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 Volume 5 No. 10, October 2015 ISSN 2223-4985

International Journal of Information and Communication Technology Research

©2015 ICT Journal. All rights reserved

http://www.esjournals.org

Availability and Utilization of Information and Communication

Technology by Students of University of Uyo, Uyo. Akwa Ibom State,
Nigeria.
Ekerete, B. I1. ,Ekanem, J. T2.
1Department of Agricultural Economics and Extension,
Faculty of Agriculture, University of Uyo, Akwa Ibom State, Nigeria.
2 Department of Agricultural Economics and Extension,

Faculty of Agriculture, Akwa Ibom State University, Nigeria.

ABSTRACT
This study investigated the availability and use of information and communication technology among undergraduate students
of the University of Uyo, Akwa lbom State, Nigeria. Five research questions guided the study and a structured questionnaire
was used to collect data from 198 students out of 936 registered undergraduate students using stratified and proportionate
sampling techniques. The data collected were analyzed using simple percentage and T-test Analysis. The study revealed that
students in the Faculty of Agriculture, University of Uyo are mostly females and single. The majority of the students were 25
years and below. Most of the students owned ICT gadgets (81.2%) and were sponsored by their parents (75.8%). Among the
ICT facilities considered, mobile phones were available and accessible to all students and was most utilized (mean score =
2.77). The result also revealed that male and female students in the Faculty of Agriculture do not differ in their levels of
utilization of ICT facilities. It concludes that the need for the development of ICT used in Nigerian universities for the
improvement of teaching and learning for the students cannot be overemphasized. It was recommended among others that
students should see the use of ICT as potentially going well beyond the use of the internet to search for resources and the use
of email to stay in touch with tutors and fellow students but for greater endeavour like e-conferencing, banking etc.

Keywords: Availability, Utilization, Information and Communication Technology (ICTs), Students.

I. INTRODUCTION previously possible, creating new learning and teaching

possibilities, enhancing achievements and extending
Globally, some nations of the world are considered interactions with local and global communities. The need
information- rich societies. Acquisition of knowledge has for the changes in the learning process paved way for
become the great priority of individual persons; however, Information and Communication Technology use in the
the transfer of their knowledge is efficiently obtainable teaching and learning process where students are
within the scheme of education which could be formal or expected to play more active roles than before [3]. This
informal. Access to fast growing knowledge is directly fact is further stressed by [4] who points out that, in
related to new technologies thus quality information and relation to the use of ICT for learning, technology holds a
knowledge transfer becomes an invaluable and veritable promise of improved access to information and increased
tool for personal development. According to [1] interactivity and communication between teachers and
Information and Communication Technology (ICT) is a their students. In the faculty of Agriculture, University of
communication tool used in educational knowledge Uyo, students engage in several learning activities that
transfer process especially in tertiary institutions. ICT has employ the use of ICT gadgets such as research,
the potential to support and improve education across the assignments, mailing, information processing and storage
curriculum and also enhance opportunities for effective among others. It is on this thrust that this paper is billed
communication between teachers and students more than to investigate the constraints to ICT usage by students of
ever before. Reliable information and effective this institution in Nigeria.
communication are crucial elements in the learning
process. Thus, the application of Information and II. UTILIZATION OF ICT IN
Communication Technology (ICT) is not only EDUCATION
emphasised in corporate business and the industrial
sector, but it is an essential part of education at all levels [5] says “Beyond the immediate educational goal is the
[2]. ICT is generally believed to foster cooperative question of how to provide the ‘best education’ to form
learning, provide more information through simulation the next generation of competent leaders from community
and make complex learning experiences easier to to the national and global levels, economic planners,
understand. Therefore, the use of ICT cannot be ignored scientists, artists, humanists and more generally informed
either by teachers or the students and its usage in tertiary citizens, especially in this fast-paced, technology-prone
institutions entails engaging students in ways not and globalize world (p.2)”. Thus, to compete favourably
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in a competitive global economic environment, a highly exchange via the worldwide web, we have seen different
skilled and educated workforce with aptitude and skills in applications of ICTs in enhancing cognitive development
the application of ICT is very essential. This makes [20].
knowledge and use of ICT central to education in the 21st
century. Utilization of ICT in Tertiary Education in
Nigeria
According to [6], a rapidly changing world like ours
requires basic education as an essential tool for an [21] stated that the National Universities Commission
individual to be able to access and apply information. The (NUC) the government agency responsible for registering
Economic Commission for Africa has indicated that the and regulating universities in Nigeria has recommended
ability to access and use information is no longer a one computer to every four students, one to every two
luxury, but a necessity for development. Unfortunately, lecturers below the grade of Lecturer 1, one per Senior
many developing countries, especially in Africa, are still Lecturer, and one notebook per Professor/Reader.
low in ICT application and use [7]. Studies have further However, some universities have made giant strides in
established the roles of ICT in achieving quality campus-wide area networking and e-learning course
education at all levels of the school system. ICT is seen as deliveries. One of such university is the Obafémi
key tool in acquiring, processing and disseminating Awolowo University (OAU) with its own VSAT access
knowledge. It offers increasing possibilities for to the Internet and a campus-wide internet. OAU has
codification of knowledge about teaching activities embarked on the progressive application of ICT to all its
through being able to deliver learning cognitive activities functions and services – academic, research and
anywhere, anytime [8]. administrative. The OAU has more than 6,000 users on
more than 1,000 computers distributed in 15 computer
[9] noted that ICT has impacted on the quality and laboratories across the campus. Closely followed by the
quantity of teaching, learning and research in traditional University of Jos (UNIJOS). UNIJOS, in collaboration
and distance education institutions through provision of with AVOIR (African Virtual Open Initiatives and
dynamic, interactive and engaging content and providing Resources) and the Carnegie Corporation (USA), has
real opportunities for individualized instruction. It has the developed e-learning programmes for several
potential to accelerate, enrich and deepen skills, motivate departments. One notable achievement is the medicine by
and engage students in learning; help to relate school e-learning Web site of the Department of Anatomy of
experiences to work practices, contribute to radical UNIJOS that permits students to undertake virtual
changes in the schools and provide opportunities for electronic dissections – a phenomenon believed to be the
connection between the school and the real world [10]. first of its kind in medical training worldwide. Under a
Other researchers; [11] and [12] have also argued that collaborative programme, lecturers from the Universities
ICT have the potential to transform learning of Oxford and Cambridge have facilitated courses as part
environments and improve the quality of learning, by of the ICT initiative sponsored by A.G. Leventis [21].
making learning more situated [13], providing access to
richer environment [14], increasing opportunities for The National Open University of Nigeria (NOUN),
active learning, interconnectivity and feedback [15], [16], established in 2002, has created 27 study centres across
enhancing motivation to learn [17], offering varieties of the country. Each NOUN’s study centre is a computer
new possibilities to learners [18] and having a positive laboratory/cyber café equipped with a minimum of 25
effect on students’ achievement in different subject areas computers in a local area network (LAN) configuration.
[19]. The centres are yet to be connected to NOUN’s
Repository, Reproduction, Distribution and
However, the use of information and communication Administration Headquarters (REPRODAHQ) through a
technologies in the educative process has been divided wide area network (WAN) to enable the mainstreaming
into two broad categories: ICTs for Education and ICTs of the following activities: training and learning;
in Education. ICTs for education refers to the Assessment and testing; Interactive sessions;
development of information and communications Communications (e-mail, chat, forums); Internet access;
technology specifically for teaching/learning purposes, Access to virtual library; and Other computer applications
while the ICTs in Education involves the adoption of [21].
general components of information and communication
technologies in the teaching learning process [20]. NOUN uses the WAN to deliver distance learning
Generally, the educational relevance of computers and courses to all the study centres. Each study centre has
other components of information technology cannot be facilitators (instructional and tutorial) and student
overemphasized. From the period when skinner applied counsellors responsible for guidance and counselling
programmed instructions to teaching machines, through services to the learners. The facilitators and counsellors
Brunner’s experiment with computers in instruction, to are drawn from within the community or nearby
the current wave of information transmission and communities. NOUN’s ICT applications presently cover:
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Management of student records (on-line application, III. METHODOLOGY

admission, registration, and exam procedures); Learner
management system (e-learning and the virtual library); The study area is the University of Uyo (UNIUYO)
Communication (e-mail, SMS, video-conferencing, and community (figure 1) UNIUYO is a Federal Tertiary
Internet); and delivery of the human resource and finance Institution located in the heart of Uyo, capital of Akwa
courses. [21]. It is against this background that the study Ibom State, Nigeria. The institution operates from two
seeks to determine availability and Usage of information temporary campuses and a Permanent Campus: the Town
and communication technology by Students of Tertiary Campus which accommodates the, Faculties of Arts,
Institutions in Akwa Ibom State, Nigeria. Specifically to, Education, Social Sciences, Natural and Applied
identify the socio-economic characteristics of students in Sciences, Pharmacy and the Post Graduate school; Annex
the Faculty of Agriculture, University of Uyo, examine Campus, home for the Faculties of Agriculture, Business
the ICT facilities available and accessible to students and Administration, Law, Environmental Studies and General
determine the extent to which the available ICT facilities Studies; and the Permanent Campus with the Central
are being utilized by the students. The hypothesis tested Administration, Faculties of Engineering and Natural &
in this study tested whether there was no significant Applied Sciences.
difference between male and female students in their
level of ICTs utilization in the faculty of agriculture,
university of Uyo, Akwa Ibom State, Nigeria.

7036IE 7058IE
50
50
27
I 27
3 I
3
8II
8II
N
N

50
02
50 I
2
02 0II
I
2 N
0II
N
7036IE 7058IE

Figure 1: Map of the Town Campuses of the Study Area

The population of the study consisted of all the registered departments of the Faculty of Agriculture afterwhich a
undergraduate degree students of the Faculty of proportionate sampling was used to select 10% of the
Agriculture, University of Uyo in 2013/2014 academic students as actual respondents for the study. Thus, the
session. There were Nine Hundred and Thirty Six study sample comprised of 198 registered undergraduate
students in the eight departments of the Faculty of degree students in the Faculty of Agriculture, University
Agriculture,Universityof Uyo. of Uyo. This value accounts for 20 % of the study
population. The distribution of sampled students from the
Sampling Procedure and Sample Size Eight Departments in the Faculty of Agriculture is
presented in the sampling frame in Table 1.
A stratified sampling technique was used to take care of
the different student populations making up the eight
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International Journal of Information and Communication Technology Research

©2015 ICT Journal. All rights reserved

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Table1: Sampling frame for distribution of students in the faculty of Agriculture

Population Sample of
S/N Department
of Students Respondents (20%)
1 Agricultural Economics and Extension 178 38
2 Animal Science 152 32
3 Crop Science 77 16
4 Food Science and Technology 247 52
5 Forestry and Wildlife 62 13
6 Fisheries and Aquaculture 85 18
7 Human Ecology, Nutrition and Dietetics 46 10
8 Soil Science and Land Resource Management 89 19
Total 936 198

Data collected from the field were analysed using both Age of Respondents
inferential and descriptive statistical tools such as
frequency, percentages, means and standard deviation. Table 2 again reveals that majority (60.6%) of the
The hypothesis was analysed using t-test statistics. respondents was within the age bracket of 20 to 25 years
and the mean age of the students was 25.5 years. This
IV. RESULTS AND DISCUSSION agrees with the findings of [22] who reported the age
bracket of 18-28 (52%) years in their findings from the
1. Socioeconomic Characteristics of the Respondents: Niger Delta University.The implication of this is that the
students in the Faculty of Agriculture, University of Uyo
The socio-economic characteristics of the respondents are young and within the age limits possible for the
considered were sex, marital status, age, department, National Youth Service Corps. This is a very active age
ownership of ICT gadget and sponsorship. These were of adverture, and as such their usage of ICT facilities is
analysed and presented in Table 2. expected to be on the increase due to the increasing
important roles ICTs play in development strive.
Sex of Respondents
Ownership of ICT gadget by Respondents
The results presented in Table 2 reveals that 57.1% of the
respondents were female while male were 42.9%. This The results in Table 2 also indicate that majority of the
implies that there are more females in the Faculty of respondents were owners (81.8%) of ICT gadgets while
Agriculture than their male counterparts. Naturally only 18.2% claim non-ownership of ICT gadget.
women are more attracted to the program than their male However, the assertion of those who do not own ICT
counterparts. This result corroborates that of [22] who gadgets is the misconception of terminology since all of
also reported more female involvement in Agricultural the students owned at least a mobile phone (whether in
related courses in their study area. good or bad condition). This implies that the students in
the Faculty of Agriculture own ICT facilities and gadgets.
Marital status of Respondents
Sponsorship of Respondents
Result in Table 2 shows that majority (92.9%) of the
students were single and only 7.1% were married. From The result of findings on sponsorship reveals that
this result, it is imperative that most students prefer to get majority of the students are sponsored by their parents
married after school so as to be able to give sufficient (75.8%). Only 1.52% of them were on scholarship. This
time for marital demands which may be difficult during is because for instance the NNPC/ CHEVRON national
school days. This is because education is highly university scholarship awards is highly competitive
demanding. This is in consonance with the findings of across the nation and currently it is restricted to year two
[23] who proposed that participation in educational students, so the students of agriculture hardly takes
activities is highly affected by socioeconomic class and advantage of it.
affiliations such as marital status.
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Table 2: Socioeconomic characteristics of Students

Demographic
Item Frequency Percentage Mean
Variable
Sex Male 85 42.9
Female 113 57.1
198 100
Marital Status Single 184 92.9
Married 14 7.1
198 100
Age (years) 15 – 20 Years 33 16.7
21 – 25 Years 120 60.6
26 – 30 Years 36 18.2 25.5
31 - 35 Years 9 4.5
198 100
Department Agric. Economics/Extension 40 20.2
Animal Science 32 16
Crop Science 15 7.6
Food Science and Technology 52 26.3
Forestry and Wildlife 12 6.1
Fisheries and Aquaculture 18 9.1
Human Ecology and Dietetics 10 5.1
Soil Science 19 9.6
198 100
Ownership of ICT Yes 162 81.8
gadget No 36 18.2
198 100
Sponsor Self 38 19.2
Parents 150 75.8
Scholarship 3 1.5
Relative 4 2
Spouse 3 1.5
198 100
(Source: Field Survey, 2014)

2. Availability of ICT Facilities to Students of the provided connectivity and offer benefits such as mobility
Faculty of Agriculture and security to owners. The students find this ICT facility
as the most easily reached which can be utilized for
The results in Table 3 show the order of availability of several operations in the educational setting beside its
ICTs facilities to the respondents. Mobile Phone (100%), primary purpose of aiding communication. This findings
internet facilities (79.3%), computer/accessories (73.2%), contradict that of [22] which data showed that ICTs
E-resource centres (59.1%), lpad/Tablets (50.5%), and facilities are not readily available to undergraduate
digital camera (42.9%). Mobiles phones were available to students of Niger Delta University, Bayelsa State.
all respondents because it has become a veritable tool in The summary of respondents’ responses on the
communication. This is in line with the findings of [24], availability of ICT facilities are presented in Table 3
[25] and [26] that the mobile phone technology has below.
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©2015 ICT Journal. All rights reserved

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Table 3: ICT facilities available to Students of the Faculty of Agriculture

Available Not Available

S/N ICT Facilities
Frequency % Frequency %
1 Mobile phone 198 100 0 0
2 Computer/accessories 145 73.2 53 26.8
3 Internet Facilities 157 79.3 41 20.7
4 Ipad/Tablets 100 50.5 98 49.5
5 Digital Camera 85 42.9 113 57.1
6 E-resource centre 117 59.1 81 40.9
(Source: Field Survey, 2014)

3. Accessibility of ICT Facilities to Students of the analysis of the pattern of ICT usage by students, its
Faculty of Agriculture availability, and use of ICT by their teachers during
lecture, student’s knowledge of different computer
The results in Table 4 show that mobile phones (100%) applications and their opinion about ICT use in learning.
were readily accessible to all the students. The order of [27] showed that the available PCs in computer labs are
accessibility of other facilities was found to be: internet inadequate for meeting the needs of students. In another
facilities (67.7%), computer/accessories (65.2%), E- study, [28] concluded that ICT facilities which serve as a
resource centres (47.5%), Ipad/tablets (46.5%), and major contributor to effective teaching and learning in
digital camera (38.4%). Mobiles phones were accessible teacher education programmes were not available for
to all respondents because it is affordable and it can be teacher educators in Nigerian Universities.
easily operated by all the respondents. The use of mobile
phones with internet facilities has helped students in The summary of respondents’ responses on the
browsing information for assignments and researches. accessibility of ICT facilities are presented in Table 4.
Computers were also accessible to students for use in the The summarized data on the Table show the frequency
Faculty of Agriculture, University of Uyo. The results of and percentage of the responses.
this study is in consonance with the finding of [27] on an

Table 4: ICT facilities accessible to Students of the Faculty of Agriculture

Accessible Not Accessible

S/N ICT Facilities
Frequency % Frequency %
1 Mobile phone 198 100 0 0
2 Computer/accessories 129 65.2 69 34.8
3 Internet Facilities 134 67.7 64 32.3
4 Ipad/Tablets 92 46.5 106 53.5
5 Digital Camera 76 38.4 122 61.6
6 E-resource centre 94 47.5 104 52.5
(Source: Field Survey, 2014)

students, closely followed by internet facilities (mean

4. Extent of Utilization of ICT Facilities by Students in the score = 2.32), computer/accessories (mean score = 2.25),
Faculty of Agriculture Ipad/Tablets (mean score = 1.83), digital camera (mean
score = 1.83) and E-resource centres (mean score = 1.69).
The results in Table 5 shows that mobile phones (mean This result corroborates the findings of [24], [25] and [26]
score = 2.77) was the most utilized ICT facility by the that the mobile phones are widely utilized as an ICT
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gadget due to its portability, mobility and security to had high preference for computer and internet use in
owners. [29] also confirmed that undergraduate students improving teaching and learning.

Table 5: ICT facilities utilized by Students of the Faculty of Agriculture

Not Utilized Lowly Utilized Highly Utilized

S/N ICT Facilities Mean*
N % N % N %
1 Mobile phone 18 9.1 9 4.5 171 86.4 2.77
2 Computer/accessories 27 13.6 94 47.5 77 38.9 2.25
3 Internet Facilities 35 17.7 64 32.3 99 50 2.32
4 Ipad/Tablets 79 39.9 74 37.4 45 22.7 1.83
5 Digital Camera 94 47.5 71 35.9 33 16.7 1.69
6 E-resource centre 82 41.4 67 33.8 49 24.7 1.83
*Highest Mean obtainable score = 3.0 (Source: Field Survey, 2014)

Hypothesis: students in the Faculty of Agriculture, University of Uyo

was retained. This means that male and female students in
Ho1: There is no significant difference in the levels of ICT the Faculty of Agriculture, University of Uyo do not
utilization between male and female students in the differ in their levels of utilization of ICT facilities. This
Faculty of Agriculture, University of Uyo. result corroborates [30] who observed that no significant
difference exists between male and female student-
The result in Table 6 reveals that the calculated t-value of teachers’ attitudes and use of ICT. The implication is that
1.12 is less than the critical t-value of 1.97at .05 alpha the male and female students do recognize the need for
level of significance with 171 degree of freedom. With ICT facilities towards the success of their academic
this result, the null hypothesis of no significant difference endeavour.
in the levels of ICT utilization between male and female

Table 6: Results of Independent t-test Analysis on the difference in the levels of ICT utilization between
male and female students in the Faculty of Agriculture

Decision
S. t- t-Critical
Variable Sex N Mean at .05
D Cal (2-tailed)
alpha
Level of ICT Male 85 12.42 2.93
1.12 1.97 NS*
utilization Female 113 12.88 2.65
*NS = Significant at df = 171 (Source: Field Survey, 2014)

CONCLUSION benefit attached to ICT usage in tertiary institution.In

conclusion, there is a need for the development of
The adoption and use of ICTs in tertiary education ICT usage in Nigeria universities especially the
cannot be reemphasized since it has a positive impact university of Uyo.
on teaching, learning, and research. The study shows
very low ICT facilities usage because the percentage Recommendations
of students that make use of ICT facilities very
frequently are low compared to students that make Based on the findings of the study, it is recommended
use of it occasionally and sometimes. Thus it is an that:
indication that the student of the faculty of
agriculture, university of Uyo do not frequently use 1. The number of computers should be increased in
ICT facilities, which might not be unconnected with the Faculty computer laboratory and students
fact that the facilities are grossly unavailable in the should be trained in the use of electronic books,
first place. The research also reveals that the student journals and open access databases relevant to
of the university under study do not enjoy all the their field.
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2. Strategies for its (ICT) maximum utilization; and

that ICT facility should be made available for [9]. Yusuf, M. O. (2005) Information and
effective teaching and learning of teacher Communication Technology and education:
education programmes. analyzing the Nigerian national policy for
3. Institution should have organised ICT centres information technology. International Education
with WiFi for free and easy internet Journal 6(3), 316-321
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provided and training should also be given to the [10]. Davis, N.E., & Tearle, P. (Eds.). (1999). A core
students on the proper use of internet. curriculum for telematics in teacher training.
4. Icts availability should be used as an important Available:http://www.ex.ac.uk/telematics.T3/core
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[11]. Siemens, G. (2005). Connectivism: A learning

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