 7.0 2.0 - -

Through electronic device,
incoming and outgoing mails are
recorded and kept in the institution. F 31 55 10 1 3 388 3.88
% 31.0 55.0 10.0 1.0 3.0 - -

Through electronic device, records
of student‟s admission are kept in
the institution. F 41 51 6 0 2 388 3.88
% 41.0 51.0 6.0 0.0 2.0 - -

Through electronic device,
employee records are kept in the
institution. F 41 49 8 2 0 384 3.84
% 41.0 49.0 8.0 2.0 0.0 - -

Through electronic device students
payment details are stored and
retrieved in the institution. F 32 50 10 5 3 382 3.82
% 32.0 50.0 10.0 5.0 3.0 - -

Records kept manually with the
passage of time might be lost due to
the rise of number of activities in
the institutions. F 26 46 22 5 1 352 3.52
% 26.0 46.0 22.0 5.0 1.0 - -

Manual record keeping and
preparation include lack of skills,
and shortage of experts to use ICT
in the institutions. F 21 48 16 14 1 377 3.77
% 21.0 48.0 16.0 14.0 1.0 - -

N=100 Threshold=3
4.3.2. Respondents opinion on the Impact of Information Communication and

Technology on Institutional Communications in the Tertiary Institutions
in Kaduna State.
Opinions of the respondents were sought on the impact of ICT on the
institutional communication in the tertiary academic institutions in Kaduna State. The
46
result in table 9 reveals respondents view on the impact of communication using ICT in
the tertiary institutions. Seven variables were considered and the results shows that
respondents agreed that through ICT facilities, the management were using online
advertisement for admission applications with mean 4.38 rank first. However,
respondents agreed that through ICT facilities, Job advertisements were being
advertised online in the institutions with the mean of 4.37. Furthermore respondents
agreed that the management of institutions through ICT released admission online with
mean of 4.33. Similarly, academic calendar were released online in the institutions with
mean 4.33. Also, through ICT facilities, conferences and seminars were communicated
in the institution with mean 4.28. Through ICT facilities, News letters were available in
the institutions with mean 4.11. Also, respondents agreed that online method of
communication was faster than circular and bulletin in the institution with mean 4.3.
This means that majority believed that with ICT things happened faster as a result of
this technological innovation.
Table 9: Impact of ICT in Communication in tertiary academic institutions in Kaduna

State.
Weighted Weighted
Item statement SA A U D SD sum mean
Through ICT facilities, the management uses

online advertisement for admission
applications. F 36 22 22 6 14 438 4.38
% 36.0 22.0 22.0 6.0 14.0 - -
Through ICT facilities, the management of

institution releases admission online. F 22 40 15 17 6 433 4.33
% 22.0 40.0 15.0 17.0 6.0 - -
Through ICT facilities, Job advertisements

are being advertised online in the institution. F 19 44 12 20 5 437 4.37
% 19.0 44.0 12.0 20.0 5.0 - -

Online method of communication is faster
than circular and bulletin in the institution. F 24 37 17 17 5 430 4.3
% 24.0 37.0 17.0 17.0 5.0 - -

Through ICT facilities, Conferences and
seminars are communicated in the
institution. F 30 32 10 14 14 428 4.28
% 30.0 32.0 10.0 14.0 14.0 - -
Through ICT facilities, News letters are

available in the institution. F 33 31 13 13 10 411 4.11
% 33.0 31.0 13.0 13.0 10.0 - -

Through ICT facilities, academic calendar
are released in the institution. F 21 24 23 14 18 433 4.33
% 21.0 24.0 23.0 14.0 18.0 - -
N=100 Threshold= 3
47
Technology on Monitoring and Evaluation in the Tertiary Institutions
in Kaduna State.
In table 10 responses were sought on the impact of ICT in monitoring and evaluation in
tertiary institutions in Kaduna State, respondents had a contradicting view on the
parameter concerning impact of ICT on monitoring and evaluation in tertiary academic
institutions. Thus, six variables were considered. The result showed that respondents
agreed that through ICT, facilities, records could be assessed in the institution with
mean 3.27. Furthermore they also believed that through ICT facilities,
instructors/lecturers were being assessed in this institution with mean 3.15. Similarly,
majority of respondents disagreed that through ICT facilities Staff development records
are assessed in this institution with mean 2.97. Through ICT facilities, Staff progress
reports were being assessed in these institutions with mean 2.75. Through circuit camera
television (CCTV), the management of these institutions used to monitor and evaluate
staff in the discharge of their duties with mean 2.05. This means that the management of
the four selected tertiary institutions did not ensure ICT compliance for monitoring and
evaluation in their institutions.
Table 10: Impact of ICT in monitoring and evaluation in tertiary academic institution.
Weighted Weighted
SA A U D SD Sum Mean
Evaluation system is being used in monitoring

and evaluation of staff in tertiary educational
institution. F 8 16 24 24 28 280 2.8
% 8.0 16.0 24.0 24.0 28.0 - -
Through circuit camera television (CCTV), the

management of this institution monitors and
evaluates staff in the discharge of their duties. F 15 4 18 26 37 205 2.05
% 15.0 4.0 18.0 26.0 37.0 - -
Through ICT facilities, Instructors/lecturers are

being assessed in this institution. F 25 30 28 3 14 315 3.15
% 25.0 30.0 28.0 3.0 14.0 - -
Through ICT facilities, Staff progress report is

assessed in this institution. F 6 12 38 25 19 275 2.75
% 6.0 12.0 38.0 25.0 19.0 - -
Through ICT facilities Staff development

records are assessed in this institution. F 9 13 30 26 22 297 2.97
% 9.0 13.0 30.0 26.0 22.0 - -
Through ICT facilities, academic records can be

assessed in the institution. F 23 23 15 25 14 327 3.27
% 23.0 23.0 15.0 25.0 14.0 - -
N=100 Threshold=3
48
Technology on Staff Development in the Tertiary Institutions in Kaduna
State.
Table 11 reveals the Impact of ICT on staff development in tertiary educational
institutions in Kaduna State. Five variables were examined; the result shows that
respondents agreed that the availability of ICT facilities encouraged staff to become ICT
literates in these institutions with mean 3.15. Through ICT facilities, Collaborative
learning with experts across the globe was done in the institutions with mean 3.06.
However, the result also revealed respondents disagreement that through E-learning
platform the management of the institutions developed staff capacity with mean 2.97.
They also disagreed that through ICT facilities management encouraged the use of ICT
support services for orientation of newly employed staff in the institution with mean
2.94. It was also disagreed that through ICT facilities, Staff had access to online
resources for their development in these institutions with mean 2.67. This means that
management were yet to utilize the potentials of ICT for staff development purpose.
Table 11: Impact of ICT on staff development in tertiary academic institutions

in Kaduna State.
Weighted Weighted
Through E-learning platform, the

management of this institution develops
staff. F 7 15 29 37 12 297 2.97
% 7.0 15.0 29.0 37.0 12.0 - -

Through ICT facilities, Collaborative
learning with experts across the globe is
done in this institution. F 27 23 25 8 17 306 3.06
% 27.0 23.0 25.0 8.0 17.0 - -

Through ICT facilities, Staff has access
to online resources for their development
in this institution. F 6 14 31 25 24 267 2.67
% 6.0 14.0 31.0 25.0 24.0 - -

The availability of ICT facilities
encourages staff to become ICT literate
in this institution. F 21 29 23 15 12 315 3.15
% 21.0 29.0 23.0 15.0 12.0 - -

Through ICT facilities, Management
encourages the use of ICT support
services for orientation of newly
employed staff in the institution. F 14 17 27 19 23 294 2.94
% 14.0 17.0 27.0 19.0 23.0 - -

N=100 Threshold=3
49
Technology on Maintenance of Discipline in the Tertiary Institutions in
Kaduna State.
From table 12 respondents assessment concerning the impact of ICT in maintenance of
discipline in tertiary institutions in Kaduna state was revealed. Five variables were
considered. The results confirmed that through electronic devices, the management of
this institution were able to use records of crime with mean of 3.26. It was further
affirmed that through electronic devices, Student‟s indiscipline records were kept in the
institutions with mean 3.04. Through electronic devices, records of decisions were kept
in the institution with mean 3.03. Similarly, respondents totally disagreed that through
electronic devices, indiscipline was curtailed in the institutions with mean 2.79. Also
through electronic devices, growth of indiscipline is checked in the institution with
mean 2.05. This means that application of ICT was an important component in the
management of tertiary institutions which in tune could likely improve staff and
students ICT capability and skills which would enhance output.
Table 12: Impact of ICT in maintenance of discipline in tertiary institutions in

Kaduna State.
Weighted Weighted
Through electronic devices, the management

of this institution keeps records of crime. F 13 39 30 13 5 326 3.26
% 13.0 39.0 30.0 13.0 5.0 - -

Through electronic devices, Student‟s
indiscipline records are kept in the institution. F 29 23 30 7 11 304 3.04
% 29.0 23.0 30.0 7.0 11.0 - -

Through electronic devices, records of
decisions are kept in the institution. F 38 16 29 8 9 303 3.03
% 38.0 16.0 29.0 8.0 9.0 - -

Through electronic devices, indiscipline is
curtailed in the institution. F 21 9 13 51 6 279 2.79
% 21.0 9.0 13.0 51.0 6.0 - -

Through electronic devices, growth of
indiscipline is checked in the institution. F 12 9 29 28 22 205 2.05
% 12.0 9.0 29.0 28.0 22.0 - -

N=100 Threshold=3

Technology on Decision Making Process in the Tertiary Institutions in
Kaduna State.
The results in table 13 were concerned the impact of ICT in decision making process by
management of tertiary institutions in Kaduna state, six variables were examined. The
50
result shows that respondents totally disagree with all the variables examined thus,
respondent disagreement that through electronic devices, management of these
institutions used centralized data base in decision making with mean 2.94. Also, through
electronic devices, the management of these institutions involved staff in decision
making process with mean 2.69. Through electronic devices, the management of this
institution involved students on decision making issues that concerned them with mean
2.69. And that through electronic device, decision making process was enhanced in
these institutions with mean 2.16. Through electronic devices, the management of these
institutions involved the neighbouring communities on decision making process with
mean 2.09. Through electronic devices, the management of these institutions welcomes
new ideas from staff with mean 2.04. This has revealed that staff and students were not
sending their suggestions, observations and comments online through the institutional
website.
Table 13: Impact of ICT in decision making process in tertiary academic institution.
Weight Weighted
SA A U SD D ed sum mean
Item statement

of the institution involves staff in decision
making process. F 6 19 16 15 44 269 2.69
% 6.0 19.0 16.0 15.0 44.0 - -

of this institution involves students on
decision making issues that concern them. F 7 18 16 14 45 269 2.69
% 7.0 18.0 16.0 14.0 45.0 - -

of this institution involves the neighbouring
communities on decision making process. F 6 23 31 13 27 209 2.09
% 6.0 23.0 31.0 13.0 27.0 - -

Through electronic devices, decision making
process is enhanced in the institution. F 7 23 12 29 29 216 2.16
% 7.0 23.0 12.0 29.0 23.0 - -

of this institution welcomes new ideas from
staff. F 6 20 7 36 31 204 2.04
% 6.0 20.0 7.0 36.0 31.0 - -

Through electronic devices, management of
this institution uses centralized data base in
decision making. F 11 22 9 33 25 294 2.94
% 11.0 22.0 9.0 33.0 25.0 - -

N=100 Threshold=3
51
Technology on Maintenance of Facilities in the Tertiary Institutions in
Kaduna State.
Table 14 shows the degree to which respondents disagreed with the impact of ICT on
maintenance of facilities in tertiary institutions. Ten variables were considered and the
result revealed that respondents disagreed that through ICT maintenance of other
essentials records in the institution were easy with mean 2.94. Through ICT
maintenance of transport facilities in the institution were easy with mean 2.94. Through
ICT maintenance of water facilities in the institution were easy with 2.88. Through ICT
maintenance of laboratories in the institution were easier with mean 2.54. Through ICT
maintenance of student hostels in the institution becomes ease with mean 2.43. Through
ICT maintenance of lecture halls in the institution were easier with mean 2.39. Through
ICT maintenance of power supply in the institution were easier with mean 2.16.
Through ICT maintenance of health facilities in the institutions became easy with mean
1.99. Through ICT maintenance of facilities in the institutions became easy with mean
1.03. This means that ICTs did not impact in maintenance of facilities in tertiary
academic institutions in Kaduna state.
52
Table 14: Impact of ICT in maintenance of facilities in academic tertiary
Weighted Weighted
SA A U D SD Sum mean
Item statement
Through ICT maintenance of facilities in the

institution becomes ease. F 2 7 8 57 26 103 1.03
% 2.0 7.0 8.0 57.0 26.0 - -

Through ICT maintenance of lecture halls in
the institution becomes ease. F 3 12 23 38 24 239 2.39
% 3.0 12.0 23.0 38.0 24.0 - -

Through ICT maintenance of sport facilities
in the institution becomes ease. F 5 10 25 40 20 235 2.35
% 5.0 10.0 25.0 40.0 20.0 - -

Through ICT maintenance of laboratories in
the institution becomes ease. F 8 8 17 44 23 254 2.54
% 8.0 8.0 17.0 44.0 23.0 - -

Through ICT maintenance of student hostels
% 8.0 9.0 20.0 41.0 22.0 - -

Through ICT maintenance of water facilities
% 6.0 8.0 6.0 49.0 31.0 - -

Through ICT maintenance of power supply
% 15.0 20.0 15.0 27.0 23.0 - -

Through ICT maintenance of transport
facilities in the institution becomes ease. F 11 19 15 25 30 294 2.94
% 11.0 19.0 15.0 25.0 30.0 - -

Through ICT maintenance of health facilities
% 9.0 2.0 30.0 7.0 52.0 - -

Through ICT maintenance of other essentials
records in the institution becomes ease. F 11 9 33 25 22 294 2.94
% 11.0 9.0 33.0 25.0 22.0 - -

N=100 Threshold=3
53
Technology on Conduct of Examinations and Result Presentations in the
Tertiary Institutions in Kaduna State.
On the impact of ICT in conduct of examinations and result presentations in tertiary
institutions in Kaduna state as shown in table 15. Seven variables were examined and
the result shows that it was only two variables that agreed by the respondents, that
through electronic devices, the management of these institutions ensures that academic
calendars were on line for students to access with mean 4.00. Through electronic
devices, the management of these institutions ensured that student results were released
online with mean score of 3.22.
However respondents totally disagreed that through electronic devices, the management
of these institutions ensured that students wrote examinations on line with mean 2.88.
Through electronic devices, the management of the selected institutions ensured that
examination scripts were marked online with mean 2.81. Through electronic devices,
the management ensured that virtual cameras were placed in the examination halls with
mean 2.63. Through electronic devices, the management of these institutions ensured
that examination time tables were on line for students to access with mean 2.34.
Through electronic devices, the management of these institutions ensured that
examiners presented students results online for vetting with mean score of 2.18.
54
Table 15: Impact of ICT in conduct of examinations and presentation of results in tertiary
academic institutions in Kaduna State.
Weighted Weighted
SA A U D SD Sum Mean
Item statement

of this institution ensures that exams time
table are on line for students to access. F 6 9 25 31 29 234 2.34
% 6.0 9.0 25.0 31.0 29.0 - -

of this institution ensures that academic
calendar is on line for students to access. F 11 42 11 22 14 400 4.00
% 11.0 42.0 11.0 22.0 14.0 - -

of this institution ensures that students write
examinations on line. F 9 13 14 31 33 288 2.88
% 9.0 13.0 14.0 31.0 33.0 - -

of this institution ensures that virtual cameras
are placed in the examination halls.
F 10 12 23 23 32 263 2.63
% 10.0 12.0 23.0 23.0 32.0 - -

of this institution ensures that exams scripts
are marked online.
F 5 17 15 27 36 281 2.81
% 5.0 17.0 15.0 27.0 36.0 - -
of this institution ensures that examiners
present students results online for vetting.
F 14 16 10 32 28 218 2.18
% 14.0 16.0 10.0 32.0 28.0 - -

of this institution ensures that student results
are released online.
F 26 22 8 14 30 322 3.22
% 26.0 22.0 8.0 14.0 30.0 - -

N=100 Threshold=3
55
4.4 Hypotheses Testing
The five null hypotheses were tested using the analysis of variance (ANOVA).
HO1: There is no significant difference in the opinion of respondents on the impact of

I.C.T on Record Keeping and the management of Tertiary Academic Institutions of
Kaduna State. Table 16 shows the f-ratio value (.478) at 3 df 96 and the critical value
(.698) is greater than f-ratio values (.478). This means that there is no significant
difference in the impacts of I.C.T on Record Keeping and the management of Tertiary
Academic Institutions of Kaduna State. Therefore, the null hypothesis is said to be
accepted.
Table 16: Summary of Analysis of Variance (ANOVA) on the Opinions of

Respondents on the Impacts of I.C.T on Record Keeping and the
Management of Tertiary Academic Institutions of Kaduna State.
Status Sum of Squares Df Mean Square F Sig.
Between Groups 1.280 3 .427

.478 .698
Within Groups 85.630 96 .892
Total 86.910 99

I.C.T. on communication in Tertiary Academic Institutions in Kaduna state. Table 17
shows the f-ratio value (1.247) at 3 df 96 and the critical value (.297) is greater than f-
ratio values (1.247). This means that there is no significant difference in the opinions of
the respondents on the impact of I.C.T. and communication in Tertiary Academic
Institutions in Kaduna state. Therefore, the null hypothesis is accepted.

Respondents on the Impacts of I.C.T. on Communication in Tertiary
Academic Institutions in Kaduna State.
Status Sum of Squares Df Mean F Sig.

Square
Between .772 3 .257
Groups 1.247 .297
Within 19.818 96 .206
Groups
Total 20.590 99
56
ICT in monitoring and evaluation in Tertiary Academic Institutions in Kaduna State.
Table 18 shows the f-ratio value (3.984) at 3 df 96 and the critical value (.010) is less
than f-ratio values (3.984). This means that there is a significant difference at (1%) level
in the opinion of respondents on the impacts of I.C.T. in monitoring and evaluation in
Tertiary Academic Institutions in Kaduna state. Therefore, the null hypothesis is
rejected.

Respondents on the Impact of Monitoring and Evaluation in Tertiary
Academic Institutions in Kaduna State.

Square
Between 28.659 3 9.553
Groups 3.984 .010
Within 230.181 96 2.398
Groups
Total 258.840 99
HO4: There is no significant difference in the opinion of respondents on the impacts of

I.C.T. on staff development of Tertiary Academic Institutions of Kaduna State. Table 19
shows the f-ratio value (.866) at 3 df 96 and the critical value (.461) is greater than f-
ratio values (.866). This means that there is no significant difference in the opinion of
respondents on the impacts of I.C.T. on staff development in Tertiary Academic
Institutions in Kaduna state. Therefore, the null hypothesis is accepted.
Table 19: Summary of Analysis of Variance (ANOVA) in the Opinions of

Respondents on the Impacts of I.C.T. and Staff Development of Tertiary
Academic Institutions of Kaduna State.

Square
Between 3.221 3 1.074
Groups .866 .461
Within 118.969 96 1.239
Groups
Total 122.190 99
57
HO5: There is no significant difference in the opinion of respondents the impacts of
I.C.T. on Maintenance of Discipline in Tertiary Academic Institutions in Kaduna State.
in the opinion of respondents on the impacts of I.C.T. on Maintenance of Discipline in
rejected.
Table 20: Summary of Analysis of Variance (ANOVA) on the Opinion of

Respondents on the Impacts of I.C.T. on Maintenance of Discipline in
Tertiary Academic Institutions in Kaduna State

Square
Between 22.802 3 7.601
Groups 3.221 .026
Within 226.508 96 2.359
Groups
Total 249.310 99

I.C.T. on Decision Making Process in Tertiary Academic Institutions in Kaduna State.
in the opinion of respondents on the impacts of I.C.T. on Decision Making Process in
rejected.

Respondents on the Impacts of I.C.T. on Decision Making Process in

Square
Between 21.702 3 6.601
Groups 3.241 .027
Within 227.508 96 2.459
Groups
Total 249.210 99

I.C.T. on Maintenance of Facilities in Tertiary Academic Institutions in Kaduna State.
in the opinion of respondents on the impacts of I.C.T. on Maintenance of Facilities in
58
rejected.

Respondents on the Impacts of I.C.T. on Maintenance of Facilities in

Square
Between 24.702 3 6.704
Groups 3.441 .029
Within 238.506 96 2.459
Groups
Total 263.208 99
HO8: There is no significant difference in the opinion of respondents on the impacts of

I.C.T. in Conduct of Examinations and Presentation of Result in Tertiary Academic
Institutions in Kaduna State. Table 23 shows the f-ratio value (3.281) at 3 df 96 and the
critical value (.025) is less than f-ratio values (3.281). This means that there is a
significant difference at (5%) level in the opinion of respondents on the impacts of
I.C.T. in Conduct of Examinations and Presentation of Result in Tertiary Academic
Institutions in Kaduna state. Therefore, the null hypothesis is rejected.

Respondents on the Impacts of I.C.T. on Conduct of Examinations and
Presentation of Result in Tertiary Academic Institutions in Kaduna
State

Square
Between 25.402 3 7.104
Groups 3.281 .025
Within 226.306 96 2.369
Groups
Total 251.708 99
59
4.5 Summary of Hypotheses Testing
This section shows the summary of all the null hypotheses tested in the course of this
study.
Table 24: Summary of Hypotheses Testing.
NS Ho statement Statistical Result Level of Decision

test used Sig.
1. There was no significant Analysis of F-calculated 0.05 Ho1 was

difference in the opinion Variance is .478, retained.
of respondents on the (ANOVA) while the p
impacts of I.C.T on value is
Record Keeping and the .698.
management of Tertiary
Academic Institutions of
Kaduna State.
2. There is no significant Analysis of F-calculated 0.05 Ho2 was
difference in the opinion Variance is 1.247, retained.
impacts of I.C.T. on value is
communication in Tertiary .297.
Academic Institutions in
Kaduna state.
3. There is no significant Analysis of F-calculated .01 Ho3 was
difference in the opinion Variance is 3.984, rejected.
impact of ICT on value is
monitoring and evaluation .010.
in Tertiary Academic
Institutions in Kaduna
State.
4. There is no significant Analysis of F-calculated 0.05 Ho4 was
difference in the opinion Variance is .866, retained.
impacts of I.C.T. on value is
staff development of .461.
Tertiary Academic
Institutions of Kaduna
State.
of respondents the impacts (ANOVA) while the p
of I.C.T. On value is
Maintenance of Discipline .026.
State.
60
of I.C.T. on Decision value is
Making Process in .027.
Tertiary Academic
State.
of I.C.T. on Maintenance value is
of Facilities in Tertiary .029.
Academic Institutions in
Kaduna State.
impacts of I.C.T. in value is
Conduct of Examinations .025.
and Presentation of Result
State.
4.6 Summary of the Major Findings
The study revealed that;
1. ICTs such as computer performs the role of aiding school administration and data
management in the area of record keeping and retrieval;
2. communication and general administration were the two main areas in which ICT
was used in the management of educational institutions;
3. the management of the four selected tertiary institutions did not ensure ICT
compliance for monitoring and evaluation in their institutions;
4. respondents agreed that ICT serves as a motivational factor for staff competency
and hard work;
5. application of ICT did not cut indiscipline in the tertiary institutions. But that
the records of crime and indiscipline were kept;
61
6. Information Communication and Technology (ICT) had not been able to
contribute in decision making process in the selected tertiary institutions;
7. the maintenance of institutional facilities in the tertiary institutions in Kaduna
state, as all the means score were less than 3; and
8. both academic calendars and results were always online but examinations
questions and vetting were never online.
4.4 Discussions of the Findings
This study assessed the impact of ICT on the management of tertiary academic
institutions in Kaduna state, Nigeria. This section discusses the findings of the research
questions based on the hypothesis tested.
In order to address the research question on the impact of ICT on record
keeping, eight variables were considered, the result in table 8 shows that respondents
agreed with impact of ICT on record keeping that through computer hard disk, record
keeping in the institutions was enhanced with mean of 3.91 taking the highest rank,
followed by through electronic device, incoming and outgoing mails recorded and kept
in the institutions with a mean of 3.88 and through electronic device, records of
student‟s admission were kept in the institutions with mean 3.88, also, majority believed
that employees records were kept through computer with mean 3.84. Through electronic
device students payment details were stored and retrieved in the institution with mean
3.82. However, respondents agreed that with manual record keeping and result
preparation due to shortage of ICT experts and skills with mean of 3.77. Through
electronic device, record keeping had significantly changed in the institution with mean
of 3.63. Respondents believed that records kept manually with the passage of time
might be lost due to the rise of number of activities in the institutions with mean score
62
of 3.52. In relating the findings with the tested hypothesis, table 16 shows the f-ratio
value (.478) at 3 df 96 and the critical value (.698) is greater than f-ratio values (.478).
This means that there was no significant difference in the impact of I.C.T on Record
Keeping and the management of Tertiary Academic Institutions of Kaduna State.
This finding concurs with Okebukola (2006) who summarised the impact of ICT in
educational development as devices that ease data storage and processing, easy
documentation, facilitate information management and fast access to information.
Further more record keeping constitutes the life wire of organizations (Egwunyenga,
2006). This also validates the hypothesis that there is no significant difference between
the impact of record keeping and the management of Tertiary Academic Institutions of
Kaduna State.
In response to the research question, the analysis revealed the respondents view
concerning the impact of communication using ICT in tertiary. The seven variables
considered were rank from number one to the last number on this research question. The
result in table 9 shows that respondents agreed that through ICT facilities, the
management used online advertisements for admission applications with mean 4.38 rank
first. However, respondents were of the opinions that through ICT facilities, Job
advertisements were being advertised online in the institution with mean of 4.37.
Furthermore respondents agreed that the management of institutions through ICT
released admission online with mean of 4.33. Similarly, academic calendars were
released online in the institution with mean 4.33. Also, through ICT facilities,
conferences and seminars were communicated in the institution with mean score of
4.28. Also through ICT facilities, News letters were available in the institution with
mean 4.11. However, respondents were of the opinion that online method of
communication was faster than circular and bulletin in the institution with mean of 4.3.
63
Majority believed that this happened as a result of technological innovations. In relation
to the findings through the tested hypothesis, table 17 shows the f-ratio value (1.247) at
3 df 96 and the critical value (.297) is greater than f-ratio values (1.247). This means
that there is no significant difference in the opinion of respondents on the impact of
I.C.T. and communication in Tertiary Academic Institutions in Kaduna state. Therefore,
the null hypothesis was accepted.
To further buttress this Fredriksson & Elżbieta (2009) opined that
Communication and general administration were the two main areas in which ICT was
used in the management of educational institutions. The first principle in achieving
managerial effectiveness as suggested by Sefiu (2013) is to have access to the most
valuable and up- to- date information. Hence, it is believed that most of the problems of
educational organizations in Nigeria may be traced back to the problems of poor
management of information on education. Opeke (1982), in sefiu (2013), reiterated this
belief that, human and material resources become better conserved when planners have
access to quality, timely and relevant information which are important results of
information management.
In response to the research question monitoring and evaluation respondents
disagreed with the parameter concerning ICT on monitoring and evaluation in tertiary
academic institutions. In table 10 respondents had a contradictory view on the parameter
concerning impact of ICT in monitoring and evaluation in tertiary educational
institutions. Thus, six variables were considered. The result shows that respondents
agreed that through ICT facilities, academic records could be assessed in the institution
with mean score of 3.27. Furthermore they also believed that through ICT facilities,
Instructors/lecturers were being assessed in this institution with mean 3.15. Similarly,
majority of respondents disagreed that through ICT facilities Staff development records
64
were assessed in this institution with mean 2.97. Through ICT facilities, Staff progress
report was assessed in these institutions with mean of 2.75. Through circuit camera
television (CCTV), the management of these institutions monitored and evaluated staff
in the discharge of their duties with mean 2.05. This means that the management of the
four selected tertiary institutions did not ensure ICT compliance for monitoring and
evaluation in their institutions. In relating the findings with the tested hypothesis, table
18 shows the f-ratio value (3.984) at 3 df 96 and the critical value (.010) is less than f-
ratio values (3.984). This means that there is a significant difference at (1%) level in the
opinions of respondents on the impact of I.C.T. in monitoring and evaluation in Tertiary
Academic Institutions in Kaduna state.
However, application of ICT in monitoring and evaluation becomes imperative.
Monitoring and evaluation implies degree of excellence and relative goodness,
exploration of new ideas, the pursuit of excellence, encouragement and creativity
(Adegbesan 2011).
To answer the research question five variables were examined; table 11 revealed
on the Impact of ICT on staff development in tertiary educational institutions in Kaduna
State. The result shows that respondents agreed that the availability of ICT facilities
encouraged staff to become ICT literate in this institution with mean 3.15. Through ICT
facilities, Collaborative learning with experts across the globe was done in the
institutions with mean 3.06. However, the result also revealed that the respondents
disagreed that through E-learning platform the management of this institution develops
staff capacity with mean 2.97. They also disagreed that through ICT facilities
management encouraged the use of ICT support services for orientation of newly
employed staff in the institution with mean 2.94. It was also disagree that through ICT
facilities, Staff have access to online resources for their development in this institution
65
with the mean score of 2.67. This means that management were yet to utilize the
potentials of ICT for staff development purpose. In relating the findings with the tested
hypothesis table 19 shows the f-ratio value (.866) at 3 df 96 and the critical value (.461)
was greater than f-ratio values (.866). This means that there is no significant difference
in the opinion of respondents on the impacts of I.C.T. on staff development in Tertiary
academic Institutions in Kaduna state. Therefore, the null hypothesis is accepted.
According to Haimann (2011), Staffing pertains to recruitment, selection,
development and compensation of subordinates. Staffing is an important managerial
function- Staffing function was the most important managerial act along with planning,
organizing, directing and controlling.
In response to the research question on impact of ICT in maintenance of
discipline in tertiary institutions, five variables were considered. From table 12
respondents assessments concerning the impact of ICT in maintenance of discipline in
tertiary institutions in Kaduna state were revealed. The results confirmed that through
electronic devices, the management of this institution kept records of crime with mean
of 3.26. It was further affirmed that through electronic devices, Student‟s indiscipline
records were kept in the institution with mean 3.04. Through electronic devices, records
of decisions were kept in the institution with mean 3.03. Similarly, respondents totally
disagreed that through electronic devices, indiscipline was curtailed in the institutions
with mean 2.79. Also through electronic devices, growth of indiscipline was checked in
the institutions with mean 2.05. This means that application of ICT was an important
component in the management of tertiary institutions which in tune could improve staff
and student ICT capability and skills which enhanced the output. In relating the findings
with the tested hypothesis table 20 shows the f-ratio value (3.221) at 3 df 96 and the
critical value (.026) was less than f-ratio values (3.221). This means that there was a
66
significant difference at (5%) level in the opinion of respondents on the impacts of
I.C.T. on Maintenance of Discipline in Tertiary academic Institutions in Kaduna state.
Therefore, the null hypothesis is rejected.
The results in table 13 concerning the impact of ICT on decision making process
by management of tertiary institutions in Kaduna state, six variables were examined.
The result shows that respondents totally disagreed with all the variables examined thus,
respondents disagreed that through electronic devices, management of these institutions
used centralized data base in decision making with mean 2.94. Through electronic
devices, the management of the institution involve staff in decision making process with
mean 2.69. Through electronic devices, the management of these selected institutions
involved students on decision making issues that concerned them with mean 2.69.
Through electronic devices, decision making process was enhanced in the institution
with mean 2.16. Through electronic devices, the management of these institutions
involved the neighbouring communities on decision making process with mean 2.09.
Through electronic devices, the management of this institution welcomed the new ideas
from staff with mean 2.04. This revealed that staff and students did not send their
suggestions, observations and comments online through the institutional website, which
means that the management of tertiary institutions in Kaduna state did not apply the use
of Management Information data base as an avenue for suggestions and comments from
the general public and other relevant stakeholders. In relating the findings with the
tested hypothesis, table 21 shows the f-ratio value (3.241) at 3 df 96 and the critical
value (.027) is less than f-ratio values (3.241). This means that there was a significant
difference in the impact of I.C.T on decision making and the management of Tertiary
academic Institutions of Kaduna State.
67
This findings did not concurs with Lucey (1997) findings that with ICT network,
information can be communicated within a very short time to thousands of people who
were many kilometre away.
In response to the research question concerning the impact of ICT on
maintenance of facilities in tertiary institutions ten variables were considered, table 14
shows the degree to which respondents disagreed with the impact of ICT on
maintenance of facilities in tertiary institutions and the result revealed that respondents
totally disagreed with all the examined variables that through ICT maintenance of other
essential records in the institution became easier with mean 2.94. Through ICT
maintenance of transport facilities in the institution became easier with mean 2.94.
Through ICT maintenance of water facilities in the institution became easier with 2.88.
Through ICT maintenance of laboratories in the institution became easier with mean
2.54. Through ICT maintenance of students hostels in the institution became easier with
mean 2.43. Through ICT maintenance of lecture halls in the institution became easier
with the mean 2.39. Through ICT maintenance of power supply in the institution
became easier with mean 2.16. Through ICT maintenance of health facilities in the
institution became easier with mean 1.99. Through ICT maintenance of facilities in the
institution became easier with mean 1.03. This means that ICTs did not impacted in
maintenance of facilities in tertiary academic institutions in Kaduna State. In relating
the findings with the tested hypothesis, table 22 shows the f-ratio value (3.441) at 3 df
96 and the critical value (.029) is less than f-ratio values (3.441). This means that there
was a significant difference in the impact of I.C.T on maintenance of facilities in the
management of Tertiary academic Institutions of Kaduna State.
68
To further validate the findings, Lucy (1997) opined that ICT technology is an
organized combination of people, hardware, communication networks and data
resources that collects, transfers and disseminates information in an organisation.
On the impact of ICT in the conduct of examinations and result presentations in
academic tertiary institutions in Kaduna state as shown in table 15 Seven variables were
examined and the result shows that only two variables were agreed on by the
respondents, that through electronic devices, the management of the institutions ensured
that academic calendar was on line for students to access with mean 4.00. Through
electronic devices, the management of these institutions ensured that student‟s results
were released online with mean score of 3.22.
However respondents totally disagreed that through electronic devices, the
management of the institutions ensured that students wrote examinations on line with
mean 2.88 score and that through electronic devices, the management of these
institutions ensured that examination scripts were marked online with mean 2.81.
Through electronic devices, the management of the selected institutions ensured that
virtual cameras were placed in the examination halls with mean of 2.63. Also through
electronic devices, the management of these institutions ensured that examination time
tables were on line for students to access with mean 2.34. And through electronic
devices, the management of these institutions ensured that examiners presented students
results online for vetting with mean 2.18. In relating the findings with the tested
hypothesis, table 23 shows the f-ratio value (3.281) at 3 df 96 and the critical value
(.025) is less than f-ratio values (3.281). This means that there was a significant
difference in the impact of I.C.T on the conduct of examinations and result
presentations in the management of Tertiary academic Institutions of Kaduna State.
69
Various literature reviewed revealed that Information management is one part of
overall administration of academic institutions which mainly covers the general and
day-to-day operational activities. Hence, it could be concluded that Information
administration cycle includes four major components namely, Student administration,
Staff administration, and General administration. As such, the primary function of
management is to take decisions leading to the achievement of organizational
objectives. The types of decisions management takes will determine its information
needs. However, the numerous crises in Nigerian tertiary institutions could have been
prevented if Information Communication and Technology facilities are in place in the
institutions (Faloye and Oparah 2007). Thus, Adedapo (2007) argued that school
managers need effective management of activities with the use of computers and other
Information Communication and technology equipment.
A study by Gumala (2005) reported that Spanish and Indian universities have
been changing fast due to the development of new Information and Communication
Technologies (ICT). He further mentioned that user satisfaction is a widely used
measure of ICT success. According to OECS (2001) ICT is used in maintenance of
students and staff records and for communication and document management. Ashish
and Arun (2005) have found the positive perception towards the use of ICT in
education. The study discovered that students of different universities reported the usage
of ICT for communication and for on-line discussion forums.
ICT is considered to be one of the pillars upon which quality education for all
can indeed become a reality, because of its unique capacity for bringing the world to
even the most remote and disadvantaged of communities. ICT are now vital to support
the business of educational institutions, and support the full academic lifecycle, in terms
of learning and teaching from individuals students enquiries through to accreditation
70
and graduation and in terms of research from initial bid writing through to project
delivery and dissemination.
Hossein (2008) opined that “Information and Communication technology
provides several facilities and possibilities for educational administrators to discharge
their tasks”. Therefore information and communication technology have changed the
very nature of higher education, allowing information to be transferred, stored,
retrieved, and processed by almost all who work, study or interact with a given
institution.
71
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
This study assessed the impact of ICT on the management of tertiary academic
institutions in Kaduna State, Nigeria. The advent of the ICT became possible for the
management of educational research institutes to communicates, stored, managed;
interact with staff, student and the general public instantaneously with feedback
opportunities regardless of time and or distance.
5.2 Summary
In chapter one, background to the study, statement of the problem, research
objectives, questions, significance and scope were discussed. The objectives of this
research were to ascertain the impact of I.C.T. on record keeping, on communication, on
quality, on staff development, on maintenance of discipline, on decision making
process, on maintenance of facilities and on the conduct of Examinations and
Presentation of Results in the tertiary educational institutions in Kaduna State.
In chapter two examination of relevant literature on the key variables were
reviewed and the conceptual and corresponding theoretical framework were carried out,
and a number of advantages of computer communication. First was the fast speed and
accuracy in information transmitted due to the absence of other intervening media. The
communication is between the sending and receiving computers. Second is the rapidity
of information processing. ICT such as computer can process a huge amount of data in a
microsecond. Thirdly, a large amount of data could be stored and processed across
varying distances. Teleprocessing: A method of processing the data between one
72
computer and the other through the telephone lines is called Teleprocessing. The data
being transmitted could be words, letters or numbers of programs.
Information Communication and Technology (ICT) facilitate faster decision
making in the management, messages sent by hand, which has no guarantee of being
delivered on time and no security of content could now be easily sent by e-mail, on line
chat and even intercom. Thus allowing management to make decision on issues faster
and pass the copies to each department through their email. Telecommunication has also
helped in the productivity of staff in processing student results and transcripts. The
issues of missing results, miss matched names and grades were eliminated by
automation of the records. With identification code assigned to each student and staff,
computer process information accurately. This has led to the development of database to
keep file electronically which in turn makes it easier for the staff to manage the database
and ensure the consistency of its data as rightly observed by Zambuk and Gital (2012).
The first principle in achieving managerial effectiveness as suggested by Sefiu
(2013), is to have access to the most valuable and up- to- date information. Hence, it is
believed that most of the problems of educational organizations in Nigeria may be
traced back to the problems of poor management of information on education. Such
problems can only be eliminated in our educational organizations through accurate and
timely availability and use of information needed for planning to respond to situations
such as adequacy of educational statistics.
Opeke (1982), in sefiu (2013), reiterated this belief that, human and material
resources become better conserved when planners have access to quality, timely and
relevant information which are important results of information management. Thus,
information management attempts to utilize the information resources of organizational
members to full potential. Such an administrative stance is likely to improve the
73
planners‟ access to both quantitative and qualitative information as well as to improve
the planners‟ ability to interact effectively with its environment- a situation that will
assure that optimum decisions are made based on clear insights. It was concludes that
Information Communication Technology is the current that keeps the organization
rolling to progress.
Chapter three primarily dealt with the methodology employed in the study from
research design, population, sampling techniques, instrument for data collection and
method of data analysis. Thus questionnaire was used as instrument for data collection.
A total of 100 respondents were sample from the four selected tertiary academic
institution in Kaduna State Nigeria.
Chapter four presents and analyse the data collected and discussion with a view
to answering the research questions. From the hypothesis testing three out of the eight
hypotheses formulated based on the research questions were found to be significance,
and five were rejected hypothesis.
5.3 Conclusions
This research principally assessed the impact of ICT on the management of
tertiary academic institutions in Kaduna state, Nigeria. Based on the hypothesis tested it
was found out that ICT has great impact on the smooth running of the academic tertiary
institution ranges from record keeping and retrieval, communication, staff development,
decision making and maintenance of facilities.
Thus, management could also be seen as the principle of administering an
organization. The manager is responsible for whatever he achieves, be it success or
failure. Every failure is a failure of a manager. Effective management therefore involves
ensuring efficiency and effectiveness in the use of /the available human, physical and
74
financial resources together with the ability to combat any constraints that might hamper
the achievement of the objectives.
In conclusion ICT is considered to be one of the pillars upon which quality
education for all can indeed become a reality, because of its unique capacity for
bringing the world to even the most remote and disadvantaged communities. ICT are
now vital to support the business of academic institutions, and support the full academic
lifecycle, in terms of learning and teaching from individuals students enquiries through
to accreditation and graduation and in terms of research from initial bid writing through
to project delivery and dissemination. It includes six main areas: pay roll and financial
accounting, administration of student data, inventory management, personnel records
maintenance, library systems and learning management systems.
Information and Communication technology provides several facilities and
possibilities for academic administrators to do their tasks. There is a mention that
communication and information systems have changed the very nature of higher
education, allowing information to be transferred, stored, retrieved, and processed by
almost all who work, study or interact with a given institution.
5.4 Recommendations
Based on the findings and conclusions of this study, the following recommendations are
made:
1. the management of academic tertiary institutions should strictly adhere to
keeping records on computers for easy access;
2. management of academic tertiary institutions should encourage free flow of
communication channels ie Button – Up communication approach. In other to
allowed contributions on issues related to quality assurance from the staff,
students and other stakeholders;

75
3. the management of academic tertiary institutions to ensure application of ICT
for monitoring and evaluation in their institution through record keeping of staff,
students and managements activities and events;
4. the management to encourage the application of ICT (such as computer) in
examination conduct, marking and result released on-line. This will
ensure timely release of students result and storage of data as well as ease staff
work load;
5. management of tertiary institution to adopt Nigerian education policy which
stressed the need for application of ICT in academic tertiary institution;
6. the management of tertiary institutions to encourage the use of ICT to serve as
motivational factor for staff competency and hard work;
7. the management of academic tertiary institutions to encourage the application of
ICT cut indiscipline; and
8. the management of academic tertiary institutions to use ICT to contribute in
decision making process.
5.5 Contributions to knowledge
- The study was able to validate various literatures on the impact of ICT in the
smooth running of all the activities ranging from record keeping and retrieval,
communication, staff development, decision making and maintenance of
facilities.
- Despite the contributions of ICT in improving teaching and learning in tertiary
institutions, it was discovered that ICT does not impacted on monitoring and
evaluation, conduct of examination and maintenance of facilities.
76
- The study further discovered that no virtual cameras placed in the exams hall to
guide against examination malpractice in the academic tertiary institutions in
Kaduna State.
5.6 Suggestions for Further Studies
Researches have proved that ICT has impact on the management of academic tertiary
institutions. However, there is no adequate research to reveal the impact of ICT for
management of tertiary institution in Kaduna state, Nigeria. Therefore researchers are
suggested for further study in the following:
1. Population can be extended to cover all the tertiary academic institutions in Kaduna
state, in other to determine the use of information communication technology to validate
the findings.
2. There is need for a study of this nature to be conducted in all the political zones in the
country Nigeria to determine the extent of information communication technology
impact in examination conducts and marking online.
3. A study to evaluate the extent of implementation of Nigerian ICT policy in relation to
educational development in the country.
77
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82
Apendix A
Department of Educational
Foundations and Curriculum
Faculty of Education,
Ahmadu Bello University, Zaria.
Dear Respondent,
QUESTIONNAIRE FOR ASSESSING THE IMPACT OF ICT ON THE

MANAGEMENT OF TERTIARY EDUCATIONAL INSTITUTIONS IN
KADUNA STATE, NIGERIA.
I am a master‟s candidate in the department of educational curriculum and planning,

faculty of education, Ahmadu Bello University, Zaria, carrying out a study to
investigate the impact of ict on the management of tertiary educational institutions
in Kaduna State, Nigeria as part of requirements for the award of masters‟ degree in
education. All the information supplied will be treated confidentially.
Please tick the appropriate spaces as provided in each of the items below. Tick the
appropriate boxes where applicable.
Yours Sincerely,
Maryam Adamu
83
Apendix B
SECTION A:
BIO-DATA
1. Status: Dean of Faculty ( ) Head of Department ( ) Management Information System

Director ( ) Faculty staff ( )
2. Sex: M ( ) F( )
3. What is your age range: 31-35yrs ( ) 36-40yrs ( ) 41 - 45 ( ) 46 – 50 ( )

51- 55 ( ) 56- 60 ( ) 61- 65 ( ) > 65 ( )
4. Working Experience: 0-5yrs ( ) 6 - 10 yrs ( ) 11-15yrs ( ) 16 - 20 ( ) above21 ( )
5. Qualification: NCE ( ) B.Ed ( ) PGD ( ) HND ( ) M. Ed ( )
Others specify------------------------------
6. Institutions: University ( ) Polytechnic ( ) College of Education ( )
SECTION B: Impact of ICT on record keeping in tertiary educational institutions in Kaduna State.
Strongly Agree Undecided Strongly Disagree

Agree Disagree
1 Through electronic device, record
keeping has significantly changed in
the institution.
2 Through computer hard disk, record
keeping in the institution is
enhanced.
3 Through electronic device,
incoming and outgoing mails are
recorded and kept in the institution.
4 Through electronic device, records
of student‟s admission are kept in
the institution.
5 Through electronic device,
employee records are kept in the
institution.
6 Through electronic device students
payment details are stored and
retrieved in the institution.
7 Records kept manually with the
passage of time might be lost due to
the rise of number of activities in
the institutions.
8 Manual record keeping and
preparation include lack of skills,
and shortage of experts to use ICT
in the institutions.
84
SECTION C: Impact of ICT on communication in tertiary educational institutions in Kaduna
State.
Strongly Undecided Strongly

Agree Agree Disagree Disagree
1 Through ICT facilities, the
management uses online
advertisement for admission
applications.
2 Through ICT facilities, the
management of institution releases
admission online.
3 Through ICT facilities, Job
advertisements are being advertised
online in the institution.
4 Online method of communication
is faster than circular and bulletin
in the institution.
5 Through ICT facilities,
Conferences and seminars are
communicated in the institution.
6 Through ICT facilities, News
letters are available in the
institution.
7 Through ICT facilities, academic
calendar are released in the
institution.
SECTION D: Impact of ICT on monitoring and evaluation in tertiary educational institutions in

Kaduna State.

Agree Disagree
1 Evaluation system is being used in
monitoring and evaluation of staff in
tertiary educational institution.
2 Through circuit camera television
(CCTV), the management of this
institution monitors and evaluates
staff in the discharge of their duties.
Instructors/lecturers are being
assessed in this institution.
4 Through ICT facilities, Staff
progress report is assessed in this
institution.
5 Through ICT facilities Staff
development records are assessed in
this institution.
6 Through ICT facilities, academic
records can be assessed in the
institution.
85
SECTION E: Impact of ICT on staff development in tertiary educational institutions in Kaduna
State.

Agree Disagree
1 Through E-learning platform, the
management of this institution
develops staff.
Collaborative learning with experts
across the globe is done in this
institution.
3 Through ICT facilities, Staff have
access to online resources for their
development in this institution.
4 The availability of ICT facilities
encourages staff to become ICT
literate in this institution.
Management encourages the use of
ICT support services for orientation
of newly employed staff in the
institution.
SECTION F: Impact of ICT on maintenance of discipline in tertiary institutions in Kaduna State.
Strongly Agree Undecided Disagree

Agree Strongly
Disagree
1 Through electronic devices, the
keeps records of crime.
2 Through electronic devices,
Student‟s indiscipline records are
kept in the institution.
3 Through electronic devices, records
of decisions are kept in the
institution.
indiscipline is curtailed in the
institution.
5 Through electronic devices, growth
of indiscipline is checked in the
institution.
86
SECTION G: Impact of ICT on decision making process by management of tertiary educational

Agree Disagree
management of the institution
involves staff in decision making
process.
involves students on decision
making issues that concern them.
involves the neighbouring
communities on decision making
process.
decision making process is
enhanced in the institution.
welcomes new ideas from staff.
management of this institution uses
centralized data base in decision
making.
SECTION H: Impact of ICT on maintenance of facilities in educational tertiary institutions in
Kaduna State.

Agree Disagree
1 Through ICT maintenance of
facilities in the institution becomes
ease.
lecture halls in the institution
becomes ease.
3 Through ICT maintenance of sport
ease.
laboratories in the institution
becomes ease.
student hostels in the institution
becomes ease.
6 Through ICT maintenance of water
ease.
7 Through ICT maintenance of power
supply in the institution becomes
ease.
transport facilities in the institution
becomes ease.
9 Through ICT maintenance of health
87
ease.
10 Through ICT maintenance of other
essentials records in the institution
becomes ease.
SECTION I: Impact of ICT on conduct of examinations and presentation of result in tertiary

educational institutions in Kaduna State.
Agree Undecided Strongly Disagree

Strongly Disagree
Agree
ensures that exams time table are
on line for students to access.
ensures that academic calendar is
on line for students to access.
ensures that students write
examinations on line.
ensures that virtual cameras are
placed in the examination halls.
ensures that exams scripts are
marked online.
ensures that examiners present
students results online for vetting.
ensures that student results are
released online.
88

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IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY

ON THE MANAGEMENT OF TERTIARY ACADEMIC INSTITUTIONS IN

A Dissertation submitted to the School of Post Graduate Studies, Ahmadu Bello

Department of Educational Foundations and Curriculum, Faculty of Education, Ahmadu

Communication Technology (ICT) on the Management of Tertiary Academic

Institutions in Kaduna State, Nigeria.” was performed by me in the Department of

been presented for another degree or diploma at any institution.

This project dissertation titled The Impact of Information Communication Technology

(ICT) on the Management of Tertiary Educational Institutions in Kaduna State, Nigeria

knowledge and literary presentation.

Dr. E. I Makoju and Dr. A Igunni, God bless them all.

warm disposition and professional guidance. Appreciation goes to the head of

department, Prof. B. Maina and postgraduate coordinator, of Educational Foundations

and Curriculum Department, A.B.U. Zaria. Special recognition is accorded to my

GGDSS (Junior) and field assistants among others.

Table of Contents vii

Operational Definition of Terms xiii

CHAPTER ONE: INTRODUCTION Pages

1.1 Background to the Study 1

1.2 Statement of the Problem 3

1.3 Objectives of the Study 4

1.4 Research Questions 5

1.5 Research Hypotheses 6

1.6 Significance of the Studies 7

1.7 Basic Assumptions 7

1.8 Scope of the Study 8

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.2 Conceptual Framework 9

2.4 Impact of ICT on Record Keeping 14

2.5 Impact of ICT on Communication in Tertiary Institutions 18

2.6 Impact of ICT on Monitoring and Evaluation 19

2.6.1. Participatory Methods for Education Monitoring and Evaluation 20

2.7 Impact of ICT on Staff Development 22

2.7.1 Staffing Process: Steps involved in Staffing 23

2.8 Impact of ICT on Maintenance of Discipline 24

2.9 Impact of ICT on Decision Making 26

2.10 Impact of ICT on Maintenance of Facility 27

2.11 Empirical Studies 30

CHAPTER THREE: RESEARCH METHODOLOGY

3.2 Research Design 34

3.3 Population of the Study 34

3.4 Sample Size 34

3.5 Sampling Techniques 35

3.6.2 Pilot Study 38

3.6.3 Reliability of the instrument 38

3.7 Procedure for Data Collection 38

3.8 Methods of Data Analysis - 38

4.2 Socioeconomic characteristics/Bio data of the respondents 40

4.3 Presentation and Analysis of Data 44

4.4 Hypotheses Testing 55

4.5 Summary Table of the hypotheses Tested 58

4.6 Summary of Findings 59

4.4 Discussion of the Findings 59

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION

5.5 Contributions to knowledge 73

5.6 Suggestions for Further Studies 74

Figure 1: Theoretical Model for ICT in Administration 25

Table 1: Population of the Study 35

Table 2: Sample size of the study 36

Table 3: Gender Distribution of Respondents by Institutions 40