Tiamiyu Y.B. (Teacher in Charge of ICT)

AL-HIKMAH JOURNAL OF EDUCATION, VOL. 5 NO. 2 DECMBER, 2018
118
ASSESSMENT OF AVAILABILITY, ACCESSIBILITY AND UTILIZATION OF ICT FOR
TEACHING BUSINESS STUDIES AT THE UPPER BASIC SCHOOLS
Y. B. TIAMIYU & M. A. OKUNLOLA
Abstract
This study examined the adequacy of the available ICT facilities, their accessibility and utilization at
the upper basic schools in Oke-Ogun South of Oyo State. The population of the study is made up of all
the upper basic schools teachers and students of Business Studies in all the upper basic schools in Oke-
Ogun. A sample of 360 respondents was selected for the study using purposive sampling technique. The
instrument used for the collection of data was a set of researcher- made questionnaire. The Cronbach
Alpha was used to determine the reliability of the instrument. The reliability coefficient of the
instruments was 0.86. Data collected was analyzed using frequency counts and mean. The study
revealed that some ICT facilities were lacking in upper basic schools in Oke-Ogun South. It shows that
the extent of accessibility of ICT facilities in upper basic schools is very low. The extent of utilization
of ICT facilities in teaching and learning Business Studies is equally very low. Finally, the study
recommends that Teachers and students should be sensitized through seminars and workshops on the
need to maximally utilize available ICT facilities in upper basic schools to teach Business Studies.
Keywords: Assessment, Availability, Accessibility, Business Studies, ICT, Utilization
Introduction
In this technology-driven age, every one requires ICT competence in order to gain and share
information. The use of only chalkboard and textbook that dominate classroom activities in most of
Nigerian secondary schools are becoming archaic methods of delivery. The ability to use computers
effectively has become an essential part of every one’s education. It is evident that we live in a time of
rapid technological change which modernized every aspect of our lives; be it social, physical and
intellectual. These technological changes also affected the way we teach and learn. Wodi and Dokubo
(2008), in the field of education are of the opinion that when properly used, ICT holds great promise to
improve teaching and learning in addition to shaping work force opportunities.
According to Wodi and Dokubo (2008), ICT based learning intervention can either be used to enhance
practical investigation or as a virtual alternative to real practical work where a simulation supports
exploration of the investigation model through a computerized representation of the phenomena under
study. In a rapid changing world of global market competition, automation, and increasing
democratization, basic education is necessary for an individual to have capacity and capability to access
and apply information. Such ability and capability must find bearing in Information and Communication
Technology in the global village. The use of new technological devices such as computers, internet,
CD-Roms, interactive videodisc instruction, Computer Assisted Instruction, Computer Based
Instruction, Computer Based Learning, e-learning, and others for curriculum delivery have been found
to be very effective teaching and learning.
Haddad (2012) observes that ICTs enhance the quality of education by increasing learner motivation
and engagement (through videos, television and multimedia computer software that combine text, sound
and colour as well as moving images), facilitating teacher training (e.g. Web-based courses through the
Internet, satellite-based one-way video and two-way audio conferencing by telephone, e-mail and fax).
Gaible (2009) reiterated this fact by stating that ICT ensures that students have adequate literacy,
numeracy and other basic skills. ICT is also presented as enabling teachers and students to engage with
learning in new ways, ways that transform their relationships to mathematical problems, history, culture
and art, innovation and creativity. ICT-supported education can promote the acquisition of the
knowledge and skills that will empower students in Nigeria for lifelong learning. From literature, the
integration of computer in education and training cut across all levels of education i.e. primary,
secondary and tertiary, the use of computers is applicable.

119
Computers can be used in education as a teaching tool through the use of Computer Assisted Learning
(CAL), Computer Assisted Instruction (CAI), Computer Mediated Learning (CML), Computer
Managed Instruction (CMI). Computer Assisted Learning (CAL) which is somehow similar to CAI is
generally being used in learning and instruction. CAL involves the development of software that can be
used as a learning tool by the students. These new technologies make learning easier, faster, exciting
and interesting to learners. Computer is a technology with many functions, some of which are to assist
in classroom instructions, provide concrete and realistic experiences, and make information processing
easier, faster, efficient and fun, scientific enquiry and scientific literacy (Nwosu, 2009). Computers,
therefore can be used to enrich the existing science curriculum in general and physics curriculum in
particular through the adoption of various instructional programmes.
Information and Communication Technology (ICT) involves the use of computers and other electronic
devices to process information. Nworgu (2008) stated that ICT refers to a whole range of facilities or
technologies involved in information processing and electronic communication to be handled with skills
and expertise, for effective achievement and realization of its potentials in Education. In the view of
Valasidou (2008), ICT is an innovative instrumental tool that enables the educators to modify the
teaching and learning processes in order to increase students’ interest. Brown (2009) explained that ICT
is considered very crucial for the achievement of various educational objectives in terms of expanding
the citizenry access to education at all levels and improving the quality of teaching and learning process.
In the explanation of Daniels (2002), the use of Information and Communication Technologies in the
educative process has been divided into two broad categories: ICTs for education and ICTs in education.
ICTs for education refers to the development of ICT specifically for teaching learning purposes, while
the ICTs in education involves the adoption of general components of ICTs in the teaching learning
process. Effiong (2005) emphasized that ICT use in school curriculum depends highly on the teachers
who will use ICT to teach the students. This requires that teachers should have the ability to incorporate
ICT into teaching and learning. Okereke (2008) noted that, application of ICT to teaching and learning
makes instructions more effective and productive. In this regard ICT is viewed as innovations that
enable business studies teachers facilitate teaching and learning of business studies. Business studies is
an academic subject that helps students to be exposed to realities of business practices. The subject is
designed to introduce students to the foundational knowledge of the principles and practices of business.
Okute (2008) opined that business studies is the fundamental subject which has to do with acquisition,
conservation and expedition of wealth.
Osuala (2004) stated that business studies help the students to make informed decisions in the everyday
business of living. Obi (2005), explained that business studies prepares students for business career or
enables those in that career become more efficient and advance to higher business positions. In the view
of NERDC (2007), business studies will enable the students to:
 acquire the basic knowledge of business studies;
 develop the basic skills in office occupation;
 prepare for further training in business studies;
 have basic skills with which to start a life of work;
 have basic skills for personal use in future;
 relate the knowledge and skills they have acquired to the national economy.
Nworgu (2008) stated that ICT refers to a whole range of facilities or technologies involved in
information processing and electronic communication to be handled with skills and expertise, for
effective achievement and realization of its potentials in Educational. Furthermore, ICT refers to
harnessing electronic technology for information processing needs of business organizations using the
computer and telecommunication equipment for storage, processing and dissemination of information
(Oyedele, 2002). In the view of Okeke (2002), ICT is a systematic handling, dissemination, processing,
and storage of information especially, by means of computers. According to World Bank (2002), ICTs
are set of activities which are facilitated by electronic means, the processing, transmission and display
of information.

120
World Bank affirms that ICT gives the opportunity to revolutionize pedagogical methods, expand
access to quality education and improve the management of education system. Okereke (2008) noted
that, application of ICT in teaching and learning makes institutions more effective and productive
thereby engender a variety of tools to enhance and facilitate pedagogical activities. This means that the
use of ICT will go a long way in helping teachers of business studies in their instructional delivery.
Information and Communication Technology has changed the methodology of teaching business
subjects in schools. Teaching and learning has been changed from traditional chalkboard to electronic
learning requiring ICT skills for teachers. Nyiahule (2006) observed that teachers now can talk less, do
less active and achieve more. He also, added that teaching and learning have shifted from teacher
centered to material centered, where the teacher only guides students to use available materials to
achieve learning objectives.
Hu Chun (2005) defined ICT as a broad range of activity and equipment including all the tools,
applications and information which are available and accessible via computer. Gay and Blades (2005),
explained that ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of
information electronically in a digital form. In this study ICT involves the whole range of electronic
technologies such as computers and telecommunication facilities that are used for instruction in
teaching-learning processes. A teacher has to be a professional with respect to the content and pedagogy
of a given subject matter or content. This includes that the teacher knows the process of designing
teaching strategies and teaching materials, including ICT facilities. In the views of Omenyi, Agu, and
Odimegwu (2007) ICT is intended to serve as the means of improving efficiency in educational process
and offered positive change in the teaching and learning process, assessment of learning and students’
tracking.
Also, the management of high quality educational programs requires and generates large quantities and
types of data. Teachers face many management problems which can be resolved with the computer.
There are many such tasks which may be both time consuming and tedious for which teachers should
consider an ICT solution. Such tasks may include: the organization of assessments, the maintenance of
library functions, the preparation of reports, collation and computation of results, ordering the names
of students alphabetically, etc. There are many school management packages which will complete tasks
such as these and thereby free up a substantial amount of time for more important tasks. The access to
production of resource materials associated with the process of learning and teaching is readily
facilitated by the use of productivity software tools and networked computer system. When teachers
use ICT to help them complete tasks which they regard as problem then they are likely to have more
positive attitude towards the use of computers.
In Iseyinand Itesiwaju Local Government, Oyo State of Nigeria, some Junior secondary schools have
some quantity of computers provided by the Federal Government through Universal Service Provision
Fund (USPF), School Access Programme (SAP), National Information Technology Development
Agency (NITDA), State Government or some philanthropists. These laudable efforts at promoting
computer literacy in secondary schools and in enhancing effective instructional delivery by teachers
through the use of computers, internet and other ICT resources do not seem to be yielding the desired
results judging by students’ poor performance in both internal and external examinations. Several
research reports (Busari, 2006; Eroha & Ekweme, 2007) converge to indicate a lack in some cases or
insufficient human and material resources in others in the area of ICT. This study was therefore
undertaken to assess availability, accessibility and level of utilization of ICT as a resource in the
teaching and learning of Business Studies in junior secondary schools in Iseyin and Itesiwaju, Oyo
State.
Purpose of the study
The primary objective of this study is to assess availability, accessibility and level of utilization of ICT
as a resource in the teaching and learning of Business Studies in secondary schools in Oke-Ogun South,
Oyo State.
Specifically, the study sought to ascertain:

121
 The availability of ICT facilities for teaching and learning of Business Studies in Iseyin and
Itesiwaju LGA of Oyo State.
 The accessibility of ICT facilities for teaching and learning of Business Studies in Iseyin and
Itesiwaju LGA of Oyo State.
 The utilization of ICT facilities in teaching and learning of Business Studies in Iseyin and Itesiwaju
L.G.A of Oyo State.
Research Question
i. To what extent are ICT facilities available for teaching and learning of Business Studies in Upper
Basic Schools in Iseyin and Itesiwaju Local Government?
ii. To what extent are ICT facilities accessible to Business Studies teachers and students?
iii. To what level are the teachers and students in upper basic schools utilizing ICT facilities in
teaching-learning of Business Studies?
Methodology
Descriptive survey research design was used for the study. The study was carried out in Oke-Ogun
South Zone comprising Iseyin and Itesiwaju Local Government. The total population of the study was
19,587 students and 442 teachers from 35 Junior secondary schools in the study area. Ten (10) junior
secondary schools were selected for the study. Purposive sampling method was used to select six (6)
teachers and thirty (30) students each from the ten (10) selected junior secondary schools. This gave a
sample of three hundred and sixty (360) respondents. The instrument for data collection was
researcher’s self-structured questionnaire. The questionnaire was validated by two experts in
Educational Technology in the department of Educational Foundation. The Cronbach Alpha was used
to determine the reliability of the instrument. The reliability coefficient of the instruments was 0.86.
The questionnaire responses were graded as follows: Section A- Adequately Available (AA) -3points,
Fairly Available (FV) – 2points and Not Available (NA) - 1point. Section B- Adequately Accessible
(AA) -3points, Fairly Accessible (FA)-2points and Not Accessible (NA) - 1point. Section C- Frequently
Use (FU) - 3points, Rarely Use (RU) – 2points, Not Used (NU) – 1 point.
The questionnaire was administered to the respondents through personal contact which allow for
explanation if the need arises. The completed instrument was collected back by the researcher. Data
collected was analyzed using frequency counts and mean.
Results and Discussion
The results of the study are presented below:
Research Question 1: To what extent are ICT facilities available for teaching and learning of Business
Studies in Upper Basic Schools in Iseyin and Itesiwaju Local Government?

122
Table 1: Mean response of teachers/students on availability of ICT facilities for teaching Business
Studies. (N=360)
ITEMS AVAILABILITY
S/N Infrastructural Facilities for Learning
AA FA NA X
1 Computer Laboratory 253 63 44 2.58
2 Computer Laboratory Furniture 105 86 169 1.82
3 Computer Store 59 110 191 1.63
Equipment, Resources & Tools
4 Desktop Computer 249 54 57 2.53
5 Laptops 132 63 165 1.90
6 Notebooks 167 172 21 2.41
7 Printer 267 44 49 2.41
8 Scanner 141 68 151 1.97
9 Computer Networking 82 129 149 1.81
10 Local Area Network 214 90 56 2.21
11 Internet Wireless 154 36 170 1.95
12 Electronic / Smart board 114 64 182 1.81
13 Multimedia Projector 64 108 188 1.65
14 Projector Screen 122 55 183 1.83
15 Television set 158 61 141 2.04
16 Digital Camera 87 185 88 1.99
17 Photocopying Machine 276 49 35 2.66
18 Fax Machine 158 64 138 2.05
19 Public Address System (PA) 94 98 168 1.79
20 Radio 216 89 55 2.24
21 Uninterrupted Power Supply (UPS) 94 166 100 1.98
Electronic Power Supply

123
Table 1 above showed the response obtained from teachers/ students on availability of ICT for teaching
Business Studies at the upper basic schools. It shows that there are inadequate ICT facilities like
computer store, scanner, computer networking, electronic smart board, multimedia projector, digital
camera etc in junior secondary schools in Iseyin and Itesiwaju local government because their mean
response is less than 2.50 which is the cutoff point. Based on the calculated grand mean of 2.13, it
showed that respondents agreed that ICT facilities are not adequately available.
Research Question 2: To what extent are ICT facilities accessible to Business Studies teachers and
students?
Table 2: Mean responses of teachers/students on the extent of accessibility of ICT facilities for teaching
Business Studies. (N=360)
22 PHCN 274 41 45 2.63
23 Generator 233 62 65 2.46
24 Inverter 82 129 149 1.81
25 Solar System 172 98 90 2.21
Software Packages
26 Anti-Virus 154 36 170 1.95
27 Spreadsheet (e.g. Microsoft Excel) 239 46 75 2.45
28 Presentation Package (Microsoft
PowerPoint
229 71 60 2.46
29 Graphic Package (CorelDraw) 241 46 73 2.46
30 Word Processing (Microsoft Word) 245 53 62 2.50
Grand Mean 2.13
ITEMS ACCESSIBILITY
S/N Infrastructural Facilities for Learning AA FA NA X

124
5 Laptops 132 63 165 1.90
6 Notebooks 167 172 21 2.40
7 Printer 257 49 54 2.56
8 Scanner 141 68 151 1.97
15 Television set 158 61 141 2.04
18 Fax Machine 150 69 141 2.02
19 Public Address System 80 104 176 1.73
20 Radio 194 92 74 2.33
22 PHCN 218 60 82 2.37
23 Generator 187 77 96 2.25
24 Inverter 82 129 149 1.81
25 Solar System 172 98 90 2.22
Software Packages
26 Anti-Virus 154 36 170 1.95
28 Presentation Package (Microsoft PowerPoint 157 106 97 2.16

125
Table 2 showed that the mean responses obtained from teachers/students on accessibility of ICT for
teaching Business Studies at the upper basic schools. The respondents indicated that items 1-30 are not
adequately accessible in the upper basic schools in Iseyin and Itesiwaju local government because their
mean response is less than 2.50 which is the cutoff point. The grand mean (2.07) signifies that ICT
facilities were not accessible to teachers/students for teaching Business Studies.
Research Question 3: To what level are the teachers and students in upper basic schools utilizing ICT
facilities in teaching-learning of Business Studies?
Table 3: Mean responses of teachers/students on the level of utilization of ICT facilities for
teaching Business Studies. (N=360)
Grand Mean 2.07
ITEMS LEVEL OF UTILIZATION
S/N Infrastructural Facilities for Learning FU RU NU X
5 Laptops 99 76 185 1.76
6 Notebooks 149 165 46 2.28
7 Printer 206 66 88 2.32
8 Scanner 130 72 158 1.92
15 Television set 135 66 159 1.93

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Table 3, above showed that the mean responses obtained from teachers/students on utilization of ICT
facilities in upper basic schools in Iseyin and Itesiwaju local government. The respondents indicated
that items 1-30 were not utilized because their mean responses are less than 2.50. The grand mean (1.97)
signifies that teachers/students could not use ICT facilities in their schools.
Summary of the findings
From the results obtained, respondents agreed that;
1. ICT facilities such as multimedia projector, digital camera, solar system, computer laboratory
furniture are not adequately available in upper basic schools.
2. Teachers and students level of accessibility to ICT to teach Business Studies was very low.
3. Teachers and students were not properly utilizing some available ICT facilities in teaching and
learning of Business Studies.
Conclusion
Based on the findings of this study, the following conclusions were reached
Business Studies teachers and students in upper basic schools in Iseyin and Itesiwaju Local Government
need all ICT facilities listed in the questionnaire for effective teaching and learning but they are not
adequately available. Also the little ICT facilities available were not being put to use due to some
18 Fax Machine 150 69 141 2.02
19 Public Address System (PA) 70 103 187 1.67
20 Radio 167 99 94 2.20
22 PHCN 174 70 116 2.16
23 Generator 157 84 119 2.10
24 Inverter 77 128 155 1.78
25 Solar System 172 98 90 2.22
Software Packages
26 Anti-Virus 132 36 192 1.83
28 Presentation Package (Microsoft
PowerPoint
140 108 112 2.07
Grand Mean 1.97

127
constraints like irregular power supply, lack of adequate number of computer literate teachers and so
on.
Recommendations
Based on the findings of the study, the researcher made the following recommendations:
 Teachers and students should be sensitized through seminars and workshops on the need to
maximally utilize available ICT facilities in junior secondary schools to teach Business Studies.
 Government should encourage and put in place policies to attract international codes and non-
governmental organizations (NGOs) to invest on ICT related projects in upper basic schools.
 Qualified teachers should be employed to teach Business Studies in upper basic schools.
 There should be continuous and periodic training of Business Studies teachers on computer and
ICT skills acquisition in order to fit in to this new technology driven era.
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Tiamiyu Y.B. (Teacher in Charge of ICT)

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