TITLE PAGE                                                                                                                         i

APPROVAL PAGE                                                                                                               ii

CERTIFICATION                                                                                                                 iii

DEDICATION                                                                                                                       iv

ACKNOWLEDGMENTS                                                                                                     v

TABLE OF CONTENTS                                                                                                       vi

LIST OF TABLES                                                                                                                 viii

ABSTRACT                                                                                                                           ix

CHATER ONE: INTRODUCTION                                                                                  1

Background of the Study                                                                                           1

Statement of the Problem                                                                                           7

Purpose of the Study                                                                                                  9

Significance of the Study                                                                                           9

Research Questions                                                                                                     10

Research Hypotheses                                                                                                  11

Delimitation of the Study                                                                                           11

CHATER TWO: REVIEW OF RELATED LITERATURE                                         12

Conceptual Framework                                                                                           12

Concept of Electronic Technology                                                                             12

Concept of Information and Communication Technology                                         13

Uses of ICT in Education                                                                                           14

Use of ICT in Instructional Planning                                                                          24

Use of ICT in Instructional Delivery                                                                          26

Use of ICT in Instructional Evaluation                                                                      31

The procedures for improving utilization of ICT use in education                             34

Theoretical Framework                                                                                            37

Theory of Communication                                                                                          38

Theory of Planned Behaviour                                                                                     39

Related Empirical Studies                                                                                        40

Summary of Literature Reviewed                                                                           45

CHAPTER THREE: METHODOLOGY                                                                         48

Design of the Study                                                                                                    48

Area of the Study                                                                                                       48

Population for the Study                                                                                            48

Sample and Sampling Technique                                                                                49

Instrument for Data Collection                                                                                   49

Validation of the Instrument                                                                                      50

Reliability of the Instrument                                                                                       50

Method of Data Collection                                                                                         50

Method of Data Analysis                                                                                           51

CHAPTER IV: PRESENTATION AND ANALYSIS OF DATA                                 52

Research Question 1                                                                                                   52

Research Question 2                                                                                                   54

Research Question 3                                                                                                   56

Testing of Hypotheses                                                                                                            58

Findings of the Study                                                                                                 63

Discussion of Research Findings                                                                                66 


Restatement of the Problem                                                                                       71

Purpose of Study                                                                                                        72

Summary of the Procedure used for the Study                                                          73

Major Findings of the Study                                                                                      74

Implications for the Study                                                                                          75

Conclusions                                                                                                                 76

Recommendations                                                                                                      77

Suggestions for Further Research                                                                               77

REFERENCES                                                                                                                    78

APPENDICES                                                                                                                      86

Appendix A: Population Distribution                                                                        86

Appendix B: Instrument for Data Collection                                                                        87

            Appendix C: Result of Reliability Test                                                                     91

            Appendix D: Result of Data Analysis                                                                       93


Table                                                                                                                                    Page

1:          Mean Ratings of the Responses of Colleges of Education Lecturers

on How Computer Can be Used in Instructional Planning in Teaching

Electronics Technology in Kwara State Colleges of Education                               52

2:           Mean Ratings of the Responses of Colleges of Education Lecturers

on How Computer Can be Used in Instructional Delivery in Electronics

Technology in Kwara State Colleges of Education                                                  54

3:           Mean Ratings of the Responses of Colleges of Education Lecturers

on How Computer Can be Used in Instructional Evaluation in Electronics

Technology in Kwara State Colleges of Education                                                  56

 4:          The t-test Statistics of the Mean Ratings of the Responses of Senior

and Junior Lecturers of Colleges of Education on How Computer Can

be Used in Instructional Planning in Teaching Electronics Technology

in Kwara State Colleges of Education                                                                     58

 5:          The t-test Statistics of the Mean Ratings of the Responses of Senior

and Junior Lecturers of Colleges of Education on How Computer Can

be Used in Instructional Delivery in Electronics Technology in Kwara

State Colleges of Education                                                                                     60 6:     The t-test Statistics of the Mean Ratings of the Responses of Senior

and Junior Lecturers of Colleges of Education on How Computer Can

be Used in Instructional Evaluation in Electronics Technology in

Kwara State Colleges of Education                                                                         62


In carrying out this study, three research questions and three null hypotheses were developed to guide the study. Descriptive survey research design was employed in selecting the respondents for the study. The study was carried out in Kwara State covering the three State Colleges of Education in Kwara State. The population for this study was 232 comprising 102 Senior lecturers (Chief Lecturer, Principal Lecturer) and 130 Junior Lecturers (Lecturer I, Lecturer II, Lecturer III and Assistant Lecturers) in Kwara State Colleges of Education located in Ilorin, Oro and Lafiagi. Due to the manageable size of the population of NCE technical education lecturers in Kwara State, the entire 232 lecturers were used for the study. Therefore, there was no sampling. The instrument for the study was a structured questionnaire developed by the researcher and it is titled: Utilization of Computer for Instruction in Electronics Technology Questionnaire; ‘(UCIETQ)’. The questionnaire items were developed from the literature reviewed. The instrument was face-validated by three experts. The experts were requested to assess the items of the instruments in terms of clarity, relevance and appropriateness in addressing the problem of the study and research questions under investigation. Their comments and corrections were incorporated in the final draft of the instrument. To establish the internal consistency of the questionnaire, Cronbach Alpha reliability technique was used in which reliability value 0.74 was obtained for use of computer for instructional planning, 0.70 for instructional delivery, 0.83 for instructional evaluation while an overall reliability coefficient of 0.76 was obtained for the entire instrument. Data for the study were collected by the researcher with the help of two research assistants. The research assistants were briefed by the researcher in order for them to be acquainted with the system of administering the questionnaire and to enhance the return rate of the instrument from the respondents. Out of the 232 copies of the questionnaire distributed, 221 copies were retrieved and completely filled representing 95.3% rate of return. The data collected were analyzed using mean for answering research questions while t-test statistics was used for testing the hypotheses at 0.05 level of significance and at 219 degree of freedom. It was found out that, all the 36 identified items in the study are ways through which computer can be used for instruction in electronics technology in Kwara State Colleges of Education. Specifically, the study found that computer can be used for enhancing instructional planning, instructional delivery and instructional evaluation in electronics technology in Kwara State Colleges of Education. Based on the findings, the study among others recommended that the State government through its ministry of education should help package the identified ways in which computer can be used for instructional planning, delivery and evaluation as a useful guide for lecturers in tertiary institutions in the state.

                                                      CHAPTER ONE


Background of the Study

Information and communications technology has become highly important in everyday affair among policy makers, economists, academics, general public and private organizations. Seminars, conferences and workshops are being organized every year across the world on the relevance of Information and Communication Technology (ICT) which emphasizes its importance for the society as well as individual development. Curtin (2002) opined that information and communication technology is a set of tools and application that are facilitated by electronic means to capture, store, process, transmit and display information. According to Ogechukwu and Osuagwu (2010), information and communication technology is the processing and maintenance of information and the use of all forms of computer communication network and mobile technologies to mediate information. Information and communication technology is an umbrella term that includes any communication devices or application, encompassing; radio, television, cellular, phones, computer and other network hardware and software, satellite system and among others, as well as the various services and application associated with them, such as video conferencing and distance learning.

Information and communication technology is utilized in various context such as education, health care, agriculture, library among others. One of the ways by which ICT is utilized in education is through computer assisted instruction. Computer assisted instruction is the utilization of computer for instructional planning, delivery and evaluation (Aginam, 2006). The usefulness of ICT depends on the locality, culture and the particular ICT that is available and how it is configured and managed.

The use of computer for instruction is self-learning technique, usually offline or online, involving interaction of the student with programmed instructional materials. Wikimedia (2008) expressed that computer for instruction is an interactive instructional technique whereby a computer is used to present the instructional materials and monitor the learning that takes place. Computer assisted instruction uses a combination of text, graphics, sound and video in enhancing the learning process. It uses tutorials, drill and practice, simulations, and problem solving approaches to present topics and to test students understanding. The advantage of computer assisted instruction to both teachers and students include its flexibility in the use of multiple choice question as well as the provision of immediate feedback, summary of students’ performance, exercise for practice and worksheet and text (Ajayi, 2005).

Computer assisted instruction as viewed by Ayo (2001) is the use of computer system and telecommunication equipment in information processing during classroom instruction. In the education context, it refers to various resources and tools (software) presented through computer. Some examples of ICT tools, according to Akuegwu (2011) include desktop, laptops, video machines, multimedia projectors or power point, digital cameras, internet facilities, computer networks, telephone, e-library, television programmers’ and data base among others. Today, ICT in education encompasses a great range of rapidly evolving technologies such as desktop, notebook, and local area networking, the internet, and the world wide web, CD-Roms and DVD, and applications such as word processors, spreadsheets, tutorial, simulations, electronic email, videoconferencing and virtual reality (UNESCO, 1999).

Research has indicated that the use of computers can support new instructional approaches and make hard-to-implement instructional methods such as simulation or cooperative learning more feasible (Roblyer, Edwards and Havriluk, 2004). Moreover, educators commonly agree that the use of computer has the potential to improve student learning outcomes and effectiveness if it is used properly (Wang, 2001). The use of computer, the internet and related technologies, given adequate teacher training and support, can indeed facilitate the transformation of the learning environment into a learner-centered one. The primary factor that influences the effectiveness of learning is not the availability of technology but pedagogical design for effective use of computer (Mandell, Sorge, Russel, 2002).


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