AVAILABILITY, ACCESSIBILITY AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN MANAGEMENT OF STUDENTS’ ACADEMIC

Abstract

This study was on availability, accessibility and use of information and communication technology in management of students’ academic. Three objectives were raised which included:  To find out levels of availability of ICT for exam management in University of Uyo, to find out levels of accessibility of ICT for exam management in University of Uyo and to find out level of use of ICT for registration Management in University of Uyo. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from University of Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS). Teachers should improvise few ICT facilities they can afford to make their lessons practical and more interesting and Teachers should work hard to improve their ICT literacy level in University of Uyo to enhance the utilization of the ICT facilities

Chapter one

Introduction

1.1Background of the study

The information and communication technology (ICT) revolution that is currently sweeping the globe has fundamentally altered many aspects of daily life. From entertainment to politics, industry, and the economy (Ayeni, 2000). Nigeria’s quest for economic growth cannot be realized without a significant contribution from information and communication technology in teaching and learning at all levels and aspects of her educational system. In many nations today, the use of ICTs has become so crucial that it is now one of the most significant indices in national and economic development. (Adamu, 2001).

ICT, according to Ajayi (2003), is any product that can store and retrieve information digitally and electronically. Examples include desktop computers, digital televisions, e-mail, robots, and personal computers.Ali, (2004) in his view opined that information and communication technology is the physical structure of network of computers base systems (hardware, software and media) for purposes of organizing, processing, communicating, accessing, presenting, storing, retrieving and simplifying information when needed and in the form it is needed.

Ogiegbuan and Iyamu (2005) in described ICT as the use of digital technology that already exist to help individuals, business and Organizations use information.

The use of information and communication technologies (ICTs) has become a necessity in the modern society. In reality, society and culture have been modified to match the demands of the information age. The widespread use of ICTs has sped up technological, social, political, and economic change. So an ICT-based “information society” is organized, with the educational sector included. (Jagboro, 2005; Amakin, 2006)

The acquisition, growth, and inculcation of the right value orientation for the survival of the individual and society is one of the goals of higher education (NPE, 2004).

In higher education institution, the demand of the students involves coming to terms with the content and operations of their discipline area as well as learning how to operate within the culture of the institution and sub-culture of their particular faculty. This can be pursued with the involvement of ICTs in teaching and research (NFE, 2004).

It is widely acknowledged that ICT can be use to improve the quality of teaching and learning in any tertiary institution. The prevalence and rapid development of Information and Communication Technologies (ICTs) has transformed the human society from the information technology age to the knowledge age (Galbreath, 200).

It is in these perspectives, that Onasanya (2004) affirmed that ICTs are becoming natural part of man’s daily life; thus their use in education by staff (academic and non-academic) and students is becoming a necessity. Certainly, the present and future academic global community will utilize ICTs to a high degree. This has made it imperative that lectures not only need to use ICTs, but they need to become comfortable with using ICTs. This is to ensure that they participate fully in the life of the contemporary university and to accomplish their everyday task.

According to Milken Exchange on Education Technology’s (1999) definition of information and communication technologies (ICTs), ICTs are computer-based tools that people utilize to support an organization’s information and communication processing requirements. It includes everything related to converting information (text), images, sounds, motion, and other types of media into a common digital format, including computer hardware and software, networks, and various other gadgets (video, audio, photography, cameras, etc.).

In conclusion, the effectiveness and efficiency in teaching and learning in the humanities education can be ensured by ICTs potentials. ICT stands for Information and Communication Technologies and it can be defined as a diverse set of technological tools and resources used to communicate, create, disseminate, store, and manage information (Tinio, 2003). Examples of ICT include radio, television, video, digital versatile device (DVD), telephone, radio, satellite systems, management information systems, computer and network, hardware and software, as well as the services associated with them, such as videoconferencing and electronic mail. In this research ICT will mean availability, accessibility and use of ICT facilities like computers, computer networks (internet), in management of students‟ academic affairs in University of Uyo. Management refers to organizing and managing resources in such a way that the task is completed within defined scope, quality, time and cost constraints (Taylor, 1911). In respect to this study, it will mean organizing and managing students‟ academic affairs like examination records and registration records as a means of achieving efficiency. Management of students‟ academic affairs meant examination management at two levels, that is management by teaching staff (lower level) and academic registrars (top level) and registration. Examination management considered how examination exercises like setting, directing exam /invigilation, assessment, grading, reporting, accessibility of exam results were managed. And registration of students considered how students‟ bio data, financial payments, communication with students and collaboration with other agencies like administrators and parents were carried out electronically.

Contextual Perspective

Academic Records Information System (ARIS) was started in 2004 (from the Systems Administrator ARIS, University of Uyo) and was developed to support student and education related administrative and managerial processes, that is, management of student personal records, student academic performance registration and analysis, student admission/ registration, examinations, management of data related to academic programs and courses, allocation of facilities and staff, class scheduling. However despite such innovations, some information is still processed and kept in non electronic form as it used to be before ARIS installation. For example, students‟ data are still kept in folder files, students‟ line up for registration yet registration could be done online. And still in the examination and registration management related activities, there are a number of challenges leading to loss of marks, examination malpractices, statistical problems; where the cumulative grade point averages of students are wrongly calculated, delayed registration, delays in issuing and getting transcripts. In many of the universities‟ departments, students‟ data are still processed manually, making the production of reports, transcripts and degree certificates slow and prone to error, (Nakanyike and Muwanga, 2003). So, regardless of ICT initiative in management issues of exams and registration the challenges have remained persistent. Yet it was assumed that with a computerized system in place, it would lead to effective rapid processing of results and certificates, (Nakanyike and Muwanga, 2003). This therefore called for a thorough investigation of the levels of availability, accessibility and use of ICT for both examination and registration in University of Uyo.

1.2 Problem statement

Despite ICT advancements in management-related test and registration activities at University of Uyo, the procedure still has a number of issues, according to Byaruhanga (2002). With a computerized system in place, it was believed that processing results, certificates, and registration would be effective and efficient (Nakanyike and Muwanga, 2003). These issues’ origins are still unknown. One wonders if it stems from the way the system was implemented, users’ attitudes, a lack of equipment, users’ inadequate abilities, the system’s complexity, to name a few. Therefore, it was necessary to conduct investigation right away to determine the truth of the situation.. Otherwise, with persistent escalating problems in examination and registration management, University of Uyo was bound to loose it reputable image publicly and world over and students were likely to abandon the University in favor of other institutions, where they would be free from such aforementioned problems.

1.3 Purpose

The study intended to establish how ICT affected management of students‟ academic affairs in University of Uyo.

1.4 Objectives

1. To find out levels of availability of ICT for exam management in University of Uyo.

2. To find out levels of accessibility of ICT for exam management in University of Uyo

3. To find out level of use of ICT for registration Management in University of Uyo

Research Hypotheses

The following research hypotheses are formulated

H1: there are no levels of availability of ICT for exam management in University of Uyo.

H2: there are no levels of accessibility of ICT for exam management in University of Uyo

1.7 Scope

This study was conducted in University of Uyo. The content of the study was confined to establishing the level of accessibility, availability and use of information and communication technology in the management of students‟ academic affairs in University of Uyo. The target population was lecturers (teachers) and academic registrars of University of Uyo.

Significance

1. The study will provide examination administrators and registrars of University of Uyo with information about the levels of availability of ICT facilities.

2. It would also benefit University of Uyo administrators with data about the levels of accessibility of ICT and its use for exam management.

3. The study would help the future researchers to make future references on this work with the aim of building more knowledge in the field of ICT and education administration

Definition of term

Availability: the quality of being able to be used or obtained.

Accessibility: the quality of being able to be reached or entered

ICT: Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications (telephone lines and wireless signals) and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information

Management: a process of getting the work or the task done that is required for achieving the goals of an organisation in an efficient and effective manner. Process implies the functions of the management. That is, planning, organising, staffing, directing and controlling.

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