A COMPARATIVE STUDY OF
NATIONAL
OPEN UNIVERSITY OF NIGERIA
(NOUN) AND EBONYI STATE UNIVERSITY (EBSU).
BEING A DISSERTATION PROPOSAL
PRESENTED TO
DEPARTMENT OF MARKETING
FACULTY OF MANAGEMENT
SCIENCES
EBONYI STATE UNIVERSITY,
ABAKALIKI
IN PARTIAL FULFILMENT OF THE
REQUIREMENTS FOR
THE AWARD OF MASTERS OF
SCIENCE (M.Sc.) DEGREE IN MARKETING
CHAPTER ONE
INTRODUCTION
BACKGROUND OF THE STUDY
Information and communication
technology (ICT) is defined, as a “diverse set of technological tools and resources
used to communicate, and to create, disseminate, store, and manage
information”(Blurton:1999). Marketing is a social and managerial process
whereby individuals and groups obtain what they want or need through creating
and exchanging of products of values with others (Kotler: 1989:12). Marketing of educational services involves
acquisition of and display of necessary skills with the help of ICT. This helps
individuals who need educational services to obtain it wherever they are
irrespective of time and distance. To be able to market educational services properly
in our universities, the academic staff need to be trained and retrained for
the purpose of meeting the changing demand of the consumers of these services. The
use of ICT is relevant and important in the marketing of educational services
since ICT comprises technologies or electronics as radio, television, videos,
computers, sensors, interface boxes, e-mail, internet, satellites connections
etc.
Nigeria policy on Education (NPE)’s
vigorous effort to respond to on-going changes in all aspect of life recognized
that: since the publication of the first edition of its policy in 1977, the 2nd
and the 3rd editions were published in 1981 and 1988 respectively in
keeping with the dynamics of social changes and demand on education. The 4th
edition (2004) was necessitated by some policy innovations and changes, and the
need to update the 3rd edition (1988) accordingly. These innovations
and changes include the introduction of information and communication
technology (ICT) into the school system (NPE 2004).
The year 1983 marks a turning point in the
educational history of Nigeria as the Open Distance Education (ODE) was introduced
into the country. This programme could not be sustained for long due to
military coups as most of the democratic programmes were suspended after the
coup. But from 1983, the educational history of Nigeria received a surge as diverse set of technological tools and resources (ICT)
were put in use in her strive to achieve her goal of Education For All
(EFA) Nigerians. At the two world milestones of Basic Education, Jomtien and
Dakar, world leaders reiterated on the deplorable and slow progress towards the
achievement of the goals of EFA. In 2000, there were still on the best
estimates 113 million out of school children (Parraton 2001:2). The situation
in Nigeria also looks bleak. Various statistics indicate that majority of
Nigerians are yet to be reached (the class of the poor, illiterate, women,
marginalised and those living in remote areas) through one form of education or
the other. When we therefore consider her population of 120 million (Common
Country Assessment, 2001), her poverty rate of 67.8% and her 70% rural
population (Jegede 2003), what we visualise and the conclusion drawn is the
tremendous need to meet the demands for education at all cost.
In the year 2002, The National Open
University of Nigeria, satellite-based video and audio conferencing
supplemented by print-materials and recorded video was founded by the then
Nigerian President, Olusegun Obasanjo, to train teachers and others who have
not obtained the requisite degree for their current job placement from any
geographical distance. In the 2003, the Enugu centre of theNational Open
University of Nigeria took off with their administrative office located at Old
Party House Trans Ekulu, by Nike lake road Enugu in Enugu State.
Sequel to the revision of the Nigeria
policy on Education (NPE 2004), the Ebonyi State University management wasted
no time in constituting a committee chaired by the then Deputy Vice Chancellor,
Professor Celina Oko, to conduct a feasibility study for the introduction of
information and communication technology (ICT) centre for the university. This
project was realized in the year 2005 with assistance from the Education Trust
Fund (ETF). The ICT centre is located at the CAS campus of the university in
Abakaliki.
1.2
STATEMENT OF THE PROBLEM
The 21st century marketing
environment is characterized by e-encounter. This phenomenon has tremendous
implication for the educational sector which is now more competitive than ever.
It is important that academic staff of our universities should acquire relevant
skills like the use of computer-based multi-media and interface network
connections and this requires training and re-training in order to excel in all
e-permeated market environment. Empirical studies have established that
teachers’ ability and willingness to use ICT and integrate it into their
teaching is largely dependent on the professional development they receive
(Davis, 2003; Pearson, 2003; Selinger & Austin, 2003; Watson, 2001, as
cited by Achimugu et al). With the internet, people can access information, buy
and sell educational services in any part of the world by means of ICT. Without
specific skills acquired vigorously through learning and training, lecturers
and students will be left behind the voyage of competition.
ICT in Education is a move away from a
transmissive teacher-dominated model of education to a more interactive form of
learning where students can adapt and apply learning to their own needs
independent of time and distance. It is essential for students to be able to
question, discuss and analyse their learning in a social context.
The National Policy for Information
Technology and Education in Nigeria as noted by Rowland (1996) and cited
in Hafkin (2002), was categorized into vertical, infrastructural, and
horizontal policies. Vertical ICT policy addresses sectored needs, such
as education, health and tourism. (Achimugu, Oluwagbemi and Oluwaranti: 2010:3). These three aspects were adequately
addressed in the Nigerian IT policy. Though there is presence of these ICT
facilities in our higher institutions, it is pertinent to note that the
students and lecturers do not have the requisite skills to fully tap the
advantages of the ICT. Furthermore, the lack of zeal and interest witnessed
among the students and lecturers in the usage of these ICT facilities
constitute a negative attitude in the realization of the intention for establishing
the ICT centres in our universities. In most cases where some students and
lecturers are interested in using the ICT facilities, lack of infrastructural
support base such as regular power supply and adequate numbers of computers to
take care of them becomes a problem. Moreover, the ICT support staff at the
centres is not only insufficient, but that they do not often possess the
necessary skills to assist when there is a problem. The question now is whether
these ICT facilities so provided are functional, effective and efficient to
achieve the purpose for which it was provided for? .
1.3 OBJECTIVES
OF THE STUDY:
The general objective of this study will be to
Evaluate Information and Communication Technology (ICT) in marketing of
educational services: a comparative study of
National Open University of Nigeria Enugu centre and Ebonyi State
University Abakaliki. Specifically, this study intends to:
1. Determine the
extent to which ICT is functional and effective in the institutions.
2. Determine the extent to which students and lecturers are knowledgeable in the use
of ICT.
3. Determine the
extent to which lecturers
integrate ICT in marketing educational services to
Students.
4. Determine the extent to which poor
infrastructural support-base inhibits ICT adoption and usage
1.4
RESEARCH QUESTIONS
To achieve the objectives of this study,
the following research questions are developed and their answers will be sought
in the course of the study.
1. To what extent is ICT functional and effective in the institutions?
2. To what extent are students and lecturers knowledgeable in the use of ICT?
3. To what extent do the lecturers integrate
ICT in marketing educational services to students?
4. To what extent does poor infrastructural
support-base inhibit ICT adoption and usage?
1.5
STATEMENT OF THE HYPOTHESES:
1. H0: ICT is not functional and
effective in both institutions.
2. H0: Students and lecturers are not knowledgeable
in the use of ICT in both institutions.
3. H0: Lecturers do not integrate ICT in marketing educational
services to students in both institutions.
4. H0: Poor
infrastructural support-base is not a factor that inhibits ICT adoption and
usage in both institutions.
1.6 SIGNIFICANCE OF THE STUDY:
The research findings and recommendations
will be of a great benefit to numerous groups: Federal Ministry of Education,
State Ministries of Education, Local Education Authorities and other private
school proprietors as it will serve as a working document for policy formulation
in education sector.
It will be of benefit to students and
lecturers as it will expose areas of laxity which attention needed to be
focused on. Also, the grey areas which offer more opportunities for marketing
of educational services will be unveiled.
Finally, the study will provide a basis for
further studies or research by students or other researchers.
1.7
SCOPE OF THE STUDY:
The study intends to cover all aspects of
marketing of education and its services through ICT at the National Open
University Enugu Study Centre and the Ebonyi State University, Abakaliki.
1.8
LIMITATIONS OF THE STUDY:
Non availability of materials in the area
of study as well as constraints in accessing documents due to their sensitive
nature may pose a barrier to doing a more comprehensive work. But effort will
be made to ensure that the authentic and reliable data will be used and that
other limitations will not affect the accuracy of the work.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter will present a critical review
of available literature on Information Communication and Technology (ICT) in
Marketing Educational Services. Related literature is reviewed and organised
under the following headings:
i Academic
review.
ii Theoretical
framework.
2.1
ACADEMIC REVIEW
Achimugu, Oluwagbemi and Oluwaranti, (2010) conducted a study on Evaluation of Impact
of ICT Diffusion in Nigeria’s Higher
Educational Institutions. In carrying out this analysis, the following four key
questions were taken into consideration:
1. What does the Nigerian
national policy for information technology tell us about education?
2. How adequate is the policy
for the integration of ICT in the Nigerian education system?
3. What implications are there for the
Nigerian education system?
4. What agenda is needed to
redefine the national policy to cater for the country’s education system?
The stated objectives stressed that
information technology must be used to:
a. Empower the youth with IT skills and
prepare them for global competitiveness.
b. Integrate IT into the mainstream of
education and training.
c. Establish new multifaceted
IT institutions as centres of excellence to ensure Nigeria’s competitiveness in
international markets.
A combination of observation, interview and
document materials (textbooks, articles and reports) which they believe are
valuable sources of data about educational research for data gathering was
employed as methodology for carrying out this research. The findings of the
research suggest that inadequate infrastructure, skilled manpower, resistance
to change and inadequate funding are the major challenges facing ICT
utilization or diffusion in Nigerian Tertiary Institutions.
They concluded by recommending that:
Nigerian tertiary education need to fully utilize ICT resources to make
education widely available and accessible at reduced cost, hence this study.
Obijiofor,
Inayatullah and Stevenson .(1999) carried out a pilot study on the impact of
new information and communication technologies (ICTS) on socioeconomic and
educational development of Africa and the Asia-pacific: The countries in which this
study was conducted are Cote d'Ivoire, Ghana, Nigeria, Uganda (Africa), Fiji
and the Philippines (Asia-Pacific). The
Research Methodology adopted for this study was an interpretive research
strategy which allows a researcher to interact with a social group being
studied as well as enable the researcher to observe and record the processes of
decision‑making and social practices. The methods used in collecting data
consisted of semi‑structured personal interviews, focused group interviews,
examination of historical documents and personal observation. Findings: There was a general opinion
that the ICTs are in existence and that a majority of the people are aware,
although access remains a problem.
They
tried to find out whether the respondents considered the use of these
technologies as appropriate to their environment. There was a clear unanimity
of opinion on this issue. However, not every respondent considered the use of
ICTs as appropriate to Africa, in view of the problem of illiteracy. They recommend the
following:
·
Implementation must be linked to
local problems, specifically to poverty alleviation. This linkage must be direct, showing
stakeholders the benefits of using ICTs for economic growth.
·
Implementation must also show how ICT can
transform education, making it far more interactive and empowering for students
and professors/teachers.
·
Implementation must occur within
a policy context guided by participatory action research, where all
stakeholders in an iterative manner define their needs, goals and concerns.
Swarts and Wachira (2010) conducted a study
on ‘ICT in Education: Situational Analysis in Tanzania’. The methodology used
by the authors include: (i) a desk study of relevant government and other
related documents; (ii) a country visit, which took place between 15th -19th
June 2009, during which interviews, meetings and focus group discussions were
held with key stakeholders (Ministry of Education and Vocational Training and
its agencies, other government agencies in charge of ICT, educational
institutions and development partners) involved in ICT in education
initiatives, and (iii) a Round Table meeting of stakeholders on 19 June 2009
during which the preliminary findings of the country visit were presented, discussed
and validated. The findings of this situational analysis Reveals that:
(a) The government and the MOEVT recognize
the potential of ICT to act as a tool for improving education delivery,
outcomes and impact, as evidenced through the national plans, policies and
strategies.
(b) A number of initiatives were currently
being implemented to train teachers and administrators (e.g. Education for
Empowerment, Rotary Club/UK, Bright Education Trust Fund), to provide
refurbished or new computers to schools (e.g. Rotary Club, Barclays Bank) etc.
(c) While no official estimates exist,
there appears to be a very small number of primary and secondary schools with
ICT and there was no government initiative to provide ICT for schools. Those
with ICT have either benefited from parent contributions or donations from
non-governmental organizations and some private sector companies.
(d) ICT, if appropriately used can assist
in addressing the key educational challenges, e.g. e-learning and m-learning
technologies and alternative delivery systems for access; rich and interactive
digital content to improve quality; assistive technologies to contribute to
equity; and the inclusion of ICT skills in the curriculum and the use of ICT to
support 21st century learning can increase relevance.
(e) Although government commitment is high
as evidenced by the policies and strategies, organizational structures and
culture, lack of skills in critical areas, lack of strategic vision and
planning, insufficient financial resources and inadequate infrastructure hamper
the ability of the sector to integrate and use ICT effectively.
[
They finally recommended that due to
widespread lack of coordination of activities and initiatives related to ICT in
education, lack of structure at the Ministry level to champion and own ICT
integration in education, lack of explicit budgetary allocation for ICT
integration, lack of baseline data on the state of ICT in education
institutions, lack of definitive and deliberate steps to use ICT in teaching
and learning, provides a clear avenue for GeSCI (Global
e-Schools and Communities Initiative) to offer its strategic advice in helping
the government translate its policy, plans and goodwill into implementable
plans and activities. This would require a country programme for these issues
to be addressed holistically, systematically and systemically.
2.2
THEORETICAL FRAMEWORK:
There
are two major theories of learning, viz: the behaviourist view and the
constructivist view.
Both
of these views have heavily influenced the development of educational software.
The work of the
American Psychologist, B. F. Skinner has had the most influence. Skinner
believed that people can learn more effectively if their environment is
carefully controlled, the behaviourist view. He developed the principles
of operant (behaviour) conditioning which basically stated that: “If the
occurrence of an operant is followed by the presentation of a reinforcing
stimulus, the strength is increased”. (Skinner, 1938)
This provides the
simple tactic of reinforcing the correct behaviour through reward and no action
being taken for a wrong behaviour. This led to the use of computers as teaching
machines (Skinner, 1958). Today many educational computer programs depend on
supplying a set of stimuli, which are more often than not multimedia in nature,
followed by the measurement of a response. However, these programs often move
away from being purely Skinnerian in nature by not only rewarding correct
responses but also attempting to correct the wrong responses. There are many
examples where operant conditioning is still used, especially in the use of ICT
with disruptive or low attaining pupils.
The work of Papert
(1980) concerns the constructivist approach. His vision of computers
being used in education has proved very influential. Papert’s view of the
importance of the motivational engagement of the learner contrasts sharply with
Skinner who, although recognising this influence, considered it unnecessary for
instruction. In the constructivist view the learner as an active participant is
involved in structuring their own learning experiences. Papert worked with
Piaget who emphasized that the way in which knowledge is structured and
organized as well as how the learner’s own perceptions of their prior
experiences pre-form the knowledge structure. The importance of how the learner
relates new experiences to existing knowledge becomes paramount. Papert used
the Logo programming language with its screen turtle as a way of enabling
learners to make the transition from concrete experiences such as body
positioning and movement, to more formal abstract ways of thinking i.e. writing
Logo geometry programs.
Within these two
views of learning, operant conditioning emphasises teaching whilst
constructivism emphasises learning.
CHAPTER THREE
METHODOLOGY
Basically, the study will involve the
generation of data related to ICT in marketing of educational services at the
National Open University of Nigeria (NOUN) Enugu study centre and the Ebonyi
State University Abakaliki. The various methods and procedures that will be
employed with the aim of achieving the set objectives of the study will be
outlined in this chapter.
3.1 RESEARCH DESIGN:
The descriptive research design will be
used as it deals particularly with survey research which usually involves
asking a random sample of individuals to respond to a set of questions about
their backgrounds, experiences and attitudes.
3.2 AREA OF STUDY
The area of study is
the National Open University of Nigeria (NOUN) Enugu study centre which is
located at trans-ekulu Enugu and Ebonyi State University (EBSU) located at
Abakaliki, the capital city of Ebonyi State.
3.3 POPULATION OF THE STUDY:
The population of this study will constitute
the students and the academic staff of Nstioal
Open University of Nigeria (NOUN) Enugu Study Centre and Ebonyi State
University, Abakaliki. The figure will be collected from the personnel and
registry department of both institutions
3.4
SAMPLING
TECHNIQUE:
Simple Random sampling technique will be
used for this study. This is because, every member of a population will have
equal chance of being selected as a sample. The sampling frame will be the list
of all the students and academic staff of NOUN Enugu study centre and Ebonyi
State University, Abakaliki (EBSU).
3.5
DETERMINATION
OF SAMPLE SIZE:
The formula which will be used to determine
the sample size is that proposed by Taro Yamani . viz:
n
= N
1 + N
(e) 2
where: n = sample size
N = total population
e = tolerable error
3.6 RESEARCH INSTRUMENT:
The instrument that
will be used in this research project are structured questionnaires that is
developed from the objectives and the hypotheses of this work. It is divided
into sections A, and B. Section A contains personal data, while Section B
contains a set of structured questions relating to the objectives of this
research project to which the respondents will be required to answer by ticking
their responses. Finally, test of hypotheses contains a 5 point likert scale
with structured statements and options against which the respondents are
required to tick in their responses.
3.7 SOURCES AND TYPES OF DATA:
The source of data for this
research will come from the students and the academic staff within the scope of
this study. Questionnaire will be used to generate the desired data.
3.8 VALIDITY OF INSTRUMENT
The questionnaire will be subjected to
validity tests as it will be shown to and discussed with the supervisor for
face and content validation. Also, it will be subjected to the faculty postgraduate
examination panel for necessary corrections and modifications before
administering it to the sample population.
3.9 RELIABILITY OF INSTRUMENT
Test-retest method will be used to
determine the reliability of the instruments used. It will involve the
administration of the questionnaire to the same persons on two different
occasions. The results will be tested using correlation coefficient.
3.10 ANALYTICAL TECHNIQUE:
The analytical technique that will be used
for this study is Z score (test), tables and percentages to test the hypotheses
formulated.
3.11 PROCEDURES FOR ACHIEVING OBJECTIVES
OBJECTIVE I: The first
objective will be attained by the analysis of the data collected from the
respondents through the questionnaire that will be administered using tables,
percentages and Z-score test.
OBJECTIVE II: The second objective will be accomplished by the
analysis of the data collected from the respondents through the questionnaire
that will be administered using tables, percentages and Z-score test.
OBJECTIVE III: The third objective will also be achieved by the
analysis of relevant data collected from the respondents through the
questionnaire that will be administered using tables, percentages and Z-score
test.
OBJECTIVE IV: Finally, the Last objective will be accomplished
through the analysis of relevant data collected through the questionnaire that
will be administered to respondents of both institutions
REFERENCES
Achimugu, P., Oluwagbemi, O. and Oluwaranti, A. (2010):An
Evaluation of the Impact of ICT
Diffusion in Nigeria’s Higher
Educational Institutions.
Journal of Information Technology Impact
10(1), 25-34.
Aronowitz Stanley (2000) The Knowledge
Factory: Dismantling the
Corporate University and Creating True Higher Learning. Boston:
Beacon Press.196P.(www.stanlyaronowitz.org/) accessed
on16th October 2011.
Blurton, C.,(1999) “New
Directions of ICT-Use in Education”. Available
online (http://www.unesco.org/edict.pdf) accessed 14th October 2011.
Jegede, O.J. (2003) Taking the Distance Out
of Higher Education in 21st Century
Nigeria. An Invited Convocation Lecture Presented
at the Federal Polytechnic
Oko, Anambra State on the 28th of November 2003.
Kotler, P. (1989). Principles of Marketing, 4th
(ed) New Jessy, Prentice Hall International.
Obijiofor, L., Inayatullah, S. and Stevenson, T.
(1999):Impact of new
Information and Communication Technologies (ICTs) on Socioeconomic and
Educational
Development of Africa and the Asia-pacific:
private.(www.Manufacture.org). Accessed 26thSeptember 2011.
Omidinia, S., Masrom,
M and Selamat, H. (2011): Review
of E-
Learning and ICT
Infrastructure in Developing Countries (Case
Study of Iran). American Journal of Economics and
Business
Administration 3(1), 120-125.
Papert,
.S. (1980): Constructionism: Wikipedia, the free encyclopedia.
Papert, .S. (1980): Mindstorms: Children,
Computers, and Powerful Ideas. New York: Basic Books.
Parraton, H. (2001): Models of Open
Learning. OSAC Journal of Open Schooling. 1 (1), 2.
Swarts, P., and
Wachira, E. M. (2010): ICT in
Education:
Situational Analysis in Tanzania.
(http://creativecommons.org/licenses/by-nc-
sa/3.0/)
Terhemba, Nom AMBE-UVA (2007): National Open
University of Nigeria
(NOUN):
A Historical Perspective and Challenges. Turkish Online Journal of
Distance Education-TOJDE. 8(1),
6.
QUESTIONNAIRE FOR STUDENTS
Department of Marketing
Ebonyi State University
Abakaliki
6th Feb., 2012.
Dear respondent,
I am a research
student in Marketing Department, Faculty of Management Sciences, Ebonyi State
University, Abakaliki. I am conducting a study on Information Communication and
Technology (ICT) in Marketing Educational Services:
The National Open
University of Nigeria (NOUN), Enugu Study Centre and the Ebonyi State
University Abakaliki have been chosen as a research base.
It would be
appreciated if you could please assist in completing the attached questionnaire
while you are assured that all information provided will be treated in strict
confidence and it’s mainly for academic purpose.
Thank you
Yours faithfully
INSTRUCTION: lease tick [ ]
for the answer from the option provided below and or complete the blank spaces
with necessary information as may be appropriate.
SECTION A
1. What
is your Sex?
(a) Male [
] (b) Female [ ]
2. What is your level of education so far? (a)SSCE/GCE [ ]
(b) ND./ NCE [ ] (c) HND/Degree
[ ](d) Postgraduate[ ]
3.
Which faculty do you belong to (specify please) ………………………
…………………………………………………………………………..
SECTION B
1. Which institution do you belong to?
i. National Open University of Nigeria (NOUN)
(a) Yes [ ] (b) No [ ]
ii Ebonyi State University Abakaliki (EBSU)
(a) yes [ ] (b) No [
]
2.
Are you computer literate?
(a) Yes [ ]
(b) No [ ]
3. To what extent are you Computer
litrate? (a) To a very great extent [ ]
(b) To a great extent [ ] (c) undecided
[ ] (d) Not to a great extent [ ]
4. Do you have a personal
Computer?
(a) Yes [ ] (b) No [ ]
5.
How often do you use computer?
(a)Very often [
] (b) Often [ ] (c) Rarely [ ] (d)
Not at all [ ].
6. Does your institution have ICT centre?
(a) Yes [
] (b) No [
]
7. What do you use the ICT centre in your institution
for?
(a) Doing assignments [ ] (b)
Receiving lectures/lecture materials [
] (c) Writing exams [ ] (d) Doing registration [ ] (e) Research work [ ].
8. Would you agree that the
ICT centre serves your educational purposes?
(a) Strongly agree
[ ] (b) Agree [ ] (c) Disagree [ ] (d) Strongly Disagree
(e) Undecided [ ]
9. Does your institution
offer any compulsory ICT course(s)?
(a) Yes
[ ] (b) No [ ]
10. Does your institution have regular alternative power supply
for the ICT
centre?
(a) Yes
[ ] (b) No [ ]
11. How would
you rate the performance of the staff of the ICT centre?
(a)
Excellent [ ] (b) very good [ ] (c)
good [
] (d) fair [ ] (e)
poor [ ] (f) No idea [ ]
12. Does your ICT centre charge any
fee from students?
(a) Yes
[ ] (b) No [ ]
13. How would you rate the fees charged by the ICT centre in
relation to the fees charged outside your institution?
(a) Very
high [ ] (b) High [ ] (c) Moderate [ ] (d)
low [ ]
14. Is the usage of the ICT
centre in your institution made compulsory?
(a) Yes
[ ] (b) No [ ]
15. In your view, is ICT an
important medium for delivering educational services?
(a) Strongly agree
[ ] (b) Agree [ ] (c) Disagree [ ] (d) Strongly disagree (e) Undecided [ ]
16. Would you agree that poor
electricity supply is a problem that affect the use of ICT in your institution?
(a) Strongly agree
[ ] (b) Agree [ ] (c) Disagree [ ] (d) Strongly disagree (e) Undecided [ ]
17. Would you agree that poor
network/server is a problem that affect the use of ICT in your institution?
(a) Strongly agree
[ ] (b) Agree [ ] (c) Disagree [ ] (d) Strongly disagree (e) Undecided
18. To what extent does poor
electricity supply inhibit ICT usage in
your institution?
(a) To a very great
extent [ ] (b) To a great extent [ ] (c) Undecided [ ] (d) Not to
a great extent [ ]
19. Do your lecturers integrate ICT in their
lecture/teaching modes?
(a) Yes [ ] (b) No [
]
20. To what extent do they
integrate ICT in their lecture modes
(a) To a very great
extent [ ] (b) To a great extent [ ] (c) undecided [ ] (d) Not a great extent [ ]
21. What are the things you do
not like about ICT? ……………………………….
………………………………………………………………………………..
………………………………………………………………………………..
22. Would you agree that the
future of education in Nigeria is heavily dependent on ICT?
(a) Strongly Agree
[ ] (b) Agree [ ] (c) Disagree [ ] (d) Strongly Disagree
(e) Undecided [ ]
SECTION C
1. What
is your Sex?
(a) Male [
] (b) Female [ ]
2. What is your level of education so far? (a)SSCE/GCE [ ]
(b) ND / NCE [ ] (c) HND/Degree
[ ](d) Master/P.HD [ ]
3. Which
of this group do you belong to?
(a) Academic [ ], (b)
None Academic [ ].
4.
What is your status/Designation? (Please specify)
…………………….
5. Cognate working experience? (a) Below 1year [ ]
(b) 1year- 5years [ ] (c) 6years
– 10years [ ] (c) 11years – 15years
[ ]
(d) 16years – 20years [ ] (e)
21years -25years [ ] (f) 26years and
above [ ]
6.
Marital status? (a) Single [ ]
(b) Married [ ] (c) Divorced/separated
[ ]
Widowed [ ]
SECTION D
1. Which institution do you belong to?
i. National Open University of Nigeria (NOUN)
(a) Yes [ ] (b) No [ ]
ii Ebonyi State University Abakaliki (EBSU)
(a) yes [ ] (b) No [
]
2.
Are you Computer literate?
(a) Yes [ ]
(b) No [ ]
3 To what extent are you Computer
literate?
(a) to a very great
extent [ ] (b) to a great extent [ ], (c) undecided [ ] (d) Not to
a great
extent [ ]
4. Do you
have a personal Computer?
(a) Yes [ ]
(b) No [ ]
5. How often
do you use Computer?
(a) Very often [
] (b) Often [ ] (c) Rarely [ ] (d)
Not at all [ ].
6. Do you integrate ICT in your
lecture method?
(a) Yes [ ]
(b) No [ ]
7.
To what extent do you integrate ICT in your lecture method?
(a) To a very great extent [ ] (b) To a great extent [ ] (c) undecided [ ] (d) Not
a great extent [ ]
8. Would you agree that the integration of ICT
in your lecture method enhance
the understanding of your lectures by
the students?
(a) Strongly Agree [ ] (b) Agree
[ ] (c) Disagree [ ] (d) Strongly Disagree [ ]
(e) Undecided [ ]
9. Which medium do you adopt for your integration
of ICT in your lecture
method?
(a) Power Point [ ] (b)
e-materials [ ] (c) Tapes [ ] (d) Video clips [ ]
10.
Do you seek the services of ICT experts in other to integrate ICT in
your
lecture method?
(a) Yes [ ]
(b) No [ ]