TABLE OF CONTENTS
TITLE PAGE……………………………………………………………………i
CERTIFICATION………………………………………………………………iii
DECRERATION……………………………………..…………………………iv
DEDICATION…………………………………………………………….……..v
ACKNOWLEDGEMENTS……………………………………………..………vi
TABLE OF CONTENT…………………………………………………………vii
ABSTRACT………………………………………………………………….….ix
CHAPTER ONE INTRODUCTION
- Background of the study………………….………..…………………………1
1.2 Statement of the problem…………………………….……………………….6
- Objective of the study………………………….……………………………..7
- Research questions…………………………….…….……….………………7
1.6 Scope of the study……………………………….….………………………..8
- Significance of the study……………………….…….………..……………..8
1.7 Limitation……………………………………….…..……………………..…8
1.8 OPERATIONAL DEFINITION OF TERMS….…….……..……………….9
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction………………………………………………………………….10
2.2 Concept of ICT Availability…………………………………………………10
2.3 Student satisfaction with the library service….………………………..……12
2.4 ICT Utilization………………………………….………………………..….14
2.5 ICT Accessibility……………………………………………………..……..16
2.6 Challenges facing use of ICI Facilities………………………………..…….17
2.7 Appraisal of Literature Review………….……………..……………………18
CHAPTER THREE
RESEARCH METHODS
3.1 Introduction…………….……………………………………………………….19
3.2 Research Design………….……………………………………………………..19
3.3 Population of the Study…….….………………………………………………..19
3.4 Sample and Sampling Techniques.…..…………….………….…………….….20
3.5 Research Instrument…….…….…….……………….…….……………………20
3.6 Validity of the Instrument….….………….………….…………………………20
3.7 Procedures of Date Collection …..………………………………………….….20
3.8 Data Analysis………………………………………………………….…..……20
CHAPTER FOUR
PRESENTATION of RESULTS
4.1 Introduction ………….…………………….……………………………………21
4.2 Answers to research questions……….…………….…………………………..23
4.3 Discussion of findings……….……………….…………..…………….………28
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of findings……………….………………………………..….………29
5.2 Conclusion……………………………………….……………….…………….30
5.3 Recommendations…………………………………………….……….……….30
5.4 Suggestion for Further Research……………………………..…………………31
Reference
Appendix
ABSTRACT
The study focused on use of ICT in learning in library and information science schools in two universities in south-south in Nigeria. Survey technique was adopted for the study, and instrument for data collection was questionnaire, 200 copies of which were administered and 153 were retrieved. Major finding of the study revealed among others that irregular use of ICT facilities by students was one of the factors for poor scores in use of ICT facilities. The study concluded that use of ICT by students was average. The study recommended among others that library and information science students in the selected universities use ICT facilities to very high extent, so as to enjoy the availability of ICT facilities, attitude of library staff should be more friendly to users, library and information science students in the selected universities should acquire the necessary information technology skill to be able to use ICT facilities and school libraries should compulsorily connect to the internet to enable the students to explore with wealth of information resources e.g. computer, printers, and internet connection.
WORD COUNT: 178
KEY WORDS: ICT, Library, ICT facilities, Information, Science.
INTRODUCTION
CHAPTER ONE
- Background of the Study
There is a growing acceptance among academics, education policy-makers and employer groups that the development of ICT skills is part of the role of higher education. Employers are seeking graduates with a range of knowledge on ICT skills and personal attributes in addition to degree status. According to Akintunde (2004), information and communication technology (ICT) as a terminology has overtaken information technology (IT) because of its appropriateness and utilization. Beebe (2004) posited that ICT is a short term for computers, software, networks, satellite links and related systems that allow people to access, analyze, create, exchange and use data, information and knowledge.
The use of ICT has increased and broadened the impact and skills of students on how to seek information electronically. The ICT skills that have become increasingly important in the pursuance of a degree-level education will affect both how students manipulate these e-learning resources and the way they are used for learning. ICT skills deal with the application of ICT to specific purposes. It is not just about using software package or using operating systems, neither is it concerned only with keyboarding skills and students’ ability to copy-type or follow instructions. Rather, ICT skills among undergraduates is about students’ ability to use their knowledge about ICT to find, develop and present information; whether it is text, image, or number, or all of these in an integrated task. Tariq and Cochrane (2003) noted that in recent year’s employers require graduate employee to be skilled in a range of areas including information and communication technology (ICT) and employers look to higher education Institutions to equip their graduates with the requisite skills.
The means of acquiring these ICT skills must be imbedded in students learning and be part and parcel of their educational experience. Adeogun (2003) reported that ICTs skills among undergraduates have broken the barriers of time, distance, location and cost of study. The ability of undergraduates to manipulate ICTs through the skills they have acquired means a lot to institutional management. In order to utilize the growing range of ICTs, students must acquire and practice the skills necessary to exploit them. Akintunde (2004) stated that the ability to use computer is not the only ICT skill needed to exploit the information located on the internet. In order to make the most of this online content, one must be information or ICT literate.
Students possessing ICT skills are very important not only in the academic environment, but also for lifelong learning. Internet resources are an integral part of the research process for students due to their numerous benefits which include availability of information resources at all times from any location. Students believe that electronic resources improve the quality of their papers by allowing them to spend less time in the research phase and more time in the writing phase. Electronic resources also result in students obtaining more resources, a diversity of resources, and more up to-date resources. Electronic resources are more convenient and less intimidating than other resources. Since the development of ICT particularly the internet, students require the necessary skills to be successful in using these ICT facilities. Therefore, this study intends to identify the ICT skills possessed by under-graduates of Library and Information Science students and the influence of the skills on their use of internet. Tyler (2005) stated that in the world of higher education, virtually every aspect of scholarship has been influenced by technology. Students are conducting research through the web, drawing from academic journals, newspaper articles and speech transcripts. Some are receiving assignment online.
Many are using spreadsheets, graph plotters, presentation programs and multimedia tools on a regular basis. Attwell (2005) stated that in order to provide both flexible and security in an era characterized by constant change, 21st century students need ‘knowing how to learn skills that enable them to acquire new knowledge and skills, connect new information to existing knowledge, analyze, develop habits of learning, and work with others to use information. And as technology increasingly becomes the medium for communicating and information sharing, students need to be capable of harnessing technology to perform learning skills, such as communicating effectively with presentation software or jugging personal responsibilities with a personal digital assistant. Iwona (2008) noted that in order to utilize the growing range of electronic resources, students must possess and practice the skills necessary to exploit them. These skills include basic knowledge of computer, proficiency in using productivity software, electronic communication skills as well as internet skills.
The Internet has become the medium choice, for many people in information assessment and dissemination. According to Anyamene, Nwokolo, and Anyachebelu (2012) citing Mbakwem, (2008), it is a global connection of many different types of computer networks linked together. It is an electronic network that makes it possible for people to interact, access and exchange information. Information technology is all about the technologies that aid in the communication process of passing messages from the sender to the receiver Anyamene, Nwokolo and Anyachebelu (2012), Citing Okenwa (2008), observes that technologies have advanced into the development of communication and multimedia equipment that are capable of accepting data, processing data into information and storing both the data and information for future use and reference purposes. He noted that computer based technology include: teleconferencing machine, computer, electronic books (e-books) computer graphics technology, video conferencing and web television.
In Europe and America, a vast majority of students now study in schools and classrooms with computers and some form of Internet access (Anyamene, Nwokolo and Anyachebelu (2012), Citing (Yasamin, 2007). also observes that access to computers and the Internet has increased rapidly during the past decade. Virtually all schools in Europe and America have Internet access in at least one location; most classrooms have Internet access, E-learning covers a broad set of applications and processes; including web-based learning, computer based learning, virtual classrooms and digital collaboration. Anyamene, Nwokolo and Anyachebelu (2012), citing Onuoha, (2008) noted that education at the beginning of this century faced important challenges.
In Nigeria, one of the greatest challenges universities have faced was the introduction of ICT into the Nigeria economy. It is widely spread that graduates, especially those recruited by local and multi-national private companies, could not make use of the computers which are the fundamental tools of operations in these companies (Anyamene, Nwokolo and Anyachebelu (2012), citing (Olademi &Oladikpo,2006, Bolaji, 2007, and Kelly, 2004). While describing Nigeria position in global technology arena they noted that there is a gap between average Nigerian student’s knowledge in computer skills and the computer skill of other students from other countries around the world. They also emphasized that these students need counseling to improve ICT skills before graduation. Counseling is a form of education, which the students receive from their counselors.
The provision of ICT facilities in the resource centers presupposes that counselors and students can use them to improve awareness, adjustment and learning. They opined that investment in ICT facilities will help in counseling and other support services necessary for effective delivery of an ICT based curriculum should be utmost in government priorities. In order to plan, design and implement ICT facilities in the country, there is a dire need of strong and committed professionals in this field and adequate facilities are required for the implementation of ICT in schools. (Masino, 2011) Government has introduced various initiatives to facilitate the greater adoption and diffusion of ICT to improve capacities in every field of business, industry, education, and life in general.
Despite of the efforts carried out by the Malaysian government on ICT, according to Dawam, Ahmad, Kamaruzaman, Taniza, Elias, and Mansor (2009) citing Schank (2007); modern technology has had very little effect on educators’ conceptions of learning. Besides that, institution authorities have spent millions of ringgit in investment to equip their centre with educational technologies such as computer lab, networking or other computer peripherals like printers and modems to assist learning and preparations of teaching materials. Moreover, some have engaged professionals to give computer courses to their academic staff in preparation to step up as world-class university.
Through Internet and accredited technology journals, it is widely discussed and known that higher institutions and schools in America and other developed countries had been integrating the technology into their classrooms (Dawam, Ahmad, Kamaruzaman, Taniza, Elias, Mansor 2009) citing (Neo.al, 2001, Al-Seghayer, 2001 and Nikolova, 2002). The benefits of it are undoubtedly very significant. Students are said to be more eager and highly motivated because they can access their learning anywhere and at anytime provided they have a computer. A study conducted by Dawam, Ahmad, Kamaruzaman, Taniza, Elias, and Mansor (2009), a vice president of Education found that 86% of their respondents who are students said in class computers have improved their academic performance and 74% said it has increased their attention in class. In fact, 65% of the teacher respondents who responded to the survey said that computers can be more effective than teachers in conveying certain types of information to the students (Dawam, Ahmad, Kamaruzaman, Taniza, Elias, and Mansor 2009) citing (Rother, 2003). However, the effectiveness of ICT usage still depends on the teachers and the students in which both parties must be interested and willing to engage with computers and how teachers integrate computer activity in a meaningful learning activity.
Computers alone might not be sufficient as it needs the integration of the technology product and activities. A study conducted by Dawam, Ahmad, Kamaruzaman, Taniza, Elias, Mansor (2009), found the quality of the learning can be significantly enhanced when ICT is integrated with teaching. However this finding contradicts with a research findings conducted by Dawam, Ahmad, Kamaruzaman, Taniza, Elias, and Mansor (2009), whereby the age has a negative relationship with the extent of ICT use among student.
According to Daniels, (2002), ICTs have become within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy. However, they appear to be a misconception that ICTs generally refers to computers and computing related activities. According to UNESCO (2002), information and communication technology (ICT) may be regarded as the combination of ‘Informatics technology’ with other related technology, specifically communication technology. The various kinds of ICT products available and having relevance to education, such as teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counseling, interactive voice response system, audiocassettes and CD- ROMs etc have been used in education for different purposes (Sharma, 2003; Sanyal, 2001; Bhattacharya and Sharma, 2007).
The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools.
Initially computers were used to teach computer programming but the development of the microprocessor in the early 1970s saw the introduction of affordable microcomputers into schools at a rapid rate. Computers and applications of technology became more pervasive in society which led to a concern about the need for computer skills in everyday life. Hepp, Hinostroza, Laval and Rehbein, (2004), claim in their paper “Technology in Schools: Education, ICT and the Knowledge Society” that ICTs have been utilized in education ever since their inception, but they have not always been massively present. Although at that time computers have not been fully integrated in the learning of traditional subject matter, the commonly accepted rhetoric that education systems would need to prepare citizens for lifelong learning in an information society boosted interest in ICTs
- Statement of the Problem
ICT has help in many ways to improve the learning process among library users especially undergraduates. The increasing growth of ICT use has reshaped the nature of information collections, delivery, access and usage in modern libraries. ICT are popular because they provide more flexibility in searching for information than using print collection and they can be used to access information resources at any time.
However, little research has been conducted on the use of ICT in learning among students of library and information science in two universities in south-south. Given the importance of ICT in learning in educational institutions in Nigeria, there is a need for research on the drivers of its use despite the inherent constraints of its use. This therefore has informed the need for this research towards the use ICT facilities by students of Library and Information Science in Ambrose Alli University and Delta State University.
- Objectives of the Study
The overall objective of this research is to study the use of ICT in learning in Library and Information Science schools in two universities in south-south.
To achieve this, the goals of the study shall be specifically directed and finding out:
- The ICT facilities available for use by the students of Library and Information Science schools in selected Universities for learning.
- The extent to which Library and Information Science students are satisfied with learning resources accessible through ICT facilities in selected Universities.
- The level of ICT utilization among Library and Information Science students in selected Universities.
- The extent to which Library and Information Science students have access to the ICT facilities in their library in selected Universities.
- The challenges facing the use of ICT facilities among Library and Information Science students in selected Universities.
1.4 Research Questions
- Are ICT facilities available for use by library and information science students for learning in the selected Universities?
- To what extent are library and information science students satisfied with ICT facilities in their in the selected Universities?
- To what extent do library and information science students utilize ICT for learning in selected universities?
- To what extent do library and information science students have access to ICT facilities in the selected Universities?
- What are the challenges facing the use of ICT facilities among library and information science students in the selected Universities?
- Scope of the Study
The areas focused on this research are two universities in south-south: Edo state and Delta state. These are Ambrose Alli University and Delta state University. The research is limited to students of library and information science students, students from other universities will be excluded.
1.6 Significance of the Study
This study is expected to provide a basic comprehensive information on the use of ICT facilities by students the study will established the existing in use of ICT facilities for learning by library and information science students in achieving their statutory .firstly the study will be of benefit to students on the use of ICT facilities for learning. Lastly the study will be of immense benefit to researchers who would carry out further investigation in related areas.
1.7 Limitations
During the conduct of this research work, the researcher encountered problems which affected the quality and quantity of data collected; such respondents misplacing of questionnaire and given them new one to fill, time, financial and the reliability of response from the population of research sampling.
1.8 Operational Definition of Terms:
ICT: Information and communications technology (ICT) is an extended term for information technology (IT)which stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers as well as necessary enterprise software, middleware, storage, and audio-visual systems, which enable users to access, store, transmit, and manipulate information.
Learning: learning is a classification that includes several area of functioning in which a person has difficulty, learning in a typical manner,’’ this does not exclude the ability to learn in a different manner.
ICT facilities: can be define as tools and as well as means used for collection, capture, process, storage, transmission and dissemination of information.
Library: is a building or room containing collections of books, periodicals, and sometimes films and recorded music for use or borrowing by the public or the members of an institution.
Information: Can be define as knowledge obtained from investigation, study, or instruction.
Science: can be define as the intellectual and practical activity encompassing the systematic study of the structure and behavior of the physical and natural world through observation and experiment.
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