Teacher Perception and Pupils Attitude to Use of ICT Resources in Ibadan

North LGA of Oyo State, Nigeria.

By
Ofem Ubi Arikpo & Monica N. Odinko (Ph.D.)
Institute Of Education, University Of Ibadan, Ibadan, Oyo State.
[email protected] [email protected]
+2347034694679, +2347032276052
Abstract
Information and Communication Technology (ICT) in education is information carriers
designed specially to fulfil objectives in teaching-learning situation. Teacher’s perception of
ICT resources in school environment plays a critical role in determining students’ disposition
to ICT use. Previous studies carried out largely focused on the use of ICT resources in
teaching and learning, with a few addressing teachers involved and how they perceived the
use of ICTs resources. In view of this, the study investigated teachers’ perception and pupils’
attitude to use of ICT resources in Ibadan North local government area.
Survey research design was adopted. Simple random sampling technique was used to select
186 pupils and 27 teachers in 14 primary schools in Ibadan North LGA. Teachers’ Perception
Questionnaire (TPQ) (r=.65), Pupil’s Attitude to ICT Use Questionnaire (PAICTUQ) (r=.58),
Effect of ICT Use Questionnaire (EICTUQ) (r=.78) and Constraints to Effective Use of ICT
Questionnaire (CEUICTQ)(r=.0.72), were used for data collection. Data collected were
analysed using descriptive statistics and simple linear regression at .05 level of significant.
There is a significant relationship between teachers perception to ICT resources and pupils
attitude to ICTs (R2adj=.372, F(1,25)=16.371), and teachers perception to ICT resources (β=.629,
t=-4.046), significantly predicted pupils attitude. Majority of the teachers (100%) agree that
the period of teaching with ICT facilities is inadequate and it makes transferring of
information to learners’ easier. Non-exposure of teachers in the use of ICT resources is a
constraint militating against ICT use.
Teacher perception to ICTs has a significant influence on pupils’ attitude to ICT use and
period of teaching the subject is inadequate. It is recommended that teachers should improve
on their awareness to ICT use and adequate attention be given to the period of teaching the
subject in schools.

Keywords: Teachers Perception, Pupils Attitude and Use of ICT resources.

Introduction
Recent trends in the existing field of Information and Communication Technology
(ICT) have brought about new and simpler ways of doing things in the school system. Which
include, inter personal communications, data storage, teaching and learning process,
entertainment, games, and a host of others. The computer as one of the major components of
ICT is a tool that has singularly and dramatically continued to change the behavioural pattern
of an individual for effective management of teaching-learning activities that goes on in
schools. However, the use of ICTs resources in the society today embraces a range of
activates of human life, which concerns how information are being communicated. The
popular ICT hardware (facilities) in the school system includes one or more multimedia
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desktop, computers/laptops and a combination of the following; printer, scanner, CD-
writer/re-writable, data projector, interactive whiteboard etc., while the range of software
needed to be available for the hard drive to work properly include; the computers and CD-
ROM to facilitate its smooth operation. However, the use of ICT resources in the classroom
system offers opportunities in terms of learning efficiency and quality of teaching. It has a
unique and unusual place in the classroom as an educational innovation. Its introduction in
the school system seems to provide a new and innovative means to bring educational
opportunities to a greater number of children of all ages, most especially those who have
factually not been involved in the use of ICT resources due to social barriers and other
compulsions.
Information and communication technology in the primary school system has been
one of the welcoming innovation by the Federal Government (FG) which is meant to improve
pupils performance in schools, but very little has been done to investigate what kind of
teachers are involved and how they perceived to use of ICT resources in the classrooms. The
increased use of technology within the school system today has made teaching and learning a
collaborative process that engages both teachers and learners in both activities as a whole
learning community. Thus, it important in the school system. The use of ICT resources in
the school system can help bring ICT resources within the wider field of school improvement.
It has many difficulties based on teachers views of adequacy in time that is allowed for
developing new skills, explore their integration into their existing teaching and learning
process as well as undertake necessary additional lesson planning if ICT resources are to be
used effectively. Rogers (2003) defines integration as the decision of teachers to accept and
make use of an innovation as the best course of action that is available in order to improve
upon their learning process. Rogers (2003) argues that the process of integration starts with
initial hearing about an innovation to final adoption into the school system. Similarly,
Williams (2003) also described ICT integration as a means of using any ICT tool (The
Internet, e-learning technologies, CD-ROMs, etc) to assist teaching and learning process.
Nevertheless, ICT provides an opportunity for teachers to transform their practices on
condition that there is an improved educational content with more effective teaching and
learning methods. That means it improve the teaching and learning process through the
provision of more interactive educational materials that increases learner motivation and
facilitate the easy acquisition of basic skills. With this development, the use of various
multimedia devices such as television, videos, and computer applications offers more
challenging and engaging learning environment for learners of all ages (Haddad & Jurich,
2008). Still, access to ICT infrastructure and resources in school remains a necessary
condition for its full integration in primary education (Plomp, Anderson, Law, & Quale,
2009). On the contrary, the Federal Government (FG) policy according to Yusuf, Afolabi &
Loto (2013) asserts that there are a number of factors affecting the utilization of ICT
resources in schools across the nations. Such factors include inadequate funding to support
the purchase of the ICT facilities, lack of training in the use of ICT facilities, teaching
personnel’s lack of motivation and the need among teachers to adopt ICT as teaching tools
(Starr, 2001). In the same vein, a study conducted by the International Institute for
Communication and Development (IICD) indicated that 80 percent of its participants felt
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more aware and empowered by their acceptance and exposure to ICT resources in education
while 60 percent of the participants agreed that the process of teaching and learning were
positively affected by the use of ICT resources in schools, which could be attributed to
changes in teachers perception (International Institute for Communication and Development,
2007).
Changes in teachers’ perceptions in the use of ICTs resources during teaching-
learning processes plays a significant role in the school system. Black, Harrison, Lee,
Marshall, & William (2003) noted that most of the primary schools sees the curriculum as a
set of goals for pupils to achieve, through which they are able to see the gaps between the
goals and the children current state of learning. So, by what means a teacher accepts the use
of ICT resources during the teaching and learning process could influence how well the child
can learn. Thus, its level of application in school could minimize or increase the rate of
performance and concretize a child’s learning process as he or she interacts with such
facilities during classroom teaching activities especially to pupils who find it difficult to
achieve their learning goals.
Teaching as a fundamental activity that is observed in the school system involves a
process of directing and arousing the interest of the learner to the desired knowledge, skills
and attitude change of the learner. It is a process of transmitting what is worthwhile to the
learner. That is because it involves experiencing or undergoing a process of acquisition of
knowledge and skills. Hence, learning is central to every human existence (Yoloye, 2004). It
is imperative to state that the pedagogical rationale for promoting ICT resources in schools is
concerned with the effect of ICT resources use in teaching-learning activities. That is because
it provides teachers with a range of new tools to facilitate traditional pedagogies and presents
the teacher with the potential to develop new teaching methods. For example, most of the
children growing up in a culture of all-pervasive technology or make use of ICT resources are
capable of acquiring exciting and relevant learning opportunities within the school
environment. Thus learners have the ability to build on their foundations of previous
knowledge which makes learning become active, rather than being a passive process.
Furthermore, Olatunji (2012) suggests that the introduction of ICT resources tend to
support learning in different ways. Olatunji, emphasized that effective use of ICT resources
in schools by the teachers and pupils requires a strong intrinsic sense of personal belief to
grasp the concept and use it as means of achieving objectives. Observing that the way
primary school curriculum on computer studies is taught and assessed in most Nigerian
schools is been criticized, with regards to how the school administrators and most parents as
constraining children’s knowledge of ICT resources use, adding that learning and pupils
attitude is seen as a body of facts that required attention rather than method of enquiry. This
to a great extent might have prompted the innovation and dynamic creativity in order to meet
the demand of the society as well as achievement of goals as specified in the national policy
(FRN, 2004). Similarly, Pearson (2003) was concerned with the fact that knowledge of ICT
resources use in our contemporary society has diminished in many primary schools. He
pointed out that teachers should take advantage of the flexibility of the use of ICT facilities in
schools to carry out longer-term experiments that would be more difficult to do in a

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timetable-constrained post-primary school system. This can affect teacher’s perception and
pupil’s attitude to the use of ICT facilities.
Attitude as one of the factors considered in this study deals with the predisposition of
an individual to act consistently in a way that can be evaluated as either being negative or
positive (McMillen, Seastrom, Gruber, McGrath & Cohen 2000). McMillen, et al (2000)
ascertained that, when exploring the attitudes of primary school pupils towards the use of ICT
resources, it is necessary to consider the attitudes of teachers towards teaching or adopting
Computer Studies in the school system. Though, such attitude sometimes depends on the
individual’s degree of like and dislike towards an object. Linos & West (2003) also viewed
attitude as a specific mental state of an individual towards something, where the state of his
behaviour towards it is formed. It has a mental and neutral set of readiness and disposition for
motivation, effectiveness, perceptual and processes included due to the fact that individual’s
positive and negative activity is directed towards the use of ICT resources. Attitudes towards
the use of ICT and computers has a specific feeling that indicates whether a person likes or
dislikes using ICT facilities and computers (Simpson et al. 1994). Research findings reveals
that teachers adoption of ICT influence pupils attitude to use such facilities in the class (Van
Braak, Tondeur,& Valcke 2004).
Rastogi and Malhotra (2012) assert that there is a growing awareness among policy
makers and educators that the educational system needs to be reformed if it is to effectively
equip pupils with the knowledge, attitude and skills that they will need to succeed and thrive
in the knowledge economy. It is equally important to understand the perception of those
using it to carry out their activities because how one’s view something can influence ones
attitude to it. If teachers’ perception is positive toward the use of educational technology then
they can easily provide useful insight about the adoption and integration of ICT resources
into teaching and learning processes and their disposition to it can also influence the attitude
of pupils to the use of ICT. Hence, attitude significantly predicts one’s learning outcome
depending on a number of variables, particularly the ethnic background and social class of
the individual. Voogt, (2003), suggests that majority of teachers who were interviewed on the
need to use ICT resources as a methodological approach to teaching and learning reported
negatively towards the integration of ICT resources into teaching and learning processes.
Most teachers feel reluctant in use of computer due to poor perceptions, lack of confidence,
fear of failure etc. thus, there is a growing interest to know how computers and the internet
can be easily utilized to improve effectiveness and efficiency of education at all level Voogt’s
(2003).
In spite of the continued efforts of the federal government and supports from many
agencies on globalizing the pre-primary and primary education through the use of ICT
resources, it is observed that most of the teachers still feel reluctant to accepting the
innovations of which it has influenced the level of its adoption among many primary schools
in Nigeria. Several studies have also revealed that the use of ICT resources is making a
positive impact in the achievement of pupils and improvement on the teachers’ teaching
approaches (Watson, 2001). On the other hand, it seems to hinder the achievement of the
educational goals as specified in the national policy on education and national policy on
information communication technology (NPICT, 2010). It is based on this premise that the

4
researchers sought to investigate the perception of teachers’ on ICT resources integration in
primary schools, how teachers’ perception influences pupils attitude to the use of ICT
resources as well as the constraints to effective use of Information and Communication
Technology resources in the primary school education. To provide information to these
objectives, the following research questions were posed to guide the study.

1. Teachers’ perception of ICT resources does not significantly determine pupils’

attitude to ICT resources use

2. What is the perception of teachers’ on ICT resources integration in the primary

schools?

3. To what extent does the use of ICT positively affect the teaching-learning process in
the primary school?

4. What are the constraints to the effective use of Information, Communication

Technology resources in primary school education classroom?

Methodology
The study adopted survey research design because no variable was manipulated. This
research design entails collection of relevant data about the problem under investigation, with
the aim of describing the nature of existing conditions and relationships that exist between the
identified variables in the study.
The population comprised all primary five and six pupils and their ICT teachers in
Ibadan North Local government area of Oyo state. Simple random sampling technique was
used to select 14 primary schools while purposive sampling technique was used to select two
ICT teachers from each school (1 each from primary five and six). Also, an intact class of
primary five and six class in each school was used. In a school where only one teacher
handles ICT teaching in both primaries five and six, the teacher is selected. A total of 213
pupils’ attitude to ICT resources use questionnaire were distributed to the pupils’ while 186
were retrieved. In all, 27 ICT teachers and 186 pupils (92 boys and 94 girls) participated in
the study.
Four valid and reliable instruments were developed by the researchers and used for
the study. They include. Teacher perception of ICT Resource Use Questionnaire
(TPICTRUQ), Effect of ICT Use to teaching-learning Questionnaire (EICTUQ), Pupils
attitude to ICT use questionnaire (PAICTUQ) and Constraints to Effective Use of ICT
(CEUICT). They were all designed by the researchers. Teachers’ Perception to ICT
Questionnaire (TPICTQ) was developed by the researchers to elicit information on
perception of teachers on ICT integration in primary schools. The questionnaire initially has
20 items which were reduced to 15 items after validation. The items are placed beside two
scales of Agreed (A) and Disagreed (D), in which the respondents were requested to indicate
their level of agreement. The instrument was validated with a reliability coefficient index
of .65. The CEUICT was constructed to generate information on the observed constraints
5
with 14 items of which 9 items survived after validation. The items were placed beside two
response format, Agreed (A) and Disagreed (D), with a reliability index of 0.72.
Also, (UICTQ) has 13 items after validation placed beside three scale type of a great
extent (GE) small extent (SE) and never (N). The reliability of the instrument was established
using Cronbach Alpha with a coefficient index of 0.78, while (PAICTUQ) that initially has
18 items that were developed to elicit information on pupils’ attitude to ICT use in primary
schools, the items in the questionnaire were reduced to 12 items after validation. The items
were placed beside two scales of Agreed (A) and Disagreed (D), in which the respondents
were requested to indicate their level of agreement. The instrument was validated with a
reliability index of 0.58. The scoring of this instrument was based on the number of responses
generated by each item. Descriptive statistics (frequency and percentage) was used to indicate
the number of responses to each item, while multiple regression was used to determine
pupils’ attitude to ICT resources at 0.05 level of significant.

Results and Discussion

TABLE 1: Summary of Simple Regression ANOVA Table indicating the Prediction of

the Criterion (Student Attitude) to use of ICT Resources.
Model Summary

R = .629a
R Square = .396
Adjusted R Square = .372
Std. Error of the Estimate = 10.49498

Model Sum of square Df Mean square F Sig.

Regression 1803.127 1 1803.127
Residual 2753.613 25 110.145 16.371 .000a
Total 4556.741 26
Predictors: (Constant), Teacher Perception.
* = Significant at p<0.05
b. Dependent Variable: Pupils Attitude.

Table 2 Coefficients Indicating Contribution of Teachers Perception of ICT

Resources to Pupils Attitude to the Use of ICT Resources
Model
Standardized
Unstandardized Coefficients Coefficients
B Std. Error Beta t Sig.
(Constant) 52.506 8.880 5.913 .000

Teacher -.640 .158 -.629 -4.046 .000

Perception
a. Dependent Variable: Pupils Attitude to ICT resources

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Table 1 reveals that the simple linear regression correlation coefficient (R) showing the
relationship between the teachers perception of ICT resources and pupils attitude to use of
ICT resources. The study reveals that the value of the coefficient of simple regression is (R)
=.0.629*, simple regression square (R2) =.396 and the adjusted squared correlation (R adj)
= .372. The model has a positive and high correlation with a variance of -.62.9%. This
implies that teacher’s perception of ICT resources account for 62.9% variation in contribution
to pupils’ attitude to the use of ICT resources at the primary school.
Simple regression ANOVA further shows that F (1, 25) =16.371, p<0.05 jointly allow for a
reliable prediction of teachers perception to ICT resources and pupils attitude to the use of
ICT and F –test that examined the relationship between the predictor variables and the
criterion variables are linear. Table 2 shows that teachers perception to ICT resources [β =
-.629, t = -4.046, p< .05], sig= .000* predict pupils attitude to ICT resources use at primary
school.

Table 3: Perception of Teachers’ to ICT resources use in Primary Schools

S/N Perception of Teachers to ICT Resource use Agree Disagree

1 It is better if ICT facilities are recommended for teaching and 19 (70.4%) 8(29.6%)
learning process
2 The teaching process recommended for computer studies is well 18 (76.7%) 9(33.3%)
planned.
3 Use of ICT during learning process is interactive. 15 (55.5%) 12(44.4%)
4 The skills gained in ICT in classroom could be used easily at home 7 (25.9%) 20(74.0%)
5 The length or period of teaching with ICT facilities is inadequate 27 (100%) -
6 Use of ICT facilities help the children in other subjects 17 (62.9%) 10(37.0%)
7 The content of computer studies curriculum has helped to improve 10(37.0%) 17(62.9%)
my instructional competency
8 The computer studies curriculum has complex concept that are 19 (90.3%) 8 (29.6%)
difficult to explain.
9 Use of ICT facilities in teaching has change pupils attitude of 19 (70.4%) 8 (29.6%)
learning
10 l do not feel helpless with content of the ICT facilities 27 (100.0) -
11 ICT facilities can only be used in teaching of some concepts 22 (81.5%) 5 (18.5%)
12 The content of computer studies curriculum enhances knowledge 27 (100.0) -
in ICT.
13 The use of ICT facilities in school is very challenging 24 (88.9%) 3 (11.1%)
14 Use of ICT in school has changed my attitude to teaching 23 4
strategies (85.2%) (14.8%)
15 Use of ICT facilities provides opportunities for learners to work 23 4
with the interaction whiteboard in the classroom (85.2%) (14.8%)

Table 3 shows the perception of teachers’ on ICT resources integration in the primary
schools. The result reveals that majority of the teachers who participated in the study (100%),
Agreed that the length or period of teaching with ICT facilities is inadequate (item 5), do not
feel helpless with content of the ICT facilities (item 10) and the content of computer studies
curriculum enhances knowledge in ICT(item12), more than 80 percent of the teachers agree
7
that the use of ICT facilities can only be used in teaching some concept (item 11), in schools
is very challenging (item 13), the use of ICT facilities in schools has changed their attitude to
teaching strategies (item 14) and that it provide opportunities to work with interactive
whiteboard in the classroom. (Item 15), Furthermore, a good number of the teachers agreed
that the use of ICT facilities in teaching has changed pupils attitude to learning, (item 9), it is
better ICT facilities are recommended for teaching and learning processes (item 1), that the
Computer Studies curriculum has complex concept that is difficult to explain (item 8); and
that the teaching process recommended for ICT is well planned (item 2). Also, more than half
of the respondents agree that the use of ICT helps the children in other subjects (item 6) and
that using ICT during teaching and learning process makes the class interactive. However, a
great number of the teachers 70.0% disagree that the skills gained while teaching with ICT in
classroom could be used easily at home (item 4) and that the content of computer studies
curriculum has helped to improve their instructional competency 62.9 % ( item 7).

Table 4: Effect of Use of ICT Resources in Teaching-Learning Process in the Classroom

S/N Great Small Never Mean SD
Effect of ICT Resources in Teaching- Learning Extent Extent
Process.
1 The use of ICT resources at times make lesson more 90 47 49 2.14 1.27
interesting (48.4%) (25.3%) (26.3%)
2 The use of ICT make teaching and learning 123 63 - 1.34 .475
different from the conventional method (66.1%) (33.9%)
3 ICT resources add more fun to teaching and learning 90 81 15 1.77 .926
(48.4%) (43.6%) (8.1%)
4 ICT use makes my lesson much easier 150 36 - 1.39 .792
(80.6%) (19.4%)
5 The use of ICT increase communication skills 108 78 1.60 .774
among pupils (58.1%) (41.9%)
6 The use of ICT resources increases my attainment 186 - - 1.00 .000
of stated objective (100%)
7 Most children benefit from using ICT resources 126 60 - 1.40 .636
during classroom lessons (67.7%) (32.2%)
8 ICT makes transferring information to learners 186 - - 1.00 .000
easier (100%)
9 The use of ICT resources encourages pupils to 137 49 - 1.26 .442
participate in classroom activities (73.7%) (26.3%)
10 ICT resources reduces the use of traditional 106 80 - 1.51 .643
teaching of chalk and talk (57.0%) (43.0%)
11 It causes stress for teachers who have poor ICT 134 52 - 1.56 .900
skills (72.0%) (28.0%)
12 The use of ICT resources makes the lesson to be 54 66 66 2.69 1.22
interrupted (27.0%) (35.5%) (35.5%)
13 The use of ICT resources makes teaching and 72 96 18 1.89 .920
learning more expensive (38.7%) (51.6) (9.7%)

Critical analysis of table 4 shows the effect of the use of ICT resources during
teaching-learning processes in schools. The study reveals that all the respondents (100%) are
of the view that the use of ICT resources to a great extent increases their achievement of their
stated objective (item 6), and that it makes transferring of information to learners easier (item
8),while 70-80 percent of the respondent also agree that the use of ICT to a great extent
8
makes lesson delivery easier (item 4), encourages activities participation of learners (item 9)
but causes stress for the teachers who are not trained in how to use ICT facilities (item 11).
Also, more than 60 percent of the teachers are of the view that, the use of ICT resources is an
important tool that children should benefit from during teaching and learning process (item
7), it makes teaching and learning more different from the conventional method (item 2), the
use of ICT increases communication skills among pupils (item 5), it reduces the use of
traditional chalk and talk (item 10). It is worthy to note that more than 48% of the teachers
are of the view that the use of ICT resources makes their lesson more interesting (item 1),
even when they appear to be expensive (item 13). Whereas a good number of the respondent
s hold that ICT resources make the lesson to be interrupted (item 12).

Table 5: Constraints to Effective use of ICT Resources in the Primary School

Education.
S/N Constraints To Use of ICT In Primary Schools Agree Disagree
1 Inadequate computer training and certified teachers 19(70.4%) 8(29.6%)
2 Poor funding to provide ICT equipment 25(92.6%) 2(7.4%)
3 Lack of relevant software for teaching and learning 17(62.9%) 10(37.1%)
4 Irregular power supply 19(70.4%) 8(29.6%)
5 Learning with ICT resources is time consuming 25(92.6%) 2(7.4%)
6 Non-exposure of teachers’ to ICT training 27(100. %) -
7 Low awareness of application of ICT resources to 27 -
teaching and learning processes (100. %)
8 Lack of technical support and maintenance of ICT 21(77.8%) 6(22.2%)
facilities
9 Inadequate computer facilities in my schools 16(59.3%) 11(40.7%)

The analysis in Table 5 reveals the responses of the respondent on the constraints to
effective use of ICT resources. The result shows that non -exposure of teachers to ICT training
(item 6), and low awareness of application of ICT resources to teaching and learning processes are
the major constraints to effective use of ICT in primary schools (item 7). A good number
92.6% agree that Poor funding to provide ICT equipment (item 2) and time consuming on ICTs
resources in school are the constraint to the use of ICT resources (item 5). Furthermore,
majority of the respondent viewed lack of technical support and maintenance of ICT facilities
(item 8); inadequate computer training and certified teachers (item 1) and irregular power supply
(item 4) as constraint. While 62.9% perceived l ack of relevant software for learning (item 3), and
inadequate computer facilities in schools (item 9) as their major constraints.

Discussion
Result from these findings reveals that teachers’ perception of ICT has a significant
relationship with pupils’ attitude to the use of ICT in classroom and teachers perception to
ICT resources predict pupils’ attitude to ICT resources use at the primary school. This
findings is in line with van Braak et al. (2004), whose study reveals that teachers’ adoption of
ICT influence pupils’ attitude to use computers in the class while Olatunji (2012) found that,

9
the effective use of ICT resources in schools by the teachers and pupils requires strong
intrinsic sense of personal belief to grasp the concept of ICT and use it as a means of
achieving objectives. In other word, the prediction of attitude to learning outcome could
depend on a number of variables, particularly the ethnic background and social class of the
individual irrespective of how the teacher perceive the use of ICT resources. Adding that in
his study, majority of the teachers responded negatively on the need to the use of ICT
resources as a methodological approach in teaching-learning, teachers feel reluctant in using
computer due to lack of confidence, fear of failure etc., which might determine learners’
attitude to using ICT resources.
The teacher perception on ICT resources use as revealed in this study appears to be
positive. This is because majority of them indicated that they are at home with the use of ICT
facilities and that curriculum content even aided to improve their knowledge of ICT. Thus
because the teachers are happy using it and also feels that they are benefiting a lot from it,
changed their disposition to it positively. This result collaborates that of International
Institute for Communication and Development (IICD, 2007), which revealed that, positive
affection by the use of ICT resources could be attributed to how it is being perceived by the
teacher. Changes in teachers’ perceptions of integrations of ICTs resources in classroom
teaching and learning process plays a very significant role in the school system as noted by
Black et al.’s (2003). Therefore, teachers should start to see the use of ICT resources in
teaching as facilitating Pupils’ learning, rather than simply as completing an activity of the
curriculum guide.
Also, the result with respect to the effect of the use of ICT, the respondents agreed
that ICT makes teaching and learning more different, it makes lesson much easier, it
increases pupils achievement, makes transferring information to learners easier and the use of
ICT resources encourages pupils to participate in classroom activities. This result is
supported by Voogt’s (2003) who maintained that computers and the internet can be easily
utilized to improve effectiveness and efficiency of education at all level. With respect to
constraints to effective implementation of ICT resources in the schools, the study revealed
that low level of awareness of ICT resources by the teachers as well as non-exposure of
teachers who will be ready to use it and ensure its full operation in the school system; lack of
relevant software for teaching-learning and inadequacy of computer facilities in the schools
were identified. This study corroborates the findings of Plomp, Anderson, Law, & Quale
(2009) who found out that, access to ICT infrastructure and resources in schools is a
necessary condition to the integration of ICT resources in education. In contrary to the Policy
of the Federal Government (FG) as revealed by Yusuf, Afolabi & Loto (2013), there have
been a number of factors affecting the utilization of ICT resources in education across the
nations. Such factors include inadequate funding to support the purchase of the ICT facilities,
lack of training in the use of ICT facilities, teaching personnel’s lack of motivation and the
need among teachers to adopt ICT as teaching tools (Starr, 2001).

10
Conclusion
There is a common belief that ICTs resources have significant contributions to
changes in teaching and learning process as well as the introduction of new innovations in the
schools. Integration of ICTs resources in educational system as seen from the study seems to
face various challenges with respect to policy, planning, infrastructure, learning content and
language etc. Thus, many developing nations are using ICT resources for raising standards of
teaching and learning compare to what happens in our Nigerian schools. Likewise, to meet
these challenges, our learning societies must embrace the new technologies and appropriate
ICT tools for learning.
At primary level, computer rooms are generally a feature of the larger schools, of
which access by pupils to computers was found to be superior where the computers were
located in the classrooms. Lack of technical support and maintenance is a significant
impediment to the development of ICT resources in schools. Schools that made dedicated
computer facilities available to teachers reported that it led to the use of more high-quality
and creative teaching resources in classrooms. School teachers identified the provision and
maintenance of hardware in schools and the provision of professional development
opportunities in ICT resources as being strategically important for the development of ICT
resources in their school. Dedicated ICT resources lessons at the post-primary level are more
prevalent among first-year classes, and are provided less frequently as students’ progress
towards the Junior Certificate. The level of perception among teachers of the ICT resources
advisory service is generally low, with fewer than half the respondents (pupils) at the
primary.

Recommendations
Teachers should exploit the potential of ICT resources in order to develop a wide
range of skills such as higher-order skills of problem-solving, synthesis, analysis, and
evaluation. Head of schools should encourage and facilitate suitable ICT training for teachers.
Schools should liaise with relevant support services and endeavour to establish mechanisms
to facilitate the sharing of good practice among members of the staff. Support service
personnel should aim to be proactive in providing examples of how ICT resources can be
used to facilitate teaching and learning process in primary schools. Government should
endeavour to encourage teachers’ the use of ICT by making it available for them in schools.
Finally, in order to achieve this objective, teachers should also reiteration the benefits of
using ICTs in their lessons and to support pedagogical practices that will provide learning
environments that are more learner-centred and knowledge-based.

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