EMPIRICAL STUDY ON INTEGRATION OF MODERN

TECHNOLOGY AND ADMINISTRATIVE EFFECTIVENESS IN

PUBLIC SECONDARY SCHOOLS

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 ABSTRACT

This study was carried out to examine empirical study on integration of

modern technology and administrative effectiveness in public secondary
schools using Isoko North Local Government Area Delta State as a case
study. The study was specifically carried out to find out whether there is
an adequate adoption of modern technology to aid the execution of
administrative roles in public secondary schools, ascertain whether the
use of modern technology enhances principals’ effectiveness in carrying
out their administrative role in public secondary school, determine the
extent lack of modern technology affects of principals administrative
effectiveness in public secondary schools, and find out the factors
affecting the integration of modern technology in public secondary school
in Isoko North Local Government Area Delta State. The survey design
was adopted and the simple random sampling techniques were employed
in this study. The population size comprise of principals in some selected
public senior secondary school in Isoko North Local Government Area
Delta State. In determining the sample size, the researcher conveniently
selected 57 respondents and 50 were validated. Self-constructed and
validated questionnaire was used for data collection. The collected and
validated questionnaires were analyzed using frequency tables, and mean
scores. While the hypotheses were tested using Pearson correlation
statistical tool, SPSS v23. The result of the findings reveals that there is
no adequate adoption of modern technology to aid the execution of
administrative roles in public secondary schools in Isoko North Local
Government Area Delta State. The study also revealed that the factors
affecting the integration of modern technology in public secondary school
in Isoko North Local Government Area Delta State includes: inadequate
availability of finance, teacher’s lack of technological skills, students
poor exposure to technology, and epileptic power supply. Therefore, it is
recommended that the State Government or its agency supervising
secondary schools should show more interest in imbibing information
communication technology (ICT) and in supplying the necessary ICT
facilities to secondary schools in urban and rural locations. To mention
but a few.

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is basically the totality of the teaching and learning process

which usually takes place at home, school, college or university (Mbu

2017). In every society, the growth and development rallies on the level

of educational advancement in all aspects involved in the practice. This

may be in the use of modern technologies, quality and quantity of staff,

use of instructional materials, supervision, pedagogies, environment class

size ratio, staff welfare and incentives, political instability, funding,

diversion, poor communication, etc Udechukwu, Ukegbu and Obih

(2017).

A typical secondary school in Nigeria is made up of an educational

administrator known as the principal assisted by academic and non-

academic staff, as well as students in levels 1-3 of the Junior Secondary

School and or 1-3 in Senior Secondary School. Educational qualification,

experience and leadership behaviour go a long way in assisting the

Principal in his job as administrator, but there are some challenges that

can make or mar his efforts at achieving the set goals of the educational

system. They include: unreliable data, Shortage of skilled manpower,

poor funding, inconsistent educational policies, unstable curriculum,

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student indiscipline, low application of modern technology, industrial

crisis by teachers, and cult activities amongst others.

The integration of modern technology can facilitate administration

as well as teaching and learning in the schools. Unfortunately however,

many secondary schools in Nigeria are finding it difficult to set up a

functioning and well equipped modern technology centre. Apart from

lack of these physical facilities, lack of adequate skilled manpower to

man the modern technology has been another major problem. The most

disturbing aspect of modern technology is the negative use of handsets by

students which include: watching of blue films during and after school

hours, night calls and examination malpractices amongst others. All these

activities seem to be encouraging students’ indiscipline.

Secondary schools are administered by principals who are accountable to

the authorities that appointed them. As principals, they are expected to

perform administrative functions including: planning, organizing,

supervising, staffing, evaluating, coordinating, leadership and purchasing

and maintenance of instructional materials, equipment and facilities.

Principals are also expected to manage the school finances and accounts

and to maintain staff and student discipline and welfare. The

effectiveness of the principals, as administrators of their schools, depends

on the extent to which they perform the above administrative functions

effectively. Effectiveness is the degree to which an organization (school)

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achieves a stated objective using available human and material resources.

The indicators of administrative effectiveness include high productivity,

morale (high motivation) turnover rate of teachers, degree of integration,

maximization of individual potentialities, maximum utilization of

available resources and value contribution to the society (Uzoigwe,

2013). Furthermore, the All Nigeria Conference of Principals of

Secondary Schools (ANCOPSS) in 2004, cited by Uzoigwe (2013) also

listed indicators of an effectively administered secondary school which

include disciplined staff and students, students and teachers staying in

school for classes during school hours, drastically reduced examination

malpractice, high performance in junior or senior secondary school

certificate examinations, exemplary leadership by the principal, clean

school environment and parents rush for admission of their children into

the schools. It is important that secondary school principals are effective

in the discharge of their duties because principals determine to a great

extent, the realization of the goals of secondary education.

1.2 Statement of the Problem

The secondary school is an open system that is in constant interaction

with the environment. It receives inputs from the external environment, in

the form of human and material resources, processes them and empties

same into the environment (Okon, Ekaette and Ameh, 2015). These make

the administrative functions of the principals really complex. The

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functions of the principals’ include decision-making, planning,

communication, influencing, coordinating and evaluation in the areas of

curriculum development, instructional supervision, staff and student

personnel administration, guidance, finance, community relations,

construction and maintenance of facilities and special services (Selwood,

2005; Adeyemi and Olaleye, 2010). Secondary schools in Nigeria have

become complex to administer. There are concomitant management

demands being exerted on the principal, especially in this modern

technological era. The enormous rise in the number of students in schools

as well as the numerous programmes coupled with the complexity of

administering a given secondary school has made school principals to

handle large volumes of data which they must process quickly (Asiabaka,

2010). This complexity calls for the use of sophisticated equipment and

facilities such as modern technology for processing data in schools

(Adewole, 2016). Studies on the impact of modern technology on

principals’ administrative effectiveness in secondary schools have been

conducted by Andoh (2012), Oyedami (2015), Manduku, Kosgey and

Sang (2012), Oguta, Egesa and Musiega (2014), Al-Sharya (2012), Okon,

Ekaette and Ameh (2015), Adewole (2016); Etuclor-Eyo, Ante and Emah

(2012), Kukali, Kawasonga and Rabari (2018), Makewa, Moremo, Role

and Role (2013). Positive impact of modern technology usage on

administrative effectiveness is seen in many areas of school

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administration notably in student personnel, financial and general

administration and instructional supervision.

Specifically, the use of modern technology in secondary schools was said

to bring about improved communication, improved record preparation

and keeping, easier sourcing- of information, effective registration of

students for Senior Secondary Certificate Examinations, faster analysis of

examination results, enhanced financial accountability and easier

preparation of budget and financial documents, among other impacts of

modern technology usage. This goes to show that the use of modern

technology tools in the administration of secondary schools is imperative

for principals and vice principals of schools. It has however been

observed that in many government or public secondary schools in

Nigeria, modern technology tools are hardly available and rarely used to

make school administration effective. It is against this background that

this study intended to examine the impact of information communication

technology on educational administrators in senior secondary school.

This is the gap the study intends to fill.

1.3 Objectives of the Study

The main objective of this study is to examine the empirical study on

integration of modern technology and administrative effectiveness in

public secondary schools using Isoko North Local Government Area

Delta State as a case study. Other specific objectives are to:

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1. Find out whether there is an adequate adoption of modern technology

to aid the execution of administrative roles in public secondary

schools in Isoko North Local Government Area Delta State.

2. Ascertain whether the use of modern technology enhances principals’

effectiveness in carrying out their administrative role in public

secondary school. In Isoko North Local Government Area, Delta

State

3. Determine the extent to which lack of modern technology affects

principals administrative effectiveness in public secondary schools in

Isoko North Local Government Area Delta State.

4. Find out the factors affecting the integration of modern technology in

public secondary school in public secondary school in Isoko North

Local Government Area Delta State.

1.4 Research Questions

The following research questions were raised in the study:

i. Is there an adequate adoption of modern technology to aid the

execution of administrative roles in public secondary schools in Isoko

North Local Government Area of Delta State?

ii. Does the use of modern technology enhance principals’ effectiveness

in carrying out their administrative role in public secondary school?

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iii. What is the extent lack of modern technology affects of principals

administrative effectiveness in public secondary schools in Isoko

North Local Government Area Delta State?

iv. What are the factors affecting the integration of modern technology in

public secondary school in Isoko North Local Government Area Delta

State?

1.5 Research Hypotheses

i. There is no significant relationship between modern technology usage

and principals’ administrative effectiveness in Isoko North Local

Government Area Delta State public secondary school.

ii. There is no significant difference between the adequate adoptions of

modern technology to aid execution of administrative role and principle

effectiveness in public secondary schools in Isoko North Local

Government Area Delta State.

iii. There is no significant relationship between then factors affecting

modern technology and principle effectiveness.

iv. There is no significant difference between the factors affecting the

integration of modern technology and principles effectiveness in public

secondary schools in Isoko North Local Government Area Delta State.

1.6 Significance of the Study

This study would be of immense use to school administrators, teachers,

and bursars/accountants in the public secondary schools in Delta State.

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The official in the ministry of Education and its agencies would also

benefit. They would be sensitized on the imperative of having a virile

computer centre in each school, manned by competent hands. They would

therefore be compelled to make money available for this purpose. The

principals would recognize the fact that effective school administration

cannot be achieved without the usage of ICT in general, and record

keeping and communication particular.

The study’s findings and conclusions would provide useful hints to

principals and school accountants, on how to keep financial records and

to retrieve them when needed. The findings of the study would help the

teachers to keep and access students’ academic records as and when due.

1.7 Scope of the Study

This study focuses on empirical study on integration of modern

technology and administrative effectiveness in public secondary schools.

The study will be delimited to some selected public secondary schools

Isoko North Local Government Area Delta State.

1.8 Limitations of the Study

In the course of carrying out this study, the researcher experienced some

constraints, which included time constraints, financial constraints, and the

attitude of the respondents. However, the researcher was able to manage

these just to ensure the success of this study.

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Moreover, the case study method utilized in the study posed some

challenges to the investigator including the possibility of biases and poor

judgment of issues. However, the investigator relied on respect for the

general principles of procedures, justice, fairness, objectivity in

observation and recording, and weighing of evidence to overcome the

challenges.

1.9 Definition of Terms

ICT: Information communications technology

Administrative Effectiveness: The positive response to administrative

efforts and actions with. the intention to accomplish stated goals.

Educational Administrators: These are school principals who are

charged with the administrative roles in secondary schools.

1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the

background of the study, statement of the problem, objective of the study,

research questions and hypothesis, the significance of the study,

scope/limitations of the study, and definition of terms. The chapter two

covers the review of literature with emphasis on conceptual framework,

theoretical framework, and empirical review. Likewise, the chapter three

which is the research methodology, specifically covers the research

design, population of the study, sample size determination, sample size,

and selection technique and procedure, research instrument and

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administration, method of data collection, method of data analysis,

validity and reliability of the study, and ethical consideration. The second

to last chapter being the chapter four presents the data presentation and

analysis, while the last chapter (chapter five) contains the summary,

conclusion and recommendation.

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 CHAPTER TWO

REVIEW OF LITERATURE

2.0 INTRODUCTION

Our focus in this chapter is to critically examine relevant literature

that would assist in explaining the research problem and furthermore

recognize the efforts of scholars who had previously contributed

immensely to similar research. The chapter intends to deepen the

understanding of the study and close the perceived gaps.

Precisely, the chapter will be considered in three sub-headings:

 Conceptual Framework

 Theoretical Framework and

 Empirical Review

2.1 CONCEPTUAL FRAMEWORK

Concept of Modern Technology

Technology in the organization has developed from one level to another

through different ages and times.

In the dark ages, business transactions were executed through personal

contracts. There was no system of writing and keeping records. Business

deals were settled and information exchanged at coffee house, bar etc.

Pitman (1997) as found in Ahukannah (2009). Posit that Business grew

bigger and faster during the industrial revolution and so there was the

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need to communicate and record business transactions settling business

deals with mere words, was no longer sufficient. Invoices are essential

part of business transactions. The documents were however handwritten

by clerks using the “quill pen”. The production of documents in printing

started in the year 1437. These early attempts marked the. However,

information and communication technology which have from the core of

modern business organization is an indispensable resources in our day-t0-

day organizational works performed by workers in both private and

public sectors (Udo 2008).

In a Nutshell, this concept information and communication technology

may mean different things to different people based on their perception.

However, it will be much pertinent to draw/disclose the meaning of

information and communication technology.

According to Aronu (1999) information and communication technology

involves the combination of two technologies, computing and

telecommunication (the corner stone of information technology and the

main purpose of which is to transmit representation of information

(signals) between remote locations). In the same vein, Ogwe (2016) sees

information and communication technology as an umbrella term that

includes all technologies for the manipulation and communication of

information. Furthermore, Kabari (2015), said, “that information and

communication technology is the use of technology in managing and

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processing information especially in a large organization. He further

stated that over the past 20 years, the prevalence of information

technology has dramatically increased so that it is now a part of nearly

every aspect our dear life.

In a Nutshell, it will be pertinent to note from the definitions and

meanings given by these authors above, that today the term information

and communication technology has enveloped to encompass many

aspects of computing and technology, and the term is more recognizable

than ever before. The information technology umbrella can be quite large,

covering many fields and scopes of modern business organization.

Function of Modern Technology

Udo (2008) opined that the relevance/functions of information and

communication technology is enormous to the modern business

organization and its workers performance cannot be over emphasized.

The basic function includes:

a. Increased productivity: When a worker gets himself abreast with the

latest happenings and innovation in the business organization, his

efficiency and effectiveness is improved, resulting to increased

productivity.

b. Prestigious status: When an office worker gives himself over to

hearing new things he simply makes himself have our edge over others.

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c.Conducive/pleasant working environment: The use of modern

machines like computers. Telephones, tax machines, etc has drastically

reduced the quantity of files, papers, cabinets in some organizations,

making them neat and pleasant.

d. Ease of communication: When a worker is conversant with the

modern communication gadgets e.g telephone types to perform different

functions, have good knowledge of e-mails, internet, etc. Communicating

with other workers and organization becomes very easy.

e. Relevance and promotion in the place of work: A worker who has

taken time to develop himself becomes very relevant and inevitable to his

organizations. No organization would want to lose such a worker and as a

result, there is job security and of course the chances of getting promoted

are facilitated (Udo 2008).

Objectives Of Modern Technology

As aforementioned, information and communication technology is an

indispensable resources to the modern business organization and the

world at large. Because without of dynamism on business organizations

cannot be accomplished. Therefore, the objectives/aims of information

and communication technology according to Kabari (2015).

a.Support information processing task in an organization: Tasks such

a computing and printing payroll slips, creating presentations, setting up

was sites from which customers can order products etc.

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b. Enable innovation: A company/business can adopt information

technology to enhance its operations and satisfy its customers better them

other companies that do not adopt such innovations.

c. As a Collapse of time: This means information technology speed. E.g,

a typical home computer today can execute about 130 million instructions

per-second.

Concept of Administration

Simply defined, administration as the organization and direction of

persons in order to accomplish a specified end. Administration must exist

in any organization set up for a defined purpose or objective. Each

organization consists of human beings and material resources all in a

quest to attain the objective for which the organization is established

(Adebayo, 2011). Each head of an organization has under him/her the

hierarchy of subordinates, each with functions and responsibilities of the

objective of the organization. This process requires planning,

organization, command, co-ordination and control. All these constitute

administration, the administrator’s position within an establishment is

therefore strategic and pivotal. Administration is a process of

systematically arranging and coordinating the human and material

resources available to any organization for the main purpose of achieving

stipulated goals of that organization. When applied to the school system,

the process is referred to as educational administration or school

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administration.. Administration occurs in every organization. The basic

aim of administration is the need to get things done for defined objectives

to be accomplished (Adebayo, 2011). Educational administration is the

process of bringing men and materials together for effective and

functional teaching and learning in the school. The focus of educational

administration is the enhancement of teaching and learning. One can

define educational administration as a process through which the school

arrange and co-ordinate the resources available to education, for the

purpose of achieving the goals of the educational system (Amadi, 2008).

Administration can be defined as the process by which goals are achieved

through collective and cooperative human effort in a suitable

environment. It is the running of educational institutions, which involves

guidance, leadership, and controlling of the efforts of individuals in the

achievement of the goals of the institution. It involves the management of

resources, human and material, as well as evaluation or appraising the

result of educational efforts. Administration and management are

sometimes used synonymously. Administration is a component part of

management. Administration is widely applied in associations and

government services and non-profit organizations.

But management encompasses much more than administration – it

involves the work of analyzing and preparing complex policy documents

for decision by policy decision makers. Management is basically

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concerned with the formation of plans, programmes and policies while

administration is principally responsible for the execution or

implementation of these plans, programmes and policies. Administrators

are implementators while managers are formulators of programme.

Administration, like management also involves such elements as

planning, organizing, programming, staffing, budgeting, coordinating,

reporting and evaluating, but on a smaller scale than management.

(Amadi, 2008; Adekunle, 2013). Administration is an integral part of an

organization. Here, it is characterized as a service, an activity or a tool

through which the fundamental objectives of the process may be more

fully and efficiently realized. The school is an organization in the

organization. For effective school administration, the administrator needs

to be knowledgeable in the theories, techniques and principles of school

administration as a guide for action when necessary.

The principles of administration Fayol (1908) in Amadi (2008) presented

in this Publication (p. 912-916) were:

1. Unity of command

2. Hierarchical transmission of orders (chain-of-command)

3. Separation of powers - authority, subordination, responsibility and

control

4. Centralization

5. Order

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6. Discipline

7. Planning

8. Organization chart

9. Meetings and reports

10. Accounting

Though it is possible to develop various principles of administration by

generalizing from particular cases, the resulting abstractions seem to have

little significance. The process of administration involves action requiring

the application of any given principle in infinitely varying actual

situations. In brief, administration is an art requiring skill, practice, and

judgment. However much it can be analyzed in the abstract, it becomes

manifest only in specific concrete situations. In fact, the best

administrators may have difficulty in relating their actions to explicit

principles; the fully developed skill will most often lead to quasi-intuitive

action without a conscious frame of referred ministration (Simon 1947;

Amadi, 2008).

Secondary School Principals As Educational Administrators

The effectiveness of principal derives from his administrative capacities

and ability to make reasonable decision for effective secondary

administration. Poor job performance of teachers and poor academic

performance of students in secondary schools could be attributed partly to

poor administrative skills of school principals. This is because the

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principal is the pioneer of his school and should be expected to perform

certain expert and authoritative functions, bearing in mind that the end

goal will be determined by effective teaching and learning. Be it big or

small, public or private, it is the leader who usually provides direction

towards goals attainment. To accomplish school goals, a proficient and

viable executive must head the school. In schools, be it public or private

the administrator is mostly viewed as the principal.

The principal heads the secondary education, such head should have

demonstrated quality and the information to accomplish his managerial

goals. The principals are the custodian and bookkeeping officers of their

various institutions. Onyeike and Nwosu (2018) state that they assume all

routine jobs to accomplish all administrative tasks as leaders for

achieving school objectives. Principals are the leaders of their schools as

well as administrators in whose hands lie the future of these institutions.

In the school system, the duty of administration falls upon the principal.

He co-ordinates and organizes the entire organ towards the achievement

of goals. Being top on the hierarchy, his activities directly or indirectly

affect every other factor in the system, the teachers, students and other

non-teaching personnel. Principals role performance to a great extent

determine the effectiveness of the teachers in the performance of their

job. In fact, his dealings transcend the boundary of school to government

agencies like the school board, education commission as well as the host

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community. Each of these bodies has a role expectation of the principal

and he must successfully pilot the boat of the school to fulfillment of

goals (Uzoigwe, 2013).

In the school system, the leadership role of the principal is demonstrated

in his activities such as planning, coordination, supervision, decision-

making and motivation of staff and these are what distinguish him as the

head. It is very clear that where there is good educational planning,

cogent school programs, adequate staffing and facilities, what is most

needed is good leadership role performance to co-ordinate all these for

success (Okorie, 2009). The principal as the chief executive of schools

has multifarious tasks to accomplish for successful administration of the

school system. Several authors describe the functions and roles of the

school principal. Lashway (2009) describes the functions and roles of the

school principal as ‘head teacher, principal, leader of the school, school

father adviser, chief administrative executive, public relation officer,

curriculum director, innovator, policy maker, organizer, communicator,

school authority educator, perfectionist and philosopher. In the same vein,

the functions of the principal as supervision of instructions, curriculum

development, aid evaluation, school community relations, and

management of school finance, staff and student personnel

administration.

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Bernard and Goodyear (2008) posit that the principal is a standard setter,

one who leads in the development of an aspiration and expectation on the

part of both teachers and pupils to do good work. He assists the teachers

with their problems of improving methods, materials and evaluation and

thus provides a good measure of quality control. Principals can help

teachers improve their testing techniques and develop their ability to

analyze and interpret data. The principal as an administrator needs to

possess certain administrative skills to effectively perform his duty.

Several studies have discussed the administrative roles of principals.

(Bennel, 2004) states that within the secondary school system, the

principal stands out as the chief executive of the school, he is also the

school administrator, the instructional leader, the personnel manager for

both the pupils (students) and staff personnel.

The principal is also the finance and physical facility manager. The

principal is expected to maintain a good relationship with the immediate

community and also ensure a continuous contact with the ministry of

education in the area in which the school is situated. There are several

categories of administrative task areas in school system. These are pupil

personnel, staff personnel, instruction and educational modules

improvement, school account and business administration, school plant

and other general tasks (Adesina, 2010). Ehiametalor (2005) explains that

educational administrators concern themselves with four issues and

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functions which include: The procurement, training, maintenance,

development evaluation and remuneration of personnel. The

determination and implementation of the instructional programme is their

primary responsibility. The operation of educational business in its entire

ramification (Resources, Finance etc.), with the establishment and

maintenance of good public relations are products that will enhance better

teaching and learning environment. Ezeocha (2000) views the roles of

principals as supervision of instruction, curriculum development and

evaluation, school community relationship, staff personnel

administration, student personnel administration, management of school

finance and school physical facilities.

Role in Student Discipline: A large part of any school principal’s job is

to handle student discipline. The first step of having effective student

discipline is to make sure that your teachers know what you are expecting

when it comes to student discipline. Once they understand how you want

them to handle it, then your job becomes easier. The discipline issues you

deal with mostly come from teacher referrals. There are times that this

can take a large part of the day. (Mcador, 2019).

Role as a Teacher Evaluator: Most principals also are responsible for

evaluating their teachers’ performance following district and state

guidelines. An effective school has to have effective teachers and the

teacher evaluation process is in place to make sure that the teachers in

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your building are effective. Evaluations should be fair and well

documented pointed out both strengths and weaknesses (McIntyre, 2019).

Role in Developing, Implementing, and Evaluating Programs:

Developing, implementing, and evaluating the programs within the

school is another large part of a school principal’s role. A principal

should always be looking for ways to improve the student experience at

school. Developing effective programs that cover a variety of areas is one

way to ensure this. It is acceptable to look at other schools in the local

and to implement those programs within the school that have proved to be

effective elsewhere.

Role in Reviewing Policies and Procedures: An individual school’s

governing document is their student handbook. A principal should have

their stamp on the handbook. A principal should review, remove, rewrite,

or write policies and procedures every year as needed. Having an

effective student handbook can improve the quality of education your

students receive. It can also make a principal’s job a little easier. The

principal’s role is to make sure students, teachers, and parents know what

these policies and procedures are and to hold each individual accountable

for following them.

Role in Schedule Setting: Creating schedules every year can be a

daunting task. It can take some time to get everything to fall into its

proper place. There are many different schedules in which a principal

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may be required to create including a bell schedule, duty schedule,

computer lab schedule, library schedule, etc. Cross-checking each of

those schedules to ensure that you are not putting too much on any one

person at once can be difficult.

Role in Parent and Community Relations: Having good relations with

parents and community members can benefit principal in a variety of

areas. If he has built trusting relationships with a parent whose child has a

discipline issue, then it makes it easier to deal with the situation if the

parent supports the school and principals’ decision. The same holds true

for the community. Building relationships with individuals and

businesses in the community can help school out tremendously. Benefits

include donations, personal time, and overall positive support for your

school. It is a vital part of any principal’s job to nurture their relationships

with parents and community members.

Role in Delegating: Many leaders by nature have a hard time putting

things in others hands without their direct stamp on it. However, there is

so much that has to be done, that it is vital that a school principal

delegates some duties as necessary. Having people around that the

principal trust implicitly will make this easier. An effective school

principal simply does not have enough time to do everything that needs to

be done by themselves. They must rely on other people to assist them in

getting things done and trust that they are going to do the job well.

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Concept of Information and Communication Technology (ICT)

The Longman Dictionary of Contemporary English (New Edition) (2000)

describes Information Technology (IT) as “the study or use of an

electronic process for storing information and making it available”. This

definition is deficient because it limits the functions that reflect the

increasing network of the hardware and software especially in the area of

internet and the potentials it provide for communication. If we look at the

phrase: “storing and making information available”, one observes that

communication is involved. The message has to be encoded, passes

through a medium and decoded for use. Language is involved – coded in

verbal and written or embedded in signal, signs and symbols. Information

may take many different forms such as text, numbers, pictures, sound,

video and multimedia. To transfer information, Information Technology

(IT) systems use computers, telecommunications networks, and other

electronic devices. Thus the addition of the word ‘communication’ is

inevitable. Hence, we have the concept Information and Communication

Technology (ICT). When information and communication assume drifts

away from the orthodox verbal and print media towards the more recent

electronic media, the concept is known as Information and

Communication Technology (ICT). Thus ICT could be seen as the

combination of networks, hardware and software as well as the means of

communication, collaboration and engagement that enable the processing,

27
management and exchange of data, information and knowledge (Vooght

and Knezek, 2008). ICT as an electronic technology used for accessing,

processing, gathering, manipulating, presenting and communicating

information. ICT can be described as a combination of data careers for

example, video, CD-ROM, floppy disc, cell phones, Internet and software

in which the possibility for an interactive approach is offered. The World

Bank (2010) cited in Ofojebe and Olibe (2010) defined information and

communication as a generic term referring to technologies which are

being used for rapidly collecting storing, editing and passing on

information in various forms.

According to French (1996) in Nwite (2007), information and

communication technology is a broad based technology which includes

methods, managements and applications that are employed in the

creation, storage, manipulation and communication of information.

Information communication technology as a broad concept that has to do

with the harnessing of the process, the methods and the product of

electronic and communication related technologies (and other related

resources in today’s) knowledge – driven society), for enhancing the

availability, the spread and efficiency of a set of programmed activities

geared towards the achievement of clearly defined goals. Maki (2008)

defines ICTs as technologies used to communicate in order to create,

manage and distribute information. She adds that a broad definition of

28
ICTs includes computers, the Internet, telephone, television, radio and

audio-visual equipment. She further explains that ICT is any device and

application used to access, manage, integrate, evaluate, create and

communicate information and knowledge. Digital technology is included

in this definition as services and applications used for communication and

information processing functions associated with these devices (Ekpe,

2009). According to the Education Testing Service (ETS, 2002), the

International Literacy Panel regards ICT as combining Information

Technology (IT) and telecommunication. The panel further explains that

IT is the electronic display, processing and storage of information, but not

necessarily the transmission of the information.

Onunga and Shah (2005) cited by Makewa et al (2013) submitted that

digital technology reflects hardware and software products,

communication tools and products with services used to transmit

information. The term is meant to be as inclusive as possible to reflect the

breadth of hardware, software and infrastructure that make up ICT.

According to ICT hardware includes electricity infrastructure, desktop

computer, laptop computer, CD drive, printer, scanner, telephone (mobile

or landline) and projector. Makewa et al (2013) define software as

detailed instructions called programmes and data that enable the hardware

to perform its tasks at high speed. They further classify computer

software as system and application software. They outline that system

29
software, which manages computer operations, includes the operating

system of the computer, a compiler that translates programs and utility

programs such as back up. In addition, the authors mention that

application software handles the needs of the end user to solve specific

problems; examples include software packages that can be used in school

administration and related tasks. ICT application software include word

processing, spreadsheets, databases, e-mail, the Internet and presentation

software, which enhance the quality of leader-worker interactions. In this

study, ICT is therefore defined as a combination of ICT infrastructure

which includes hardware and application software and networks that

connect them.

Systems theory encompasses a wide field of research with different

conceptualizations and areas of focus. Specifically, within management

and marketing, a number of authors and scholars have adopted –

implicitly or explicitly – a vision of organizations as systems with the aim

of analyzing the relationship between organizations and their

environment).

Concept of Principals’ Administrative Effectiveness

Effectiveness is the ability to plan, organize and coordinate many and

often conflicting social energies in a single organization so adroitly,

Adams (1963), cited in Adeowole (2016). It implies that, it is the right

and duties attached to an individual irrespective of the gender of the

30
incumbent. Effectiveness is equivalent to achievement recorded by

incumbent administrator or principal of a school. It implies that, it is an

antecedent of function or role’s achievement of the principal. It could be

identified as a plan proposed in advance and accomplished later but

within a stipulated time or duration of school. Ipaya (1996) cited by

Besong (2001) noted that effectiveness is a part of function assumed by

someone, a set of specific responsibilities, assumed by a professional in a

setting. The implication is that when a principal maintains high morale

discipline and decorum among his staff and also students, he exhibits a

personality of effectiveness worthy of emulation. Uche, (2002) cited in

Adegun (2009) identified effectiveness in a series of his studies related to

effectiveness, that it is a symbol of good administration of the incumbent

namely: team work; morale or motivation of staff, good teaching

conducive social climate and counseling as well as rules and regulations.

The principal’s ability to control and maintain school facilities, initiates

projects and completes both the new ones and also those abandoned by

his predecessors is exemplary of effectiveness. Equally, monitoring

performance regular staff meeting, interaction, encouraging staff

participation in decision-making are an evidence of effectiveness.

Researchers on administrative effectiveness are often faced with

problems of deciding which organizational aspects and what criteria

should be used. Available literature shows that administrative

31
effectiveness could be measured in terms of the relationship between the

organization and the external environment (Heck, Johnsrud, and Rosser,

2000). Effectiveness of school administration is however dependent on

personal qualities, interaction with subordinates and the situation as well

as the ability to inspire all members of the school community to work

together toward the goal of excellence in education (Brouten, 2005).

Administrative effectiveness is the positive response to administrative

efforts and actions with an intention of accomplishing a stated goal. The

administrative performance in decision making, delegation of duties to

subordinates, and setting good examples and motivating the teachers and

students alike in an effort to create a conducive working environment to

accomplish school goal and objective seem to enhance subordinate

performance for school success. The administrative effectiveness of

secondary school principal had been observed by Adegun (2009), as a

factor inhibiting attainment of goals in secondary schools. Tess (2003),

claimed that administrators must motivate staff to use their creativity and

initiative as necessary in making inputs, towards the accomplishment of

institutional goals.

School administration is a key determinant for the realization of desired

outcomes and success in schools, hence it is seen as critical by all

stakeholders. Makewa, Meremo, Role and Role (2013) observed that the

principal as school administrator, faces enormous numerous challenges.

32
School principals are on the frontline of the battle to create an

environment for quality education at the secondary school level.

However, school principals work under difficult conditions and are often

not well prepared for the tasks they must undertake routinely Lokon et al,

2015). For one thing, there is an increase in school population, goals are

becoming complex, and resources are short in supply. This development

seems to have contributed to the inability of the school principals to carry

out their duties effectively.

Usage of Modern Technology Facilities For School Administration

Surveys on teachers and school administrators’ perception and

experiences in Africa on computers have revealed that both of them

viewed the use of computers in the classrooms as worthwhile but of less

importance in administration (Makewa et al, 2013; Muncheru, 2011;

Etudo-Eyo et al, 2010) problems faced in using computers in school

administration were difficulties in obtaining appropriate software,

computer viruses, hardware damage, inadequate number of computers

and printers, interrupted power supply to mention a few. However, the

power and influence flow to those who know more and have access to

better information via ICT facilities. Modern organization’s ability to

achieve results and the decision-making effectiveness of contemporary

managers is no longer dependent on just the quality of the manager but

more importantly in the usage of ICT channels. ICT helps in streamlining

33
administrative processes in the area of communication. ICT is effective,

in eradicating distortion and duplication of information thus enhancing

effective communication. Communication both within and outside the

school can be greatly enhanced by the use of internet (Oyedemi, 2015).

However, electronic communication can never replace human

communication for creating enthusiasm and spirit de corps. Computers

are tools not a total replacement for workers. (Etudor-Eyo, Etuk and

Azewena, 2009). They found a high level of utilization of ICT by some

school administrators in Akwa Ibom State, Nigeria. But innovative use of

ICT in administrative process in most secondary schools in that state

seems not to be widespread. This is made so by several constraints which

include lack of funds to sustain the ICT infrastructure, lack of staff with

appropriate skills to manage ICT and absence of institutional policies to

support and guide the use ICT.

Administration of secondary schools is largely dominated by the use of

manual operational methods. Secretaries and typists with outdated

typewriters are common sights in some schools today. Attempts have

been made to establish the utilization of computers in administering

secondary schools through interviews and questionnaire to collect data

from principals and teachers. It was revealed that the use of computers in

administrative work made it easier for principals and teachers to store

information and improve quality of documentation (Amenyedzi, Lartey

34
and Dzomeku, 2010; Sinoro, Odebero and Nasong, 2012). School

documentation is one of the core functions of principals. In the absence of

ICT, most principals do pen and paper kind of record keeping in which

more time and energy is spent. However, in light of ICT, devices like

computers, laptops, flash disks and e-mail are preferred for record

keeping. If not interfered with ICT storage devices enhance

confidentiality of school information and provide an opportunity for

school staff to digitally prepare, professional records. To this end it is

concluded that computers as storage devices are valuable in terms of

storage capabilities and information retrieval to print, scan or email.

Wakhanu and Kamper (2010) revealed that ICT use positively impacted

registration and confirmation of SSCE candidates, recording keeping of

various students’ records and stores and library supplies and meeting

minutes in secondary schools. The result was enhanced efficiency in

storage of information and retrieval, time management and enhanced

quality work. In schools with high population,usage of ICT is a big relief

with regard to financial costs (Kukali et al, 2018). With the computer,

printer and/or photocopy machine, typing and printing of work in bulk is

at low cost. Principal will also spend less time and less personnel are

involved. The administrative work is therefore much better in terms of

quality than when it is handwritten. Makewa et al (2013) opined that for

effective administration, principal should adopt ICT not only for teaching

35
and learning but also for administrative transactions. Saiti and

Prokopiadou (2009) in the research on the impact of ICT on school

administration indicated that ICT in the school environment may be

considered as a synonym for modernization of schools. The use of ICT in

schools is part of the extensive technological modernization of education

and administration.

Principals perceive the importance of the use of ICT in their broad

planning process, despite the challenges (Makewa et al, 2013), computer

technology – support demands visional leadership and effective

management from school principals. Afshari, Bakar and Wong (2010)

asserted that principals need to be cognizant of the benefits of the new

technologies. If principals understand the value of ICT and its benefits,

they are able to implement the innovations in their schools. Surveys on

teachers’ and principal’s perception on computers in Kenya revealed that

both teachers and principals viewed the use of computers as worthwhile.

Teachers and principals’ perceptions and attitudes play a significant role

in the use of computers. Hence the need to provide pre-service and

inservice training to enable teachers successfully teach using computers

in the classroom and principals to use ICT for administration. The

following key administrative areas of ICT use have been identified

namely: student administration, personnel administration, financial

administration, general administration and supervision of instruction.

36
Principals in secondary schools need effective and fast communication

and accessibility to information to perform in these administration areas.

2.2 THEORETICAL FRAMEWORK

The system theory is therefore considered most relevant to this study. The

system theory was propounded in 1920 by Bertalanffy. The system was

seen as a series of interrelated and interdependent parts in such a way that

the interaction of any part of the system affects the whole system. That is,

one part of the system must interact and depend on the other parts around

it to function effectively. The system theory is relevant to education

system because the concept of interaction and interdependence of parts

with the education system like all other social systems has identical

properties with the other system. A system, such as an enterprise must be

viewed as a whole (Adekunle, 2013). A system can either be closed or

open. A closed physical system has the tendency to run down, whereas an

open system does not if an open must survive, it must be able to use up

enough input from the environment to upset its output, as well as the

energy and the material used in the operation of the system. For a

dynamic equilibrium to be achieved, there must be a feedback system –

the systems flow chart looks like this (figure 1).

37
An organization receives inputs from the society in form of people,

materials money and information. It transforms these outputs of products

and service. Money and market provide a mechanism for recycling

resources between the organizations. System reveals critical variables and

other interaction with one another in any problem. The system make one

conscious of the fact that a single problem should s not be treated with

regard to consequences or other relating systems. Since Aristotle’s claim

that knowledge is derived from the understanding of the whole and not

that of the single parts (Aristotle’s Holism), researchers have been

struggling with systems and parts in terms of their contents and their

relative dynamics. This historic effort evolved during the last century into

so-called “systems theory” (Meadows, 2008).

Systems theory is an interdisciplinary theory about every system in

nature, in society and in many scientific domains as well as a framework

with which we can investigate phenomena from a holistic approach.

Systems thinking comes from the shift in attention from the part to the

whole (Mele and Polese, 2008), considering the observed reality as an

integrated and interacting unicuum of phenomena where the individual

38
properties of the single parts become indistinct. In contrast, the

relationships between the parts themselves and the events they produce

through their interaction become much more important, with the result

that “system elements are rationally connected” towards a shared purpose

(Golinelli, 2009). The systemic perspective argues that we are not able to

fully comprehend a phenomenon simply by breaking it up into

elementary parts and then reforming it; we instead need to apply a global

vision to underline its functioning.

The school as an open system consists of many parts including:

- Administrative staff (e.g. Principals)

- Administrative tools (e.g. ICT)

- School Plant (e.g. classrooms)

- Instructional Facilities (e.g. visual materials)

- Academic staff

- Students

- Internal Examinations

- Parents

– teachers’ Association

- School-Based Management Committees

2.3 EMPIRICAL REVIEW

Humanity is currently in an electronic age which is characterized by

bridging the gap between distance and time, giving way to information

39
revolution built around information and communication. Therefore,

Etudor-Eyo, Ante and Emah (2012) obtained data from 396 secondary

school administrators through the Administrators’ Use of ICT

Questionnaire (AUIQ) and Administrators’ Communication

Questionnaire (ACQ) to investigate how the use of ICT (Information and

Communication Technology) predicts communication effectiveness

among secondary school administrators in Akwa Ibom State, Nigeria.

The findings were that the extent of administrators’ use of ICT and the

extent of administrators’ effectiveness in communication are high; there

is a significant positive relationship between administrators’ use of ICT

and administrators’ effectiveness in communication; the effectiveness of

secondary school administrators in communication is significantly

predicted by the use of ICT. Based on the findings, conclusions were

drawn and recommendations made that Government should make ICT

tools available in all secondary schools for the administrators; workshops

on the use of ICT should be organized from time to time by the

Governments and NGOs (Non-Governmental Organizations) for school

administrators who are not yet ICT literate; and skilled manpower should

be employed to teach those administrators who are still illiterate in this

regard by NGOs, the government, and individuals.

Okon, Ekaette and Ameh (2015) investigated the relationship between

information and communication technology (ICT) utilization and

40
principals’ administrative effectiveness in public secondary schools in

Akwa Ibom State, Nigeria. Two hypotheses were formulated to guide the

study. Ex-post facto research design was adopted for the research. The

population of the study comprised all the 348 public secondary school

principals and vice principals in Akwa Ibom State, Nigeria. A sample of

two hundred and fifty-five (255) principals was drawn from eighty-five

(85) public secondary schools through purposive sampling technique.

Two self-structured questionnaires titled “Information and

Communication Technology Utilization Questionnaire (ICTUQ)” and

“Principals’ Administrative Effectiveness Questionnaire (PAEQ)” were

used for data collection. The results of the analysis revealed a significant

relationship between ICT usage in the communication process and record

keeping, and principals’ administrative effectiveness. It was

recommended that government should reward ICT-compliant

administrators in order to stimulate others in ICT usage for more effective

administrative ends.

Adeyemi and Otileye (2010) investigated the use of information

communication and technology (ICT) for effective management of

secondary schools in Ekiti State, Nigeria. The study was a descriptive

survey. The study population comprised all the 182 secondary schools in

the State. Out of this population, a sample of 160 secondary schools was

taken and selected through the stratified random sampling technique. Out

41
of the 6,278 teachers in the schools, 812 teachers made up of 160

principals and 652 teachers were selected for the study. The method of

selection was also through the stratified random sampling technique. The

instrument used to collect data for the study was a questionnaire while the

data collected were analyzed using frequency counts, percentages and

Pearson Product Moment Correlation analysis. It was found that the level

of provision of ICT equipment to secondary schools in the State was low.

The level of principals’ management of schools was also low. The

intermittent disruption of electricity and inadequate funding were found

as major problem inhibiting the usage of ICT equipment for the

management of schools in the State. It was concluded that the State

government was not fully ready to imbibe (ICT) for the effective

management of secondary schools in the State. It was recommended that

the State government should supply the necessary ICT equipment to all

secondary schools in the State. Government should also improve the

training of principals, teachers and computer personnel in the use of

computers and other ICT equipment through seminar, workshop and in

service training.

In this 21st century, there has been great focus on Information

Communication Technology (ICT) integration in educational institutions

aimed at realigning operations for global competitiveness and enhanced

service delivery. The government of Kenya, through the National ICT

42
Policy and strategic plan of 2006, set strategies and invested in ICT with

the objective of integrating ICT in educational institutions. In Public

Secondary Schools (PSS), principals’ leadership was relied upon to

oversee integration. However the impact is way below expectations due

to financial constraints, unavailability and inadequacy of ICT equipment

and lack of training. Kukali, Kawasonga and Rabari (2018) principals’

leadership in ICT integration in Public Secondary Schools Management

(PSSM) in Bungoma County, Kenya. Objective of the study was to assess

the impact of principals’ leadership in ICT integration in PSSM in

Bungoma County. This study adopted Hasan (1998) Activity Theory in

which whole work activity is broken into subject (person studied), tool

(mediating device) and object (intended activity). Descriptive survey

design was employed. Study population was 272 Principals and 272

Deputy Principals (DPs) from PSS. Simple random and saturated

sampling techniques were utilized to select 82 principals and 245 DPs

respectively. Instruments of data collection were Interview schedules,

questionnaire, Observation Checklist and Document Analysis Guide.

Validity was ascertained by revising the instruments based on feedback

from experts in the School of Education, Maseno University. A pilot

study was conducted among 27(10%) principals and 27(10%) DPs using

test re-test method and this yielded reliability of 74 for DPs’

questionnaire which was above .70 threshold and therefore acceptable.

43
Quantitative data were analyzed and presented in terms of frequencies

and percentages while qualitative data from interview schedules, open

ended questionnaires, Observation Checklist and Document analysis

guide were analyzed thematically. The study revealed high impact on

effective registration of Kenya Certificate of Secondary Schools (KCSE)

candidates and time management, moderate impact on improved

communication with stakeholders, provision of easier environment in

record preparation while majority rated enhanced financial accountability

no impact. The study recommended that the Ministry of Education

(MOE) should increase its budgetary allocation to improve on availability

and adequacy of ICT equipment and mount an in-service program on

financial automated management systems for principals’ to enhance

knowledge and skills in ICT integration.

Onyeike and Nwosu (2018) investigated principals’ administrative and

supervisory roles for teachers’ job effectiveness in secondary schools in

Delta State. Two research questions and two hypotheses guided the study.

Descriptive survey was adopted while the population of the study was

8452 teachers of secondary schools in the state. The sample size of 265

teachers which represent 3.1% of the entire population was drawn

through cluster sampling technique. A questionnaire titled principal’s

administrative and supervisory roles for teachers’ job effectiveness

Questionnaire (PASTJEQ) was developed and used for data collection.

44
The research questions were answered using mean (X), mean set (X X),

standard deviation (SD) and rank order statistics to answer the research

questions, while the null hypotheses were tested at 0.05 level of

significance using the z test statistics. The findings among others are as

follows: principals engage in staff personnel administration and providing

assistance on instructional activities to teachers in Delta State. It was

recommended among others that Principals should adopt modern

supervisory techniques that are more human and government should

initiate a periodic training for principals on administrative roles

performance.

Makewa, Meremo, Role and Role (2013) investigated whether there was

a significant difference between teachers’ and administrators’ perceptions

on the importance of Information and Communications Technologies

(ICT) in secondary school administration and evaluated the extent to

which it was used by administrators in Kenya. In this study,

administrators are those involved in the day to day running of secondary

school duties such as: the principal, deputy principal and heads of

departments. The researchers used a descriptive-comparative research

design to obtain information on the current status of ICT. The t-test was

used to establish whether there was any significant difference in

perceptions while a Pearson product-moment correlation coefficient was

used to find whether there was any significant relationship between

45
educators’ perceptions of the importance and extent of ICT use in

secondary school administration. Both teachers and administrators rated

the use of ICT in secondary school administration as important. Teachers

and administrators viewed the use of ICT in student administration as

equally important. Administrators rated the importance of using ICT in

supervision of instruction and in student administration more highly.

There was a significant difference between the perceptions of teachers

and administrators on the importance of ICT use in the following areas of

secondary school administration: student administration, general

administration and supervision of instruction.

Information and Communication Technology (ICT) sweeping through the

global world, there is the need for Nigeria and her educational

administrators to keep abreast of the principles and applications of ICT

for effective job performance. Adewole (2016) examined the impact of

ICT on principals’ administrative effectiveness in Kwara State Secondary

Schools. The study used a descriptive survey method of research design.

Random sampling technique was used to select 60 out of 333 senior

secondary schools in Kwara State. Also, a principal and two vice

principals’ were selected from each of the 60 public secondary schools

used for this study. This brought the total of respondents used to 180.

Data were collected using a structured questionnaire titled “ICT and

Principal’s Administrative Effectiveness Questionnaire” (ICTPAEQ)

46
which was used to elicit data from the respondents. Data collected were

statistically treated with frequency counts, cross tabulations and

percentages in analyzing the research questions raised in this study.

Results obtained revealed that, the level of availability of Information and

Communication Technology (ICT) facilities in the sampled secondary

schools was moderated. Principals frequently utilize ICT facilities like

radio for listening to latest happenings around the globe, handsets for

communication between principal and staffs principal and students as

well as staff and students and Scanners for scanning passports and

documents. Principals’ are effective with the use of ICT equipment in

browsing the internet for up-to-date information hypotheses? From the

findings of this study, it was recommended that, the Federal Government

of Nigeria should as a matter of urgency put more effort improving the

power supply to all schools in the Country; and government in the

respective State should also intensify more effort in increasing the

funding of secondary schools in line with the UNESCO standard of 26%

allocation of national budget to education.

Merirenga and Koringura (2013) studied the utilization of computers in

managing secondary schools in West Pokot county, Kenya among

principals, deputy principals and teachers. The study revealed that use of

computer in administrative work made it easier for both. For instance, it

made students records safe in term of storage and documentation.

47
Computer generated data improved efficiency in performance of school

administration. The use of ICT in management improved effectiveness

and efficiency, decision-making, accountability, communication and

record keeping making these functions cost-effective and easier in public

secondary schools (Manduku, Kosgey and Sang, 2012). Working in the

Kesses Zone in Kenya, the researchers found that in spite of the benefits

associated with adoption and use of ICT in management, school

management had not fully realized full potential of ICT in carrying out

management activities.

In a study carried out in Tehran Iran, Afshari et al (2010) carried out a

study on principals’ level of computer use and some contributing factors.

The sample comprised secondary school principals. The study established

that ICT usage improved principals’ ability on school budgeting

monitoring and reporting management skills relevant to current

information age. Beside the Internet provide principals an opportunity to

improve management skills, like decision-making and problem solving.

A study was carried out on use of computers and Internet as supplement

sources of educational materials in senior high schools of Tema

Metropolis Ghana. The study revealed that at least 30% of teachers used

computers and Internet for research and data base to retrieve students’

academic performance records easily and fast. Computerizing reporting

system in school saved time for administrative staff. The management in

48
turn harmonized reports from teachers work modalities to monitor and

track students’ performance. Through parental alert software, there was

faster communication with parents. Automatically generated cell phone

calls, text messages and e-mails were used to update parents on students’

performance (Amenyedzi, Latery and Dzomeku, 2010).

Factors affecting modern technology and principal effectiveness

Data on the adoption and use of technology such as computers have

generally shown that a number of factors, such as education,

socioeconomic status, attitudes toward the technology, the perceived

benefits of technology, and access to technology, influence technology

adoption. Government support, quality of human resources, funding of

technological innovation, economic conditions and business partners are

also factors hindering.

Factors affecting its integration and principle effectiveness

Multiple variables affect technology integration. These variables

includes: Gender, professional seniority, and duration of computer use,

technical support, technological pedagogical content knowledge

(TPACK), individual innovativeness and attitude.

49
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

In this chapter, we described the research procedure for this study. A

research methodology is a research process adopted or employed to

systematically and scientifically present the results of a study to the

research audience viz. a vis, the study beneficiaries.

3.1 Research Design

Research designs are perceived to be an overall strategy adopted by the

researcher whereby different components of the study are integrated in a

logical manner to effectively address a research problem. In this study,

the researcher employed the survey research design. This is due to the

nature of the study whereby the opinion and views of people are sampled.

According to Singleton & Straits, (2009), Survey research can use

quantitative research strategies (e.g., using questionnaires with

numerically rated items), qualitative research strategies (e.g., using open-

ended questions), or both strategies (i.e. mixed methods). As it is often

used to describe and explore human behaviour, surveys are therefore

frequently used in social and psychological research.

3.2 Population of the Study

50
According to Udoyen (2019), a study population is a group of elements or

individuals, as the case may be, who share similar characteristics. These

similar features can include location, gender, age, sex or specific interest.

The emphasis on study population is that it constitutes individuals or

elements that are homogeneous in description.

This study was carried out to examine empirical study on integration of

modern technology and administrative effectiveness in public secondary

schools using Isoko North Local Government Area Delta State as a case

study. Hence, the population of this study comprises of principals in some

selected public senior secondary school in Isoko North Local

Government Area Delta State.

3.3 Sample Size Determination

A study sample is simply a systematic selected part of a population that

infers its result on the population. In essence, it is that part of a whole that

represents the whole and its members share characteristics in like

similitude (Udoyen, 2019). In this study, the researcher adopted the

convenient sampling method to determine the sample size.

3.4 Sample Size Selection Technique and Procedure

According to Nwana (2005), sampling techniques are procedures adopted

to systematically select the chosen sample in a specified away under

controls. This research work adopted the convenience sampling technique

in selecting the respondents from the total population.

51
In this study, the researcher adopted the convenient sampling method to

determine the sample size. Out of the entire principals in some selected

public senior secondary school in Isoko North Local Government Area

Delta State, the researcher conveniently selected 57 respondents as

sample size for this study. According to Torty (2021), a sample of

convenience is the terminology used to describe a sample in which

elements have been selected from the target population on the basis of

their accessibility or convenience to the researcher.

3.5 Research Instrument and Administration

The research instrument used in this study is the questionnaire. A survey

containing series of questions were administered to the enrolled

participants. The questionnaire was divided into two sections, the first

section enquired about the responses demographic or personal data while

the second sections were in line with the study objectives, aimed at

providing answers to the research questions. Participants were required to

respond by placing a tick at the appropriate column. The questionnaire

was personally administered by the researcher.

3.6 Method of Data Collection

Two methods of data collection which are primary source and secondary

source were used to collect data. The primary sources was the use of

questionnaires, while the secondary sources include textbooks, internet,

52
journals, published and unpublished articles and government

publications.

3.7 Method of Data Analysis

The responses were analyzed using frequency tables and mean scores,

which provided answers to the research questions.

In using the mean score, the four points rating like its scale will be

given values as follows:

SA = Strongly Agree 4

A = Agree 3

D = Disagree 2

SD = Strongly Disagree 1

Decision Rule:

To ascertain the decision rule; this formula was used

4+3+2+1 =10
= 2.5
4 4
Any score that was 2.5 and above was accepted, while any score that was

below 2.5 was rejected. Therefore, 2.5 was the cut-off mean score for

decision taken. While the hypotheses will be tested using Pearson

Correlation statistical tool, SPSS v23.

3.8 Validity of the Study

Validity referred here is the degree or extent to which an instrument

actually measures what is intended to measure. An instrument is valid to

53
the extent that is tailored to achieve the research objectives. The

researcher constructed the questionnaire for the study and submitted to

the project supervisor who used his intellectual knowledge to critically,

analytically and logically examine the instruments relevance of the

contents and statements and then made the instrument valid for the study.

3.9 Reliability of the Study

The reliability of the research instrument was determined. The Pearson

Correlation Coefficient was used to determine the reliability of the

instrument. A co-efficient value of 0.68 indicated that the research

instrument was relatively reliable. According to (Taber, 2017) the range

of a reasonable reliability is between 0.67 and 0.87.

3.10 Ethical Consideration

The study was approved by the Project Committee of the Department.

Informed consent was obtained from all study participants before they

were enrolled in the study. Permission was sought from the relevant

authorities to carry out the study. Date to visit the place of study for

questionnaire distribution was put in place in advance.

54
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

INTRODUCTION

This chapter presents the analysis of data derived through the

questionnaire and key informant interview administered on the

respondents in the study area. The analysis and interpretation were

derived from the findings of the study. The data analysis depicts the

simple frequency and percentage of the respondents as well as

interpretation of the information gathered. A total of fifty-seven(57)

questionnaires were administered to respondents of which fifty fifty (55)

were returned while 50 were validated. This was due to irregular,

incomplete and inappropriate responses to some questionnaire. For this

study a total of 50 was validated for the analysis.

4.2 DATA PRESENTATION

The table below shows the summary of the survey. A sample of 57 was

calculated for this study. A total of 55 responses were received whiles 50

was validated. For this study a total of 50 was used for the analysis.

Table 4.1: Distribution of Questionnaire

Questionnaire Frequency Percentage

Sample size 57 100

55
 Received 55 96.57

Validated 50 90.43

Source: Field Survey, 2023

Table 4.2: Demographic data of respondents

Demographic Frequency percent

information

Gender

Male 22 44%

Female 28 56%

Age

20-30 6 12%

30-40 18 36%

41-50 18 36%

51+ 8 16%

Education

BSC 30 60%

MASTERS 12 24%

PHD 8 16%

Marital Status

Single 2 4%

Married 26 52%

56
 Separated 5 10%

Divorced 5 10%

Widowed 12 24%

Source: Field Survey, 2023

4.3 ANSWERING RESEARCH QUESTIONS

Question 1: Is there an adequate adoption of modern technology to aid

the execution of administrative roles in public secondary schools Isoko

North Local Government Area Delta State?

Table 4.3: Respondent on question 1

Options Frequency Percentage

Yes 13 26

No 26 52

Undecided 11 22

Total 50 100

Field Survey, 2023

From the responses obtained as expressed in the table above, 26% of the

respondents said yes, 52% said no. while the remaining 22% were

undecided.

Question 2: Does the use of modern technology enhances principals’

effectiveness in carrying out their administrative role in public secondary

school?

Table 4.4: Respondent on question 2

57
Options Frequency Percentage

Yes 25 50

No 10 20

Undecided 15 30

Total 50 100

Field Survey, 2023

From the responses obtained as expressed in the table above, 50% of the

respondents said yes, 20% said no, while the remaining 30% were

undecided.

Question 3: What is the extent lack of modern technology affects of

principals administrative effectiveness in public secondary schools in

Isoko North Local Government Area Delta State?

Table 4.5: Respondent on question 3

Options Frequency Percentage

High extent 31 62

Low extent 10 20

Undecided 09 18

Total 50 100

Field Survey, 2021

From the responses obtained as expressed in the table above, 62% of the

respondents said high extent, 20% said low extent. while the remaining

18% were undecided.

58
Question 4: What are the factors affecting the integration of modern

technology in public secondary school in Isoko North Local Government

Area Delta State?

Table 4.6: Mean Responses on the factors affecting the integration of

modern technology in public secondary school Isoko North Local

Government Area Delta State

S/ ITEM S A D S X S.D DECISIO

N STATEMENT A 3 2 D N
4 1
1 Inadequate 23 1 1 5 3. 2.5 Accepted
availability of finance 2 0 1 7
2 Teacher’s Lack Of 20 2 7 2 3. 2.5 Accepted
Technological Skills 1 3 5
3 Students poor 19 1 8 7 3. 2.7 Accepted
exposure to
6 0 4
technology
4 Epileptic power 22 1 9 1 3. 2.5 Accepted
supply
9 3 6
5 Poor management 24 1 6 6 2. 2.4 Accepted
attitude and less 4 9 7
interest to modern
technology
Source: Field Survey, 2023

In table 4.6 above, the factors affecting the integration of modern

technology in public secondary school in Isoko North Local Government

Area Delta State, the table shows that all the items (item1-item5) are

59
accepted. This is proven as the respective items (item1-item5) have mean

scores above 2.50.

TEST OF HYPOTHESES

Ho: There is no significant relationship between modern technology

usage and principals’ administrative effectiveness public secondary

school.

Level of significance: 0.05

Decision Rule:

In taking decision for “r”, the following riles shall be observed;

i) If the value of “r” tabulated is greater than “r” calculated, accept

the alternative hypothesis (H1) and reject the null hypothesis

(H0).

ii) If the “r” calculated is greater than the “r” tabulated, accept the

null hypothesis (H0) while the alternative hypothesis is rejected

Table 4.7: Pearson Correlation Table showing the relationship

between modern technology usage(MTU) and principals’
administrative effectiveness public secondary school(PAEPSS).
MTU PAEPSS

MTU Pearson 1 .821**

Correlation

Sig. (2-tailed) .000

N 50 50

PAEPSS Pearson .821** 1

60
 Correlation

Sig. (2-tailed) .000

N 50 50

Source: Survey data, 2023

**. Correlation is significant at the 0.05 level (2-tailed)

The Pearson Correlation result in Table 4.7 contains the degree of

association between MTU and PAEPSS. From the result, the Pearson

correlation coefficient, r, value of 0.821 was positive and statistically

significant at (p< 0.000). This indicates that there is a significant

relationship between modern technology usage and principals’

administrative effectiveness public secondary school.

Thus, MTU and PAEPSS are correlated positively.

CHAPTER FIVE
61
 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:

5.1 Introduction

This chapter summarizes the findings on empirical study on integration of

modern technology and administrative effectiveness in public secondary

schools using Isoko North Local Government Area Delta State as a case

study. The chapter consists of summary of the study, conclusions, and

recommendations.

5.2 Summary

In this study, our focus was to examine empirical study on integration of

modern technology and administrative effectiveness in public secondary

schools using Isoko North Local Government Area Delta State as a case

study. The study was specifically carried out to find out whether there is

an adequate adoption of modern technology to aid the execution of

administrative roles in public secondary schools, ascertain whether the

use of modern technology enhances principals’ effectiveness in carrying

out their administrative role in public secondary school, determine the

extent lack of modern technology affects of principals administrative

effectiveness in public secondary schools, and find out the factors

affecting the integration of modern technology in public secondary school

in Isoko North Local Government Area Delta State.

The study adopted the survey research design and randomly enrolled

participants in the study. A total of 50 responses were validated from the

62
enrolled participants where all respondent were principals in some

selected public senior secondary school in Isoko North Local

Government Area Delta State.

5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

 There is no adequate adoption of modern technology to aid the

execution of administrative roles in public secondary schools in Isoko

North Local Government Area Delta State.

 The use of modern technology enhances principals’ effectiveness in

carrying out their administrative role in public secondary school.

 The extent lack of modern technology affects of principals

administrative effectiveness in public secondary schools in Isoko

North Local Government Area Delta State is high.

 The factors affecting the integration of modern technology in public

secondary school in Isoko North Local Government Area Delta State

includes: inadequate availability of finance, teacher’s lack of

technological skills, students poor exposure to technology, and

epileptic power supply.

5.4 Recommendation

Based on the findings the researcher recommends that;

i. The State Government or its agency supervising secondary schools

should show more interest in imbibing information communication

63
technology (ICT) and in supplying the necessary ICT facilities to

secondary schools in urban and rural locations.

ii. Government should also improve on the level of training of principals,

teachers as computer and other ICT personnel through induction courses,

refreshers courses, seminars and workshops.

iii. Principals and vice principals should also show more interest in the

use of ICT for the administration of their schools.

iv. The State Government should try to provide electricity generating sets

to all secondary schools in order to reduce impact of the intermittent

supply of pubic electricity supply.

v. Government should provide well-equipped dedicated classrooms in all

schools for use at computer centres.

vi. Skilled manpower should be consulted to teach principals and staff

who are still illiterate in ICT.

vii. The packages that accompany computers should be provided by the

government, individuals and non-governmental organizations to schools.

viii. The Federal Government and the State Governments should increase

the funding of education in line with the UNESCO standard of 26%

allocation of national or state budgets to education.

64
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APPENDIXE
QUESTIONNAIRE

PLEASE TICK [√] YOUR MOST PREFERRED CHOICE(s) ON A

QUESTION OF YOUR CHOICE

SECTION A

PERSONAL INFORMATION

1. Gender

Male [ ]

Female [ ]

2. Age

20-30 [ ]

30-40 [ ]

41-50 [ ]

51+ [ ]

3. Education
HND/BSC [ ]
MASTERS [ ]

74
PHD [ ]
4. Marital Status
Married [ ]
Separated [ ]
Divorced [ ]
Widowed [ ]

75
SECTION B

Question 1: Is there an adequate adoption of modern technology to aid

the execution of administrative roles in public secondary schools Isoko

North Local Government Area Delta State?

Options Please Tick

Yes

No

Undecided

Question 2: Does the use of modern technology enhances principals’

effectiveness in carrying out their administrative role in public secondary

school?

Options Please Tick

Yes

No

Undecided

Question 3: What is the extent lack of modern technology affects of

principals administrative effectiveness in public secondary schools in

Isoko North Local Government Area Delta State?

Options Please Tick

76
High extent

Low extent

Undecided

Question 4: What are the factors affecting the integration of modern

technology in public secondary school in Isoko North Local

Government Area Delta State?

S/N ITEM STATEMENT SA A D SD

1 Inadequate availability of finance

2 Teacher’s Lack Of Technological
Skills
3 Students poor exposure to technology

4 Epileptic power supply

5 Poor management attitude and less

interest to modern technology

77