learning - Academic Conferences Limited

Babatunde Alabi Alege and Stephen Olufemi Afolabi
I use Internet for: Very often Rarely Not at all
e-mail 148 (26.9%) 114 (20.7%) 288(52.4%)
Chat 36 (6.5%) 87 (15.8%) 429 (78%)
Downloading instructional materials 58 (10.1. %) 165 (30%) 328 (59.9%)
Giving assignments 69 (12.5%) 182 (33.1%) 299 (54.4%)
News and bulletin 76 (13.8%) 86 (15.6%) 388 (70.6%)
Information access via Web browsers (e.g. Google) 102 (18.5%) 69 (12.5%) 379 (68.9%)
Games 43 (7.8%) 136 (24.7%) 371 (67.5%)
File transfer 25 (4.5%) 200 (36.4%) 325 (59.1%)
In Table 4, the results show that only 6% of the teachers use computer-based technology for their
teaching very often while 87.1% do not use it at all. There is a clear indication that lack of access
have accounted for the low utilization of computers in many Nigerian secondary schools.
5.4 Research Question 4
What are the barriers to ICT integration in teaching-learning process in Southwest Nigeria?
Table 5
Causes of low level/barriers to ICT integration No. Percent
Limited/poor information infrastructure 440 80
Lack of/inadequate inadequate ICT facilities in schools 460 85
Frequent electricity interruption 275 50
Non integration into the school curriculum 143 26
Poor ICT policy/project implementation strategy 400 73
Inadequate ICT manpower in the schools 505 92
High cost of ICT facilities/components 380 69
Limited school budget 275 50
Lack of/limited ICT skills among teachers 500 91
Lack of/poor perception of ICTs among teachers and administrators 330 60
Inadequate educational software 375 68
Technophobia 405 74
Laziness 330 60
Poor management on the parts of school administrators and government 50 9
Lack of maintenance culture 35 7
Lack of interest in ICT application/use on the part of the school 220 40
N=550
Adapted from Adomi & Kpangban Causes of low level of ICT application in Nigerian high schools
Table 5 shows the teachers’ responses to the barriers experienced by them for not integrating ICT in
the teaching-learning process. Top on the list is inadequate ICT manpower in the schools as reported
by 92% of the teachers. Lack of/limited ICT skills among teachers came second with 91%. The
facilities in schools are not adequate as reported by 85 of the teachers. Only 9% reported that poor
management on the parts of school administrators and government is responsible for the barriers.
6. Discussion
As Chika (2004) pointed that the world is experiencing an ever-increasing use of computers in diverse
area of human endeavour. There is evidence of this in Nigeria too, as governments at both the
Federal and State levels vote much money to supply computer equipments into secondary schools.
Yet, the proficiency of the teachers has been revealed by the study to be at its low ebb. However, it is
evident, that computer is now in Nigerian schools to affirm the position of Nwagu (2006) and Adomi
(2010) that the rate at which the countries of the world accept the use of computer is a major factor for
development.
The findings of this survey have shown that there is still a lot to be done in terms of human
development, provision of facilities and monitoring of schools to ensure strict compliance with
educational policies and practices.
Nigeria realised the positive impact that Information and Communication technology can have on
teaching and learning and have made several efforts to integrate it into the primary and secondary
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