ISSN: 2617-6513 (Online), ISSN: 2409-0263 (Print)

The Use of ICT tools for Lecture Preparation and Delivery in Federal University
Lokoja, Kogi State, Nigeria

Job O. Sani1, Comfort O. Alabi2, Sa’id Danjuma3, Fatima O. Momohjimoh4

1,2,3,4
Federal University Lokoja, Kogi State, Nigeria
[email protected], [email protected], [email protected],
[email protected]

Abstract
Information Communication Technology (ICT) is a tool for enhancing teaching, learning and
research. This study examined the utilization of ICT tools for lecture preparation and delivery
in Federal University Lokoja, Kogi State, Nigeria. Quantitative research, particularly the
descriptive survey method was adopted. The population for the study consists of 165
lecturers in the institution, of which a sample of 88 lecturers was drawn from the two existing
faculties (Faculty of Arts and Social Sciences, and Faculty of Sciences) which represents
53.3% of the total population. Questionnaire was designed to collect data for the study and
descriptive statistical method was used to analyze and interpret the data collected. The
findings revealed that the ICTs that are readily available to lecturers for lecture preparation
and delivery are internet, online databases, internet ready computers, handheld devices,
scanner/printers, social media platform and photocopying machine. Furthermore, the
lecturers are knowledgeable on the use of ICT, but only a half of them utilize ICTs for lecture
preparation and delivery. The challenges limiting the utilization of ICT tools for lecture
delivery includes: inadequate ICT facilities, epileptic power supply, poor internet services
and lack of funds. The study concludes that the use of ICTs is essential to stimulate a new
atmosphere where lecturers could utilize these technologies for effective instructional
delivery and to enhance academic excellence. Therefore, the acquisition of adequate ICT
facilities and effectively placing them in all departments and lecture rooms, including active
student’s engagement in the use of ICTs for academic work were recommended.

Keywords: ICT; Tools; Lecturers; Lecture Preparation; Lecture Delivery.

Introduction
The use of Information and Communication Technologies ICTs in all areas of human endeavor is
widely acceptable and appreciated, most especially in the educational sector. This is because; its
application to the day to day activities in educational institutions in respect to teaching and
learning is growing exponentially, which calls for the need of ICT for efficiency and effectiveness
in educational sector (Akpan, 2008). Higher education in Nigeria is going through a dynamic
revolution from the traditional method of teaching and impacting knowledge to a more advanced
method which is been made possible by the emergence of the information and communication
technology, and as such, most higher institutions are incorporating it into the school curriculum.
Bede et al. (2015) stated that the essence of higher education is to empower the nation to solve
their various problems in every sphere of human life through knowledge production and
dissemination made possible by research and teaching activities. Hence ICT is a veritable tool in
the attainment of these goals.

ICT is said to be the largest single source of information. It involves a process of creating,
processing, storage, retrieval and dissemination of information and data using electronic devices
(Akpan, 2008). Akpan, (2014) noted that the emergence of ICT as an impotent and veritable tool
in education development has encouraged stakeholders in education industry incorporate ICT
facilities such as the internet, projectors and other pheriphernelia in the process of lecture
preparation and delivery; on the other hand, ICT has helped students to assess lecture notes and

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improve students – lecturer relationship. Hence, universities in Nigeria are rapidly incorporating
ICTs into all aspect of teaching, research and management.

Not highlightthe findings, recommendations will be proffered to enhance the use of ICTs for
lecture preparation and delivery.

Research Questions
1. What are the ICT facilities available to lecturers in Federal University Lokoja?
2. Are the lecturers knowledgeable on the use of ICT facilities for lecture preparation and
delivery?
3. To what extent do lecturers use ICT in lecture preparation and delivery?
4. What are the challenges limiting the utilization of ICT for lecture preparation and delivery
among lecturers in Federal University Lokoja?

Literature Review
Related researches and publications by scholars, researchers and educationist on this study,
centers on the concept of ICTs, types, their uses, their advantages and challenges and theories on
ICTs. Looking at the concept of ICT, Dangani and Mohammed (2009) sees ICT as a new
development which brings together the technologies of microelectronics, computing and
telecommunications. They also describe ICT as the technology for handling information of
various formats such as text, video, audio, graphics, pictures, etc. According to Saleem et al.
(2013), Information and communication technology (ICT) is often been described as the
technology where computers and telecommunication devices are used for information
gathering/acquisition, processing, storage, retrieval and dissemination to the relevant users. The
use of information communication technologies (ICTs) in teaching and research by academics has
arisen because of the increased demand for information and increasing number of information
sources.

The use of ICT in education especially as it relates to teaching and learning is capable of tackling
several education problems. In higher institutions, ICT focuses on electronic generation, storage,
retrieval, utilization and preservation for future use. Edumadz, et al. (2014) and Musingarabwi
(2017) revealed that fact that in the digital era, most educators are turning to ICTs to assist with
education by the use of digital technologies to support teaching and learning. Shaikh (2009) stated
that ICT aid in developing knowledge based societies while improving the quality of learning and
educational outcomes. Therefore, students can easily access this knowledge sources at any time
from any place that they want. ICT enables collaboration and knowledge sharing between
lecturers and students and among students hence, student and lecturers collaboration is important
for knowledge sharing. Balanskat et al. (2006) indicated that ICTs are increasingly used by
teachers in their day-to-day work leading to increased efficiency in planning and preparation of
work. The utilization of ICT devices converts information, text messages, sounds and motion to
common digital form, provides lecturers and students with practical and functional knowledge of
the classroom situations through interaction since the tasks of lecturers involve the use of
communication skills both in oral and written form (Sani, 2016). Zare-ee (2011) noted that ICT
usage makes the process of teaching more oriented towards students and also highlighted some of
the technologies that aids education such as computers and handheld devices, the internet
connectivity, online databases, emails, computer mediated conferencing and video conferencing
and other virtual reality. Furthermore, Angelaine and Yiannis, (2012) noted that web 2.0
applications such as blogs, wikis, social networking, etc, provides opportunities to share content
and resources, self-directed learning, collaborative learning, ubiquitous and lifelong learning.
Bade et al. (2015) accentuated that despite the important role and obvious need for the integration
of ICTs in teaching and learning, many factors constitute constraints to its use such as inadequate
ICTs, epileptic power supply, poor maintenance, and high cost of facilities and peripheral parts,
lack of ICT skills, poor internet access and lack of interest.

Theoretically, the uses and gratification theory propounded by Elihu et al. (1959) provides
explanations to the use of ICT for lecture preparation and delivery. The Use and Gratification

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Theory (UGT) is concerned with how people use technologies to gratify their desires or satisfy
their needs. The theory is said to be an approach to understanding why and how people actively
seek out specific media or technology to satisfy specific needs. The use of ICT possesses three
gratifications which are found in:

Its content: That is, the use of ICT for researching or finding specific information materials
which are gratified with the content.

Its process: That is, users gain gratification from the experience of purposeful navigation and use
of ICT in its functional process as a means of transmitting information and communicating with
large number of people over distance and space and enhancing knowledge through the process.

Its social use: means that the usage of ICT encompasses a wide range of forming and deepening
social ties.

The theory justifies why people specifically makes use of a particular medium over the others. In
relation to this study, most lecturers subscribe to the use of ICTs due to its speed, ability to
provide information within a very short time, ability to enhance teaching activities and
communicate effectively are its ability to reduce stress among other reasons. Therefore, the
reasons why lecturers use ICT in line with the assumptions of uses and gratification Theory is
because the audience is active and its media (ICT) is goal oriented. This means that the lecturers
are active seekers and users of information via the use of ICT and their goal is to effectively use
the ICT facilities in teaching and research activities.

Technology Acceptance Model (TAM) by Davis (1989) is one of the theories this study is
anchored on and postulates that a person’s intention to adopt a particular model is based and built
around two variables – Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). Perceived
Usefulness dwells on the extent to which the technology is necessary for use by the users for a
particular situation. Perceived Ease of Use is defined as the extent to which a potential
information technology user believes in the use of the particular technology. In addition,
Perceived Usefulness has a direct and positive effect on a user’s intent to adopt an information
technology or perceived intention to use. The TAM model is relevant to this study for it has been
applied in similar studies to investigate intention of use and adoption of technology among
individuals. The theory is related to the present study in the sense that ICT has to do with
interactive communication which is a measure of practical effort to use relevant technologies for
the utilitarian value of consumers. A user is therefore required to understand the dynamics of
operating the technologies. Having acquired the skills and being able to manipulate the
equipment, the end result gives the user some satisfaction and he therefore continues to use it
because he does not experience difficulties and stress. The users are continuously encouraged to
use ICT tools to achieve the desired results of communication and impartation of knowledge
irrespective of time, location and space.

Empirical studies conducted by Ogunrewo and Odunsuna (2010), on the appraisal of internet
usage among academic staff of Afe Babalola University, pointed out that the use of ICTs and
internet had greatly enhanced and contributed to the effective and efficient access to materials for
teaching and research by the academics. Adopting the survey method and with lecturers as the
population, the study further states that 66.7% of them utilize the internet to search for teaching
materials. Furthermore, a study conducted by Herath and Champa (2015) on the usage of
technologies for learning process by lecturers in faculty of management and commerce,
University of Sir Jayewardenepura revealed that the use of e-mails, blogs/social networks, www,
MS offices are effective in providing course materials and send messages to students. Omeyi et
al. (2007) in their study on increasing teachers efficiency through ICT usage in tertiary
institutions noted that the average teachers feel that ICT have helped in increasing their class and
job efficiency as their job efficiency was associated with the level of ICT competences possessed.
Owoyemi and Abayomi (2013) conducted a factor analytical study to ascertain the usage of
internet by lecturers in Nigerian institutions of higher learning. The study revealed that there is a

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serious and genuine concern why there should be provision of internet facilities, ICTs facilities
and training and retraining programmes for lecturers in all Nigerian higher institutions to create
more awareness and equip them with necessary skills so as to maximize the wholesome usage of
evolving technologies.

Methodology
The study adopts a pure quantitative method using Descriptive Survey Approach. The survey
approach was chosen because it is the most prominent approach used in previous related studies,
as it is inexpensive especially when it is self-administered. Also, it is useful when describing the
characteristics of a larger population. The population for this study consists of a total number 0f
165 lecturers in Federal University Lokoja, Kogi State, Nigeria. A sample of 88 lecturers was
drawn from the two existing faculties (Arts and Social Sciences and Sciences) which represents
53.3% of the total population was selected for the study. Therefore, eight (8) lecturers were
randomly selected from each of the eleven (11) departments of both faculties. Hence, the
sampling technique adopted was the Stratified Random Technique. The instrument for data
collection was the questionnaire which consists of both closed and open-ended questions. The
questionnaire was divided into five sections. Section A contains the bio-data of respondents,
while section B, C, D and E provided questions based on the research questions of the study. The
administration and collection of questionnaire was done personally by the researchers and took
three working days. The analysis of the data was done using the Statistical Package for the Social
Sciences (SPSS). The study adopted descriptive statistical method using frequency, percentage
and mean scores. The response for section B to E of the instrument for the study was based on
real limits of nominal values of the responses which is based on 4-point Scale; a mid-point mean
of 2.5 which is the criterion mean is acceptable as positive responses. The point is chosen because
the average of the individual mean score is 2.5. Thus, any mean score that ranges from 2.5 and
above is regarded as positive and accepted, while below 2.5 is regarded as negative and rejected.
Also any percentage that ranges from 50% and above is regarded as positive and accepted, while
below 49% is regarded as negative and rejected.

Therefore response option and rating are indicated as the following:

3.50 – 4.00 VHE (Very High Extent); SA (Strongly Agree); VA (Very Available); HK (Highly
Knowledgeable)
2.50 – 3.49 HE (High Extent); A (Agree); A (Available); K (Knowledgeable)
1.50 – 2.49 LE (Low Extent); D (Disagree); PA (Partially Available); PK (Poorly
Knowledgeable)
0.50 – 1.49 VLE (Very Low Extent); SD (Strongly Disagree); UD (Undecided); Not Available
(Not Available)

Out of 88 questionnaires distributed, 77 were adequately filled and returned which represents
87.5% response rate. This was considered adequate and appropriate for the study.

Results
Table 1 shows response rate from the two faculties in Federal University Lokoja. It showed that
40(56.3%) respondents were from the Sciences while 31(43.7%) were from the Arts and Social
Sciences. Table 2 shows that majority of the respondents were males represented by 44(62.0%)
while 27(38.0%) were females. Table 3 above shows that most of the lecturers represented by
33(46.5%) are within the age range of 36-45 years. 19(26.8%) and 16(22.5%) are within the age
range of 25-35 and 46-55 years respectively, while only 3(4.2%) are within the age of 55 and
above. Most respondents in table 4 above are lecturer II, assistant lecturer, lecturer I and senior
lecturer, represented by 22(31.0%), 17(23.9%), 12(16.9%) and 11(15.5%) respectively.

Table 5 shows that 21(29.6%) of the lecturers have core teaching experience of 1-6 years.
16(22.5%) have the teaching experience of 1-5 years and 11-15 years respectively. Few of the
lecturers has teaching experience of 16-20 years, 21-25 years and 26 years and above, represented
by 9(12.7%), 7(9.9%) and 2(2.8%) respectively. Table 6 above shows that the ICTs available for

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lecturers are Internet, online databases, internet ready computers, handheld devices,
scanner/printers, interactive white board, social media platform and photocopying machine with
the mean scores ranging from 2.50 to 2.77. While public address system, educational/application
software, CD-ROM databases, Digital cameras, electronic smart boards/projectors and audio and
video recorder/player were partially available with the mean scores ranging from 2.18 to 2.41.
Table 7 shows that the lecturers are knowledgeable in all ICT tools which includes computers,
internet, social media platforms handheld devices, online databases, audio/video player,
scanner/printers, public address system, photocopying machine, digital cameras and electronic
smart board/projectors with mean sores ranging from 2.50 to 3.14, but are poorly knowledgeable
in educational and application software with the mean score of 2.49.

Table 8 shows that 37(52.1%) lecturers use ICT tools for lecture preparation and delivery while
34(47.9%) do not use ICT tools. Table 9 shows that computers, internet, online database, scanner
and printers and photocopying machine are used by lecturers for lecture preparation and deliver to
a high extent with the mean score ranging between 2.51 to 2.85, while electronic smart
boards/projectors, public address systems, audio/video player, social media platforms, digital
cameras, educational application software and hand held devices are used to a low extent with the
mean scores ranging between 1.90 to 2.44. Table 10 shows that challenges affecting the
utilization of ICT for lecture preparation and delivery among lecturers in Federal University
Lokoja includes inadequate ICT facilities, erratic power supply, poor internet services, lack of
fund for maintenance and purchase of ancillary facilities and high cost of maintaining ICT
facilities with the mean scores of 3.55, 3.06, 3.04, 2.94 and 2.72 respectively.

Discussions
This study investigated the utilization of ICT for lecture preparation and delivery by lecturers in
Federal University Lokoja, Kogi State. Out of 88 lecturers selected for the study, 71 of them
responded adequately to the instrument for the study which represents 87.5% response rate, many
of which are from the sciences. Majority of the respondents are male and mostly within the age of
36-45 years and are within the rank of lecturer II, assistant lecturer, lecturer I and senior lecturer,
with the years of teaching experience spanning within 1-15 years.

The findings of the current study revealed that the ICTs that are readily available for lecture
preparation and delivery includes; Internet, online databases, internet ready computers, handheld
devices, scanner/printers, social media platform and photocopying machine. Furthermore, the
lecturers are knowledgeable on the use of these technologies. Hence, it is obvious that the
lecturers possessed basic knowledge on the basic ICT tools available in the University. This result
is in support of the findings by Zere-ee (2011), Ageleine and Yiannis (2012), Harath and Champa
(2015) who highlighted some basic but important technologies needed to support education which
includes computes, online databases, internet, mobile devices, scanner and printers, social media
and other virtual realities. These technologies are needed to enhance sharing of contents and
resources and for self-directed, collaborative, ubiquitous and lifelong learning. Inasmuch as some
of these ICTs are available and the lecturers are knowledgeable on the use of these technologies,
the findings of the study revealed that more than half of the lecturers use ICT tools for lecture
preparation and delivery. They mostly use computers, internet, online databases, scanner and
printers and photocopying machine for lecture preparation and delivery to a high extent. It is
obvious that these ICT tools are mostly used for the search for course material and preparation of
lecture notes much more than classroom lecture delivery process. This implies that the lecturers in
federal university lokoja are just beginning to leverage on ICTs for effective teaching and learning
experience. This is in support of the views of Edumadz et al. (2014) and Musingarabwi (2017)
who emphasized that the digital era, most educators are turning to ICTs to assist with education
by the use of digital technologies to support teaching and learning. Furthermore, Balanskat et al.
(2006) reported that ICTs is being increasingly used by teachers in their day-to-day work leading
to increased efficiency in planning and preparation of work.

The challenges limiting the utilization of ICT tools for lecture delivery in the study includes:
inadequate ICT facilities, epileptic power supply, poor internet services, lack of fund for

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maintenance and purchase of ancillary facilities and high cost of maintenance of ICT facilities.
This result supports the opinion of Bade et al. (2015) who emphasized that despite the important
role and obvious need for the integration of ICTs in teaching and learning, many factors constitute
constraints to its use such as inadequate ICTs, epileptic power supply, poor maintenance, and high
cost of facilities and peripheral parts. Sequence to discussion of findings and cogitations deduced
from use of ICT tools for lecture preparation and delivery in Federal University Lokoja, it is
therefore recommended that; the management of Federal University Lokoja should acquire and
make available adequate ICT tools of various types to enhance academic activities and ensure that
these are maintained in working order including internet connectivity. Adequate modern ICT
facilities should be put in place in all departments and lecture rooms to enhance effective lecture
delivery and impartation of knowledge. The management of Federal University Lokoja should
organize, intensify and regularize staff development workshops to equip lecturers with knowledge
and skills in general computer literacy and specific use of ICTs.

To enhance the extent of ICT use for lecture preparation and delivery, the management of the
university should encourage lecturers to deliver their lectures using ICT tools and should actively
engage students in the teaching and learning process using ICT tools. To overcome the challenges
of inadequate ICT facilities, epileptic power supply and poor internet services, the university
management should ensure that adequate finance is provided for the acquisition of ICT facilities,
alternative power sources and large internet bandwidth; organize training programmers for staff
and effective maintenance of ICT facilities.

Conclusion
This study examines use of ICT tools for lecture preparation and delivery in Federal University
Lokoja, Kogi State, Nigeria, and most of the objectives are met within the results. It is clear from
the study that basic ICT tools such as internet, online databases, internet ready computers,
handheld devices, scanner/printers, social media platform and photocopying machine are
available and commonly used to a high extent by lecturers for lecture preparations and delivery in
Federal University Lokoja, Nigeria are knowledgeable on the use of ICT but only a half of them
utilize ICT for lecture preparation and delivery. The ICTs commonly used are internet, online
databases, internet ready computers, handheld devices, scanner/printers, social media platform
and photocopying machine, which are mostly used for the search for course material and
preparation of lecture notes much more than class teaching and lecture delivery. Furthermore, the
effective use of ICTs for lecture preparation and delivery is limited by inadequate facilities,
epileptic power supply and poor internet services which can be overcome through adequate
funding. Therefore, the study recognized that Information Communication Technology (ICT) is a
very powerful tool in education reform, the utilization of ICTs for lecture preparation and delivery
has to be enhanced and sustained. This is vital because, the use of ICTs stimulates a new
atmosphere where teachers and students could utilize these technologies for effective instructional
delivery which will enhance students’ academic excellence.

Acknowledgement

We wish to acknowledge the University Librarian of Federal University of Lokoja, Kogi State
Nigeria Dr. Ezra Shiloba Gbaje, for the encouragement and support during the conduct of the
study, and our families for standing by us in prayers and encouragement in every stage of the
study.

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Apendix
Table 1: Faculty
Faculties Frequency Percent Valid Percent Cumulative Percent
Arts and Social Sciences 31 43.7 43.7 43.7
Sciences 40 56.3 56.3 100.0
Total 71 100.0 100.0

Table 2: Gender of Respondents

Gender Frequency Percent Valid Percent Cumulative Percent
Female 27 38.0 38.0 38.0
Male 44 62.0 62.0 100.0
Total 71 100.0 100.0

Table 3: Age Range of Respondents

Age Range Frequency Percent Valid Percent Cumulative Percent
55 and Above 3 4.2 4.2 4.2
46-55 Years 16 22.5 22.5 26.8
36-45 Years 33 46.5 46.5 73.2
25-35 Years 19 26.8 26.8 100.0
Total 71 100.0 100.0

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Table 4: Rank of Respondents

Rank Frequency Percent Valid Percent Cumulative Percent
Graduate Assistant 4 5.6 5.6 5.6
Assistant Lecturer 17 23.9 23.9 29.6
Lecturer II 22 31.0 31.0 60.6
Lecturer I 12 16.9 16.9 77.5
Senior Lecturer 11 15.5 15.5 93.0
Reader 2 2.8 2.8 95.8
Professor 3 4.2 4.2 100.0
Total 71 100.0 100.0

Table 5: Teaching Experience

Years of Experience Frequency Percent Valid Percent Cumulative Percent
26years and above 2 2.8 2.8 2.8
21-25Years 7 9.9 9.9 12.7
16-20 Years 9 12.7 12.7 25.4
11-15Years 16 22.5 22.5 47.9
6-10Years 21 29.6 29.6 77.5
1-5Years 16 22.5 22.5 100.0
Total 71 100.0 100.0

Table 6: ICTs available to lecturers in Federal University Lokoja

ICTs Available VA % A % NA % UD % Mean Remark
Internet ready Computers 2 2.8 37 52.1 28 39.4 4 5.6 2.52 Available
Handheld devices (Android
6 8.5 28 39.4 34 47.9 3 4.2 2.52 Available
phones, Ipads, etc)
Photocopying Machine 2 2.8 34 47.9 33 46.5 2 2.8 2.50 Available
Electronic Smart boards/
1 1.4 22 31.0 40 56.3 8 11.3 2.23 Partially Available
Multimedia Projectors
Digital cameras 0 0 27 38.0 38 53.5 6 8.5 2.30 Partially Available
Audio and video
2 2.8 17 23.9 44 62.0 8 11.3 2.18 Partially Available
recorder/player
Scanners/printers 4 5.6 33 46.5 29 40.8 5 7.0 2.51 Available
Educational/application
1 1.4 31 43.7 30 42.3 9 12.7 2.34 Partially Available
Softwares
Interactive whiteboard 1 1.4 42 59.2 20 28.2 8 11.3 2.51 Available
Internet facilities 5 7.0 49 69.0 13 18.3 4 5.6 2.77 Available
Public address systems 1 1.4 32 45.1 33 46.5 5 7.0 2.41 Partially Available
CD-ROM Databases 2 2.8 29 40.8 31 46.5 9 12.7 2.34 Partially Available
Online databases 5 7.0 43 60.6 16 22.5 7 9.9 2.65 Available
Social media platforms 4 5.6 36 50.7 23 32.4 8 11.3 2.51 Available
Keys: VA= Vary Available, A= Available, NA= Not Available, UD= Undecided

Table 7: Level of Knowledge on the use of ICT Tools for lecture preparation and delivery
ICT Tools HK % K % PK % NK % Mean Remark
Computers (desktop/laptops) 22 31.0 41 57.7 4 5.6 4 5.6 3.14 Knowledgeable
Handheld devices 13 18.3 40 56.3 14 19.7 4 5.6 2.87 Knowledgeable
Electronic Smart boards/ 7 9.9 30 42.3 26 36.6 8 11.3 2.50 Knowledgeable
Multimedia projectors
Internet 21 29.6 40 56.3 8 11.3 2 2.8 3.13 Knowledgeable
Public address systems 8 11.3 36 50.7 24 33.8 3 4.2 2.69 Knowledgeable
Digital cameras 5 7.0 37 52.1 21 29.6 8 11.3 2.55 Knowledgeable
Photocopying machine 7 9.9 35 49.3 23 32.4 6 8.5 2.61 Knowledgeable
Audio/Video recorder/player 7 9.9 43 60.6 16 22.5 5 7.0 2.73 Knowledgeable
Online databases 11 15.5 42 59.2 12 16.9 6 8.5 2.82 Knowledgeable
Scanner/printers 11 15.5 36 50.7 16 22.5 8 11.3 2.70 Knowledgeable
Educational/application 6 8.5 32 43.1 24 33.8 9 12.7 2.49 Poorly
softwares Knowledgeable
Social media platforms 14 19.7 44 62.0 9 12.7 4 5.6 2.96 Knowledgeable
Keys: HK= Highly Knowledgeable, K = Knowledgeable, PK= Poorly Knowledgeable, NK = Not Knowledgeable

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ISSN: 2617-6513 (Online), ISSN: 2409-0263 (Print)

Table 8: Response to Use of ICT Tools for Lecture Preparation and Delivery
Response Frequency Percent Valid Percent Cumulative Percent
NO 34 47.9 47.9 47.9
YES 37 52.1 52.1 100.0
Total 71 100.0 100.0

Table 9: Extent to which ICT is used for lecture preparation and delivery
ICT Facilities VHE % HE % LE % VLE % Mean Remark
Computers 18 25.4 33 46.5 11 15.5 9 12.7 2.85 High Extent
Handheld devices 9 12.7 26 36.6 23 32.4 13 18.3 2.44 Low Extent
Electronic Smart
3 4.2 13 18.3 29 40.8 26 36.6 1.90 Low Extent
boards/projectors
Internet 17 23.9 33 46.5 14 19.7 7 9.9 2.85 High Extent
Public address systems 3 4.2 17 23. 31 43.7 20 28.2 2.04 Low Extent
Photocopying machine 6 8.5 34 47.9 21 29.6 10 14.1 2.51 High Extent
Digital cameras 4 5.6 25 35.2 25 35.2 17 23.9 2.23 Low Extent
Audio/Video recorder/player 1 1.4 25 35.2 24 33.8 21 29.6 2.08 Low Extent
Online databases 11 15.5 32 45.1 16 22.5 12 16.9 2.59 High Extent
Scanner/printers 8 11.3 31 43.7 21 29.6 11 15.5 2.51 High Extent
Educational/application
6 8.5 26 36.6 26 36.6 13 18.3 2.35 Low Extent
softwares
Social media platforms 6 8.5 28 39.4 21 29.6 16 22.5 2.34 Low Extent
Keys: VHE= Very High Extent, HE= High Extent, LE = Low Extent, VLE = Very Low Extent

Table 10: Challenges affecting the utilization of ICT for lecture preparation and delivery among lecturers in Federal
University Lokoja
Challenges SA % A % D % SD % Mean Remark
Inadequate ICT facilities 44 62.0 23 32.4 3 4.2 1 1.4 3.55 Accepted
Erratic power supply 21 29.6 35 49.3 13 18.3 2 2.8 3.06 Accepted
High cost of maintaining ICT
11 15.5 36 50.7 7 23.9 7 9.9 2.72 Accepted
facilities
Lack of ICT skills 5 7.0 18 25.4 36 50.7 12 16.9 2.23 Rejected
Poor internet services 20 28.2 37 52.1 11 15.5 3 4.2 3.04 Accepted
Lack of interest 1 1.4 19 26.8 29 40.8 22 31.0 1.99 Rejected
Lack of awareness 5 7.0 22 31.0 31 43.7 13 18.3 2.27 Rejected
Lack of fund for maintenance and
18 25.4 35 49.3 14 19.7 4 5.6 2.94 Accepted
purchase of ancillary facilities
ICT phobia 5 7.0 9 12.7 34 47.9 23 32.4 1.94 Rejected
Keys: SA= Strongly Agree, A= Agree, D= Disagree, SD= Strongly Disagree

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