Nigerian
Journal
of Educational
Administration
and Planning
Vol. 7 No1: March 2007
Nigerian Journal of Education Administration and Planning (NAEAP)
Vol.7, No. 1: March2007
© NAEAP March 2007
ISSN - 0 - 795 - 2201
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Vol. 7 No. 1: March 2007
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NIGERIAN JOURNAL OF EDUCATIONAL ADMINISTRATION AND
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Nigerian Journal of Education Administration and Planning (NAEAP)
Vol. 7 No. 1: March 2007
EDITORIAL BOARD OF NAEAP
Editor - in - Chief
Prof. J. B. Babalola
Department of Educational Management
University of Ibadan
National Public Relations Officer
Prof. D. O. Durosaro
Dean, Faculty of Education University of llorin
Ex - Officio Members
Dr. I. A. Archibong
Department of Educational Foundations & Administration
Cross River University of Technology
Akankpa Campus, Calabar
Dr. S. A. Oladipo
Department of Educational Administration
University of Lagos, Akoka
Chairperson, Local Organizing Committee
Dr. V. E. Onyene
Department of Educational Administration
University of Lagos, Akoka
Associate Editors
Dr. S. O. Adedeji
Department of Educational Management University of Ibadan
Dr. A. O. Ayeni
Department of Educational Management
University of Ibadan
Mr. A. I. Atanda
Department of Educational Management
University of Ibadon
Nigerian Journal of Education Administration and Planning (NAEAP)
Vol. 7 No. 1: March 2007
Consulting Editors
Prof. G. O. Akpa
Wukari Jubilee University Wukari; Taraba State
Prof. E. O. M. Fagbamiye
University of Lagos
Prof. M. A. Ogunnu
Department of Educational Foundations & Administration
University of Benin
Prof. C. M. Ogbodo
Department of Educational Management
University of Uyo
Prof. N. Y. S. Ijaiya
Department of Educational Management
University of llorin
Prof. L. O. Ocho
Department of Educational Foundations & Administration
Enugu State University of Science & Technology
Prof. R. Uyanga
Department of Educational Foundations & Administration
Federal University of Technology, Yola
Prof. S. O. Igwe
Department of Educational Foundations & Aministration
Abia State University, Uturu
Prof. Aloy Ejiogu
Department of Educational Administration
University of Lagos
Prof. B. S. Okeke
Department of Educational Management
University of Port Harcourt
Prof. J. O. Enaokwo
Delta State University, Abraka
v
vi
Nigerian Journal of Education Administration and Planning (NAEAP)
Vol. 7 No. 1: March 2007
Prof. Alice Ndu
Department of Educational Foundations & Administration
Nnamdi Azikwe University, Awka
Emeritus Prof. N. A. Nwagwu
Department of Educational Foundations & Administration
University of Benin
Prof. T. Ajayi
National Institute for Educational Planning & Administration,
Ondo
Prof. R. S. Longe
Department of Educational Management
University of Ibadan
Prof. G. Mbipom
Department of Educational Administration & Planning
University of Calabar
Nigerian Journal of Education Administration and Planning (NAEAP)
Vol. 7 No. 1: March 2007
vii
CONTENTS
Influence of Students' Hands-On Projects and Other Curricular Activities on the
Effective Administration of Special Science Schools
- Nnamma Anthony Odera
1-14
Ensuring Human Resource Performance through Capacity Building in Technical
Colleges in Edo State, Nigeria
- Don Omoike
15-22
Students' Enrolment into Technical Colleges of Education: Issues, Perspectives
and Implications for Technological Development in Nigeria
- R.K. Udeozor & Hauwa Mohammed
23-31
Academic Staff Access to ICT and the Management
of Skill-Oriented Education in Cross River State Universities
- B.A. Akuegwu, L. A. Udida & Dr. F. D. Nwu-Ue
33-43
Personnel Forecasting in the Management of Technology, Technical and
Vocational Education in Anambra State Primary Schools
- Akudo, Florence Ukamaka
45-54
An Assessment of the Quality Control of Vocational and Technical Education
(VTE) At the Secondary School Level in Lagos State
- Oluwatomi M. Alade & A. Adepoju
55-72
An Evaluation of the Management of Technological Resources in Selected
Secondary Schools in Ekiti State, Nigeria
- E. O. Olorunsola
73-89
An Evaluation of the Use of Internet for Research by
Nigerian Education University Lecturers
- Onuka, A.O.U; Ajayi, K. O. & Adewale, T. M.
91 -104
Application of Transformational Leadership Behaviours by Technical College
Administrators in the Era of Globalization
- C.U. Onwurah, T.C. Ogbuanya & G.T.U. Chiaha
105-123
Viii
Nigerian Journal of Education Administration and Planning (NAEAP)
Vol. 7 No. 1: March 2007
Perceived Problems Affecting the Development of Technical Colleges in Ekiti
State
- I. A. Ajayi, Arogundade, Bukola B. & Ekundayo, Haastrup, T.
125-134
Assessing the Realities and Challenges of Technical Education in Imo State
Secondary Education System
- Oku Obianuju. O.135-145
Considering Access to Vocational and Technical Education in the 2 1 " century: A
Gender Perspective
- Enueme, C.P. & Egwunyenga, E.J. 147-153
Development of Personnel in the Teaching of General Studies for
Technology, Technical and Vocational Education in
Anambra State University Uli. Uzoechina, Gladys -
155- 1 64
Evaluation of the Effectiveness of Privately Owned Commercial Schools In Imo
State of Nigeria.
- P. O. Okunomiri 165 - 181
Assessing the Problems of Underutilization of Personnel in the Management of
Technical Education in Ekiti State, Nigeria.
- J. B. Ayodele & Mrs O. Abiodun - Oyebanji 183-190
Teachers Competency and Availability of Facilities as Correlates of Effective
Computer Education in Selected Secondary Schools in Kwara State, Nigeria
- Rhoda Olape Oduwaiye 191-199
Nigerian Journal of Education Administration and Planning (NAEAP)
Vol. 7 No. 1: March 2007
Teachers Competency and Availability of Facilities as
Correlates of Effective Computer Education in Selected
Secondary Schools in Kwara State, Nigeria
Oduwaiye, R. O.
Department of Educational Management, University of llorin, llorin.
Abstract
This paper investigated the correlate of teachers' competency and teaching
facilities available to computer education in Kwara State secondary schools.
Aspects investigated included personnel involved in the teaching of computer.
Subjects were 250 teachers randomly selected from 25 public and private
schools. Subjects responded to a validated questionnaire with 0.76 reliability coefficient obtained through Pearson Product-moment reliability formula. Instrument
was administered personally by the investigator. Data collected were treated by
the use of frequency counts, percentages and Pearson product moment
statistics. Findings revealed that trained teachers' in computer education were
inadequate and the infrastructural facilities (hardware and software) were equally
inadequate. Insufficient facilities and low teachers competency on computer has
negatively affected computer education in Kwara State. It was therefore
recommended that personnel recruited to teach computer education be trained
and that appropriate software and hardware be provided to ease the <§3SdlWg
and learning of computer in Kwara State secondary schools. „
Introduction
This age is popularly known as technological age in which computer is
most widely used. Computer has been found useful in many areas of knowledge
like communication, banking, engineering, commerce, space exploration and
even education is not left out of the revolution. Through computer assisted
instruction, problem situations can be presented to students to guide their
thinking, respond to their questions and also manage their performances i.e.
computer in essence is used to instruct so as to achieve the desired level of
proficiency (Jenkins & Springer, 2002).
In teaching, computer has radically changed teachers' professional
development through constant update of their knowledge on the last
192
Oduwaye R.O.
technologies and in content areas. Computer has also had tremendous
impact on the school social system. It has improved the motivational level of
students to learn, to stay and behave better in school and has been a tool in
ensuring a safe school environment as improved communication is facilitated
among parents, teachers, students and administrators.
Computer education was introduced into Nigerian education system
in the late 1980s based on the recommendation of the 32nd Ministerial
Council meeting of the National Council on Education in 1987. The pilot
scheme for the program was started with the Federal Government College
(FGC) or Unity Schools and the Armed Forces Secondary Schools in 1988.
The computer systems were introduced into the Federal Unity Schools
throughout the Federation in 1989. The National Policy on Education (2004)
gave prominence to Computer Education. It was made a pre-vocational and
vocational elective at both the junior and senior secondary levels. This was
clearly stated under section 5(30) of the FRN 2004 that "Government shall
provide necessary infrastructure and training for the integration of ICT in the
school system in recognition of the role of ICT in advancing knowledge and
skills in the modern world".
The general objectives of the National Computer Policy (1988) include:
1. bringing about a computer literate society in Nigeria by the mid1990s.
2. enabling present school children to appreciate and use the computer
in various aspects of life and in future employment.
The modalities and strategies for achieving the stated objectives include:
 Training teachers and associated personnel.
 Hard ware facilities. Curriculum development.
 Software developments and evaluation.
 Maintenance of hardware and peripherals.
In this era of globalization, Nigeria has no option than to join the other
parts of the world in the race for information and technological improvements.
Introduction and use of computers in Nigerian educational system and
introduction into the curriculum are not devoid of problems. The policy, like
any others is characterized by implementation problems. The problems
succinctly stated by Okorie (2006) as lack of strong leadership, inadequate
support, scanty provision of in-service training of teachers, inadequate
funding and facilities and increasing students population resulting into overcrowded schools.
Teachers Competency and Availability of Facilities as
193
In the implementation of computer policy in Nigerian schools, teachers must
be competent in the use of computers. Teacher's beliefs and self-efficacy on
the use of computers are the necessary ingredients to effective use of
computers in schools. Self-efficacy here is the teachers' belief in their
competence to make use of computer hardware and software. One of the
greatest barriers to proper computer education is the shortage of trained
teachers. Many teachers do not know how to" use computers and other
modern information media. In fact more students are better exposed to the
use of computers through their social interactions with friends and cyber
cafes.
Apart from teachers' competency which happens to be a major
setback to the implementation of the computer policy, the adequate supply or
provision of computer facilities is a necessity to make the policy successful.
Facilities like rooms or laboratories to accommodate both the hardware and
software. The alternate sources of power supply are all very important. Many
a times, a few computers provided to some schools are kept in a room and
are allowed to gather dust. Adequate infrastructure I facilities become a
problem in many secondary schools in Kwara State. Introduction of computer
education into Nigerian secondary schools would be a fad if adequate
materials and facilities are not supplied.
Statement of the Problem
In essence, the competence of computer teachers could be
measured, apart from their knowledge of the subject, in terms of the care and
maintenance of computers in their care. Since no empirical evidence has
been provided to support these areas among teachers of computer in Kwara
State secondary schools. It is against this background that ihis study was
designed to investigate the competence of the teachers teaching computer
education and other teachers' knowledge of computer in Kwara State
secondary schools. In addition, the study investigated the facilities
possessed by the secondary schools in the teaching of computer education.
Towards this end, the following research questions were addressed to direct
the study.
Research Questions
1.
How competent are the Kwara State teachers?
-in their knowledge of computers.
-Training received in computer education.
-Certification in computer education.
-Their use of computer.
2.
Do Kwara State secondary schools have facilities for the teaching of
computer education to the students?
-Are the facilities adequate for teaching of computer?
194
Oduwaye R.O.
---
How are facilities (hardware and software) procured?
How are they maintained?
Hypotheses
HO1: There is no significant relationship between teachers' competency on
computer and their availability in Kwara state secondary schools.
HO2: There is no significant relationship between teachers' proficiency and
computer education in Kwara state secondary schools.
Research Method
The study investigated the competency of teachers and teaching
facilities of computer education in Kwara State. The design adopted for the
study was a correlative one. This was considered appropriate by the
researcher to give a description on the competency of teachers and facilities
available for computer education. The study covered the Kwara State
secondary schools. A total of 25 secondary schools were randomly selected.
The Principals/Vice Principals of selected schools responded to the
principals' questionnaire while 250 teachers who were randomly selected
from all the 750 teachers employed to teach in the 25 secondary schools
responded to Competency and Knowledge of Teachers of Computer
Questionnaire.
The instrument used were an adaptation of the research questions
from internet, a study conducted on the Federal Government Colleges of
Nigeria on computer education. The Principals/Vice Principals responded to
the Facilities Questionnaire i.e. facilities available to the school on computer
while the teachers responded to their knowledge and their competency on
computer education. The questionnaire were face validated by experts and
also pretested using split-half method of which the reliability co-efficient were
0.78 and 0.82 respectively using the Spearman Brown Prophesy formula.
The researcher administered the questionnaires in the sampled
schools. All the instruments were returned and this facilitated the statistical
analysis of the study. The data gathered were analysed using frequency
counts, percentage and Pearson product moment correlation statistics. The
results emanating from the data are presented below.
Results and Discussion
The results of the analysis emanating from the study are presented
in four tables as follows:
Teachers Competency and Availability of Facilities as
195
Table I:
Qualifications of Respondents
Qualification
With Computer
Without
Total
.
Computer
.
Frequency
% Frequency % Frequency %
SSCE/NECO
9
3.60
11
4.40
20 8.0
OND/HND/NCE
15
6.00
60
24.0
75 30.0
MA/B.Sc/E.ed
2
0.80
103 41.2
105 42.0
MA./M.Sc/M.Ed/
3
1.2
47
18.8
50 20.0
MBA/MPA
PhD
Total
29
11.6
121
87.8
250
100
Result from table 1 showed that nine teachers representing 3.60% of
the respondents were SSCE or NECO who had computer education that
teach in some secondary schools in Kwara State. This qualification is below
the minimum teaching qualification in Nigeria as stipulated by the National
Policy on Education (2004). OND/HND though without teaching qualification
are employed to teach in Kwara State secondary schools were 15 in number
constituting 6.0%. B.A. /B.Sc. /B.Ed, form the majority of teachers in Kwara
State schools. They form 42% of the total respondents but just 0.8% were
computer literate. The higher qualifications of MA/M.Sc./M.Ed./MBA/MPA
who were 20% of the respondents had only 1.2% computer literate. The total
subjects who were literate were 29 representing 11.6% of the total
respondents.
Table 2:
Availability of Computer Facilities
S/No.
Items
1.
Rooms/Computer laboratory
2.
Air Conditioners
3.
Functional Computers
4.
Generator
5
Laptops
6.
Desktops
a)
Monitors
b)
CPU
c)
Keyboards
7.
Printers
8.
UPS
9.
Diskette
Frequency
5
8
15
8
0
15
15
15
17
12
12
15
Percentages
60.0
32.0
60.0
72.0
0
60.0
60.0
60.0
68.0
48.0
48.0
60.0
196
Oduwaye R.O.
From table 2, out of the 25 sampled schools, 15 schools representing 60%
had rooms or laboratory where they put the computers. 32% of the schools
had air conditioners to either their computer laboratory or offices. 72% had
generating set to provide alternate source of power supply. No school had
laptops which was 0%.
The accessories for the desktops were the Monitors, CPU, and
keyboard. All the 60% school that owned computers had monitors, CPU and
keyboards. The computers ranged from two in some schools to 20 in the two
schools which the MTN provided to Kwara State schools. The computer
policy stated that there should be eight computers per school (National
Computer Policy, 1988). From the data above, it was evident that the policy
had not been realized. In present day schools, the population of the schools,
especially the public schools in the urban areas that have 70 students in a
class, the 8 computers per school is inadequate because this was based on
40 students in computer class number. The shortfall in the number of
computer results into use of many hours to teach actual class population
which is rather high. The life span of the available computers will also be
decreased. Learning becomes more difficult, cumbersome and uninteresting
when there are a few computers to many students. This produces more
illiterates in computer appreciation than a well studded class that can make
computers to be an advantage to broaden their knowledge, understanding
and horizon.
Table 3
There is no significant relationship between teachers' competency
on computer and their availability in Kwara State secondary schools.
Relationship between teachers competency and computer availability of
facilities in Kwara State secondary schools
Variables
N
_
SD
SD
FCritical Decision
.
X
value Value
Teachers
250
2.0924 .2426 249
.927
.195
Significant
Competency
Computer
250
2.0881 .2467
Availability
Table 3 shows that the calculated r-value of .927 is greater than the
tabulated r-value of .195 at .05 level of significant for 249 degrees of
freedom. The null hypothesis, which states that there is no significant
Teachers Competency and Availability of Facilities as
197
relationship between teachers competency and computer availability is
rejected. That is to say, there is a statistically significant relationship between
teachers competency and computer availability.
Table 4
There is no significant relationship between teachers proficiency and
computer education in Kwara State secondary schools.
Correlational Analysis between teachers proficiency and computer education
in Kwara State secondary schools
Variables
.
Teachers
Competency
Computer
Availability
N
250
_
SD
X
2.0924 .2395
250
2.0881 .2467
SD
249
Fvalue
.920
Critical Decision
Value
.195
Significant
Table 4 shows that the calculated r-value of .920 is greater than the critical rvalue of .195 at the .05 level of significant at 249 degrees of freedom. The
null hypothesis, which states that there is no significant relationship between
teachers competency and computer availability is rejected. That is to say,
there is a statistically significant relationship between teachers proficiency
and computer education.
Table 5:
Sources of Maintenance of Facilities
S/No. Items
1.
Kwara State Ministry of Education
2.
Parents Teachers Association
3.
Principals
4.
Other organizations, e.g. MTN, etc.
Frequency
2
16
5
2
__
%
8.0
64.0
20.0
8.0
Table 5 concerned with sources of maintenance of facilities from the table.
The Kwara State Ministry of Education and other organizations i.e. MTN had
8.0% maintenance score. On the other hand, PTA and principals had 64.0%
and 20.0% respectively. There is no gain saying that having a good
maintenance process prolongs the lifespan of a machine. Though the
government involvement was low, it shows concern going by the result of the
study.
198
Oduwaye R.O.
However, PTA had much more input in facility maintenance. Should
this be so? No. The government responsible for supply should maintain it. It
is a common occurrence that when government supplies materials and
facilities, they are not maintained. Fadipe (1998) said, it is imperative for a
school head to find ways of taking care of physical facilities. While Olagboye
(1998) also identified three types of maintenance as preventive, corrective
and breakdown maintenance. These three types of maintenance should be
carried out on the computers and accessories.
Conclusion
Based on the results of the study, the following can be discerned:
 Teachers in Kwara State secondary schools did not have
competent teachers to teach computer education.
 The facilities to teach computer education are grossly inadequate.
 The supplier of the facilities should be responsible for
their maintenance.
 There is no significant relationship between teachers proficiency
and computer education in Kwara State secondary schools.
Recommendations
In view of the results obtained, it is recommended that:
 Teachers in secondary schools should be compelled to undergo
courses in computer education. It can be in form of seminars,
workshops and in-service training.
 Proprietors of these secondary schools should ensure that
they improve on the facilities to guarantee that teachers are
efficient in teaching and pupils are enticed to learning of computer
in secondary schools of Kwara State.
 Computer education should be incorporated into B.Ed./ B.Sc.Ed/
B.A.Ed degree programs so that before graduation, teachers would
already be computer literate.
If necessary steps are taken to train teachers who would be able to
use computer in everyday teaching and adequate facilities are provided and
maintained, computer education may be a good innovation in the Nigerian
educational system as in the case. of other technologically advanced
countries.
Teachers Competency and Availability of Facilities as
199
References
FRN (2004). National Policy of Education. Abuja, Federal Government
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Okorie, A.N. (2006). International Journal of Educational Management
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Fadipe, J.O. (1998). Modern Strategies of School Plant in Management of
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Maintenance. Ondo, NIEPA.
Olagboye, A.A. (1998). Promoting School Plant Maintenance Culture in
Nigerian School System in Management of Nigeria Education.
Project Monitoring and the School Plant Maintenance. Ondo, NIEPA.
FRN (1988). National Computer Policy. Abuja, Federal Government Printers,
http./www.nesu.edu./meridian/sum2003/Nigeria/index.htm/v
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