WOLAITA SODO UNIVERSITY

COLLAGE OF EDUCATIONAL AND BEHAVORIAL STUDEIES

DEPARTMENT OF INFORMATION TECHNOLOGY

ACTION RESEARCH TITLE

ROLE OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) INTEGRATION ON

PERFORMANCE OF SCHOOL OF INFORMATICS IN WOLAYITA SODO UNIVERSITY.

By:
Name ID No
1 BIRHANU MATUSAL PGDW/411/16

2. BEREKET FIKIRE PGDW/407/16

3. DEGU DAWIT PGDW/417/16

Advisor: Million Desalegn

SUBMITTED TO: WSU

SUBMISSION DATE: JUNE, 2024E.C

 ACKNOWLEDGMENTS
First of all, we would like to thank our almighty God for his protection to us and for enabling us to
complete this study. Secondly, we would like to extent our deepest and heartfelt gratitude to our
instructor Million Desalegn. For his advice and valuable comments throughout the beginning up to the
completion of this research and practicum. Thirdly, we would like to thank our parents those support
us in all Educational level. Finally, we would like to thank the respondents for their genuine response
that they gave us for this study, and we would like to thank Wolaita Sodo University for providing this
golden chance for us.

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 ABSTRACT

This research is a qualitative research aimed at analyzing and describing the role of information
communication technology (ICT) on teaching learning, research and supportive administrative
activities from the users’ perceptions point of view in Woliata Sodo University College of
Informatics. A cross-sectional descriptive case study design was used. Both primary and
secondary data were used. The primary data was collected using unstructured interviews,
questionnaire, focus group discussion, and observation of the research setting. A sample of 131
respondents was participated in this research. Purposive and systematic random sampling was
used to select the sample respondents. Qualitative data analysis were used to analyze data. The
study reveals that, majority of participant students mentioned that, using ICT in their learning
has improved their performance, and ICT integration in to the administrative functions of the
college enabled efficient communication, improved collaboration among various functions,
employees, customers and partners of the college. The major constraints hindering efficient ICT
service delivery at the college were unreliable internet connection, repeated power interruption
and delay in purchasing the required ICT equipment. Therefore, having college based
independent server and decentralized purchasing system would minimize the constraints.

Key Words: ICT integration, Performance, perception,

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Table of Contents Pag
e
ACKNOWLEDGMENTS.........................................................................................................................................i
CHAPTER ONE...................................................................................................................................................1
1. BACKGROUND OF THE STUDY.............................................................................................................1
2. STATEMENT OF THE PROBLEM............................................................................................................1
CHAPTER TWO..................................................................................................................................................3
2. RESEARCH DESIGN AND METHODS........................................................................................................3
CHAPTER THREE..................................................................................................................................................7
3.1. DATA ANALYSIS AND INTERPRETATION...............................................................................................7
3.2. Analyses and Interpretation of Questionnaire, Interview and Observation..................................................7
3.3. Result of Questionnaire.................................................................................................................................7
3.4. Result of Interviews.......................................................................................................................................8
3.5. Results of Observation..................................................................................................................................9
3.6. Major findings of the action research............................................................................................................9
3.7. Strength of implementation.........................................................................................................................10
3.8. Evaluations of Action Research......................................................................................................................10
CHAPTER FOUR..............................................................................................................................................11
4. CONCLUSION AND RECOMMENDATION..............................................................................................11
4.1 Conclusion................................................................................................................................................11
5.2. Recommendation.....................................................................................................................................11
REFERENCES...................................................................................................................................................13

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 CHAPTER ONE
1. INTRODUCTION AND BACKGROUND OF THE STUDY
1.1. BACKGROUND OF THE STUDY
Information and communication technologies (ICT) have become common place entities in all
aspects of life; that it has fundamentally changed the practices and procedures of nearly all forms
of activities within business and governance (Andoh, 2012). The integration of ICTs in teaching
and learning is more likely if the tools and resources of the Internet, multimedia, and related
technologies are seen as being integrally connected with literacy learning in the wider sense of
learning as a matter of accessing information, communicating, and applying knowledge (Zhu,
2003). Information and communication technologies (ICTs) play various roles in education
through providing a catalyst for rethinking teaching practice; developing the kind of graduates
and citizens required in an information society; improving educational outcomes and enhancing
and improving the quality of teaching and learning, (Babbie, 2004; Cox et.al., 2003). Teaching
and Learning through ICT in Higher Educational Institutions (HEIs) has attracted global ICT
investments of various Governments; however the results of these investments in ICT, that has a
target to enhance quality of education remains to be seen and realized (Andoh, 2012).

In Ethiopia, the promise of ICT in education is recognized by policy makers including the
Ethiopian ICT for Development Agency and the role of ICT in the national development and
poverty reduction process of the country is widely accepted, and has gained high considerations
from the government of Ethiopia (Tibebu, et.al,(2009).

The Ethiopian Government acknowledges the role that ICT play in education in a way that it
facilitates the development of education and enables both individuals and the country to meet the
challenges presented by the knowledge and information age and therefore, the Government
commits itself to the exploitation and application of ICT for educational development in the
context of the goal that ICT ensures that ICT is an integral part of the educational and training
system at all levels, and wherever possible, ICT shall be used to extensively deliver education
(Federal Democratic Republic of Ethiopia, 2009).
1. STATEMENT OF THE PROBLEM

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Within education, ICT has begun to have presence but the impact has not been as extensive as in
other fields (Andoh, 2012).
Teaching and Learning through ICT in Higher Educational Institutions (HEIs) has attracted
global ICT investments of various Governments. In Ethiopian, ICT is available in many
universities, but there is limited evidence that it has been integrated into the teaching-learning
process (Hare, 2007).
The use of ICT as a means to improve teaching- learning and managerial activities has received
extensive attention over the past one decade in Woliata Sodo University in general and Woliata
Sodo University College of Informatics (WSUCI) in particular; hence, currently, access to and
availability of ICT has significantly increased throughout Woliata Sodo University. Specifically,
in an effort to make use of the possible benefits of ICT in teaching- learning and managerial
processes, WSUCI has started investing in ICT and implemented ICT integrated SMART class
teaching-learning in the year 2007, with the acquisition and installation of ICT facilities. Though
the effort by the WSUCI to provide an ICT supported teaching-learning practices and to execute
managerial activities is sustainably continued to date, the practical role/benefit realized as a
result of ICT integration in teaching-learning and other managerial activities was remained
described and questions persist as to the actual roles these technologies played in the teaching-
learning activities and perceived benefits in using the ICT for managerial activities. Therefore,
this study was intended to identify and describe the roles of implementing and using ICT in
teaching-learning, in research and in executing the various managerial functions, based on all the
stakeholders’ perceptions.
2. RESEARCH OBJECTIVES
The general objective of this study is to analyze and describe the role of ICT integration on
performance of teaching learning, research and supportive administrative activities from the
users’ perceptions point of view at Woliata Sodo University College of Informatics. The specific
objectives of this study are (1) to analyse the students and teachers feeling/perception with
regard to the role of ICT in their learning and teaching activities, (2) to assess perception of
management of the college on the role of ICT in carrying out the teaching- learning and
administrative supportive activities, (3) to analyze the extent and purpose of use of ICT by the
students and teachers of the college, (4) to identify the major factors supporting ICT service
delivery in the college and (5) to identify factors constraining the ICT service delivery in the
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college.

CHAPTER TWO

2. RESEARCH DESIGN AND METHODS

This chapter presents the research design and methods to be used in this study. It discusses the
research site, the research philosophy, research approach, and research strategy and research
methods to be applied in this study.
The organization selected for this research was Woliata Sodo University College of Informatics
(WSUCI), which is one of the colleges of Woliata Sodo University, is located at 354km south-
west of Addis Ababa, in the south western Ethiopia. The selection of Woliata Sodo University
College of Informatics is with researcher’s best ability to conduct detailed on site research and
that, it is an innovative and a model college among the Colleges of Woliata Sodo University in
integrating ICT in to its teaching and learning activities.
According to Hacker and Saxton, (2007), a research design is a framework or a detailed blueprint
to guide a research project towards its objectives. This study employed descriptive research
design with qualitative approach.
When regarding the physical world, researchers; epistemological stance is Interpretivism that,
“we interpret our everyday social roles in accordance with the meaning we give to these roles,
and we interpret the social roles of others in accordance with our own set of meanings”. When
regarding the social world on the other hand, researchers’ ontological stance is subjectivism, that
we do believe that the social world is subjective; essentially a product of one’s mind.
The research approach used was an inductive process leading from data to theory. The research
question was to analyze how ICT integration impacts the performance of teaching-learning,
administrative and research activities of the college. This question is answered by establishing
knowledge about how people in the field (students, teachers and management) perceive the
reality (the role of ICT) and constructs meaning.
The case study strategy was primarily used because it enabled perception on the role of ICT to be
examined in a holistic manner within a real life situation. Furthermore, the case study research
strategy accommodates the belief in multiple methods of data gathering and data analysis, which
enabled triangulation of the study results.

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Yin, (2014) defines a case study as: '...an inquiry that investigates a contemporary phenomenon,
within its real life context, when the boundaries between phenomenon and the context are not
clearly evident, and in which the multiple source of evidence are used. It is particularly valuable
in answering who, why and how questions in management research'. From a research strategy
point of view, the case study is a way of establishing valid and reliable information or findings
that add to the accumulated knowledge of the processes by which business and many other
organizations functions (Boyd, 2012).
Since the aim of this research was to how and why teachers, students and management of the
WSUCAVM perceive integration of ICT in teaching-learning activities, research and managerial
functions performance, and what role ICT has played on the students’ and teacher’s perspective
and experience, a descriptive case study strategy was used.

Sample participants were under graduate students (year 3), in all the concerned smart class
rooms, year two post graduate students (Masters and PhD), teachers on teaching duty, ICT
support team staff members, college academic council members, finance head, property
administration head, Human Resource Management head, and general service head.

This study was aimed at identifying and describing the role of ICT on teaching-learning, research
activities and managerial activities in Woliata Sodo University from students’, teachers’ and
management’s perspective. Therefore, the researchers employed systematic simple random
sampling and purposive sampling for selecting the sample respondents. Systematic simple
random sampling was used to select the respondent students and the sample of participant
teachers from the list of teachers on teaching duty during the study period, i.e. semester one of
the academic year 2018/19. Purposive sampling was used to select management members
(academic council members and none members), of the college and third year class students,
because they do have better experience about ICT in the college.

For the purpose of this research, both primary and secondary data were collected. Major sources
of primary data were data from the students, the teachers, the academic council members and
other none academic council members. Secondary data were collected from the ICT team reports
and records documents. Methods of data collection used for the study were unstructured
interview, questionnaire, observation and group discussion for primary data and document

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review for secondary data collection.

This study used a cross-sectional study that data were collected in fixed one time period.
However, for each group of respondents data were collected from respondents more than one
time, using the various data collection methods. For example, data were collected from students
and ICT support team twice, using interview and group discussions to clarify their response in
questionnaire. For interviewing students conveniently and within few days, five instructors were
assigned as enumerators, in addition to the first researcher.
For this study, the strategies employed to ensure data Validity and integrity/reliability are as
follows. Reliability is a measure of the extent to which an instrument or approach gives the same
results in different occasions under equal circumstances (Simatwa & Enose, 2010).
According to Mays (2000), although there is no easy solution to limit the likelihood of errors in
qualitative research, there are methods to improve the validity of the data. In line with the
approach of respondent validity (Barbour, 2001), the researchers contacted a random sample of
participants to verify the findings, that is, in order to obtain further cross validation of the results,
the researchers, presented the result of the study to ICT unit head and team leaders and the
management. It was found that the analyses were in line with that of the participants’
experiences. Focusing on reflexivity and relativism (Mays, 2000),
the researchers avoided any bias, particularly from their own perception of the phenomenon.
Throughout the data analysis, the first researcher discussed with the co-researcher on possible
contradicting elements to the description of the role of ICT. In addition, the researchers provided
credibility by using appropriate research methods, i.e selecting appropriate respondents and
systematic random sampling. Furthermore, to ensure transferability and dependability (Shenton,
2004), detailed descriptions of the phenomenon in question were provided.

Analysis of research data in a qualitative study is an ongoing process, one that occurs throughout
the data collection period. Accordingly, the following steps and techniques of data analysis were
followed. (1). Raw data management- ‘data cleaning’, (2). Data reduction, – ‘chunking’,
‘coding’, (3).Data interpretation – ‘coding’, ‘clustering’, (4). Data representation – ‘telling the
story’, ‘making sense of the data for others’.

Identifying usable and unusable data (Data cleaning) was the primary step after collection. After
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identifying usable and unusable data, identifying and classifying each answer (coding) was done.
Then, in order to get a sense of the data holistically, the researcher read the interview and the
questionnaire repeatedly (deeper immersion), while reading the interviews and questionnaire, the
researcher wrote notes in the margin (memoing).

Chunking is about categorizing raw data into groups, and chunks of data that were similar were
clustered and assigned preliminary codes. As the approach to this study was inductive, in vivo
codes were applied; that is, Codes derived from the data by using code names drawn from
interpretation of the data was used. Regarding Coding Levels, Descriptive to Interpretative to
Pattern Coding was applied; that is, moving from summary to meaning to explanation of data.

After Chunks’ of related data that have similar meaning were coded in several cycles, those
‘chunks’ became clustered in to similar theme categories, and meanings were given to those
clusters with labels and themes were interpreted to answer the research questions. Interpretation
of qualitative data simultaneously occurs that, the researchers interpreted the data, then
categorized and coded the data and inductively developed a thematic analysis. Finally, the
authors investigated each topic that was extracted along with its original text, after which the
topics were categorized into five themes.

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 CHAPTER THREE

3.1. DATA ANALYSIS AND INTERPRETATION

This chapter presents data analyses and interpretation which collected through questionnaire,
interview, and observation. And also it includes action plan, implementation, evaluation and reflection.

3.2. Analyses and Interpretation of Questionnaire, Interview and Observation

3.3. Result of Questionnaire

The target students were asked to respond about their interested to ICT integration in teaching-learning .
Three rating-scales were given to the respondents to make the tick where appropriate. The purpose of
this question was to point out the self-image of the respondents regarding their interest to ICT
integration in teaching-learning. Thus result was summarized in the following table.

Table two; students self-perceived their interest to learned ICT integration

No. Item Alternative Respondents Remark
In no. In%

1 To how extent do you have an High 5 50

interested to learned ICT Integration?
Medium
4 40
Low 1 10

Total
100 100

As shown in the above table, 5(50%) and 4(40%) of the respondents said that high and medium
interested to ICT integration in teaching-learning respectively. While 1(10%) of the respondents said that
low interested to ICT integration in teaching-learning . The result shows that most of students had high
interested to learn chemistry subject. Table three; the students self-perceived about student-center
No. Item Alternative Respondents Remark

In no. In%
2 How often, your ICT integration in Always 1 10
teaching-learning use student-centered Usually 4 40
teaching method? Sometimes 5 50
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 Not at all 0 0
Total 10 100

As the above table reveals, 5(50%) and 4(40%) of the respondents said that sometimes and medium
their teacher uses student-centered teaching method respectively.
While 1(10%) of the respondents said that their teacher always used student-centered teaching method.
The result indicated that the teacher had not used student-centered teaching method properly.

Table four; students self-perceived their interest to do class work, homework, assignment in group.
No. Item Alternative Respondents Remark

In no. In%
3 Are you interested to do class work, Yes 9 90
homework, and assignment in group which No 1 10
is given by your teacher?
Total 10 100

As shown in the above table, 9(90%) of the respondents said that yes they were interested to do any activities in
group. While 1(10%) of the respondents said they were no interested to do any activities in group. As this result
all students were interested to do any kinds of activities in group. But their teacher had not given equal chance
for all students.

3.4. Result of Interviews

The data taken from interviews with participant teachers, students and school administration is already
presented. There are many Cause of low participation as the following: Lack of English language, Lack of
self-confidence, Lack of motivation Lack of time and Teachers’ teaching style.
The others one is Poor academic background of students, Shyness, Poor communication skills , and Fear of
Making Mistakes.
The study also revealed that students were reluctant to take part in discussions for fear of making
mistakes. Students should be informed that making mistakes is a part of learning process and wrong
image of teachers on active teaching method is also another Cause. Therefore, the teachers should themselves
change their views towards on active learning method. Because, they themselves believes in traditional teaching
method (teacher centered method).And most teachers believes that active learning method is time consuming
and it needs teaching aid materials so that, it’s not relevant for our country they said .

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 3.5. Results of Observation
The researcher has used observation as one instrument to collect and gather information about the participation
of students in ICT integration in teaching-learning. As a teacher I have observed different factors that were
hindered students’ participation in the classroom. The major factors that minimize the active learning process,
ICT integration were: Shortage of time, Poor academic background of students, Poor communication skills in
English language and Lack of preparation.
In addition, fear of making mistake is another obstacle to be passive.

Table Five: Check List of Observation and Interview

No Items Strongly agree agree Partially Disagree Remark
agree
1 Are students attending on all period? 

2 Are students doing their homework? 

3 Are students do class work? 

4 Are student’s discuses in group? 

5 Students are interest to learn in 

classroom?
6 Asking question if it’s not clear? 

7 Are disabled in class room? 

Are the material fulfill in learning 

8 process, ICT integration computer?
9 Are their parent’s follow up in ICT 
integration in teaching-learning?

3.6. Major findings of the action research

Based on the above data analysis the major findings of action research listed as following: Lack of
English language, Lack of self-confidence, Lack of motivation, and Lack of time, Teachers’ teaching
style. And also fear of making mistake, Physical arrangement of the classroom, also the students
‘carelessness, Lack of awareness about participation in teaching learning process and in group work,
for individuals activities. Moreover, Students fear of making mistakes in a part of teaching learning process,

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and Teachers also didn’t encourage students to have the confidence to make mistakes in order to acquire
knowledge and skills are the major causes of low participation.

3.7. Strength of implementation

Nearly implemented action were applicable could for an expected chance to increase students learning
process, ICT integration at Woliata Sodom University in 2016 E.C.
The researcher uses the following mechanisms to improve student’s participation: Student-centered
active learning, Group discussion, Demonstration methods and after that the researcher observed
continuously, the students’ participation level during the class session and asked himself the following
questions:
 Class room participation was improved or not?
 The interest of student’s to discuss and to participate during the lesson was increased or not?
 Was minimized the dependent students in on those high achiever students?
 Was minimized Fear of students to speak in front of student is improved?
 Was Participate in group work is improved students participations?

3.8. Evaluations of Action Research

Based on The above listed points were the major evaluation to improve participation in classroom were
evaluated and the result were presented as the following table below.
As the result, based on the changing of teaching methods, student motivating, use actively student centered
teaching learning style and making them as they discuss by group were have improved their participation and
they have decide to participate actively and to do a given activities in their group for the future.
And finally the researcher invited the co-operative teacher to observe the researchers while tries to arrange in
group discussion and using students’ center method teaching learning process to improving and the change of
student’s participation in class room while I am teaching. Then he or my mentor commented/ provided to the
researcher a good appreciable feedback in the level of student’s motivation towards improving students’
participation and she comment same point that need to improve or as weakens.

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 CHAPTER FOUR
4. CONCLUSION AND RECOMMENDATION
4.1 Conclusion
From the above discussion, the following conclusions were drawn.
Integrating ICT into its teaching-learning, research and administrative activities, enabled WSUCI
to deliver demand based quality education and realized efficient and responsive administrative
system. The study revealed that students do have positive attitude on ICT integration in the
college’s teaching–learning activities, because using ICT has impacted their performance
positively. The participant teachers of the college do have positive attitude towards using the ICT
in their teaching, in a sense, ICT integrated smart class enabled them to deliver their class lecture
comfortably and efficiently and using internet enabled them to access up to date teaching
material helped them to avoid burden of chalk and blackboard.
The Study also revealed that management of the college has positive perception on ICT
integration into the teaching learning of the college, which has highly improved the teaching-
learning activity, assisted in facilitating communication with and among the staff researchers,
easy access of worldwide research materials, and ICT integration in to the administrative
functions of the college enabled efficient and effective communication.
The major supporting factors of the ICT service delivery in WSUCI are: the participatory,
committed, transparent and responsive leadership, who created committed ICT team, and sense
of ownership to all of the staff of WSUCI. Fortunately, this culture is sustained to the time of
data collection for this study. The major constraints hindering efficient ICT service delivery of
the college are internet connection dependency on the main server at Woliata Sodom University,
which is unreliable, repeated power interruption and delay in purchasing the required ICT
equipment, as purchasing is centralized at university level. Also, the orientation given by ICT
team on how to use the ICT system is not sufficient for properly using the system, and there was
a complaint on the pay system that their monthly salary is low and there is no motivational
incentive to ICT staff of the college, which may limit efficient service delivery in the long run.
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5.2. Recommendation
It is recommended that the college continue ICT integration in to its teaching-learning, research
and administrative support activities so that the currently achieved benefits will continue.
Hence, to realize this, purchasing system of the University be decentralized to college level so
that the college will respond to purchase requests of ICT equipment as responsive as possible.
Despite recognizing the importance of ICT development and use policy, the College does not
yet own ICT development and use policy, and its’ ICT integration effort has been operated on
the annual plan basis. Therefore, it is recommended that the college has the ICT development
and use policy in line with the national ICT policy, so that the effort can be supported by
institutional ICT policy and continue improving.
In order to have efficient service delivery from the ICT staff, it is recommended that the college
evaluate the amount of salary being paid to the ICT staff against that of the other colleges of
Woliata Sodo university and make necessary adjustment, and also, performance based
motivational incentives to the ICT staffs will help to sustain efficient service delivery. Besides,
training need identification and providing training is useful for both the students and employees
of the college to enable them to use ICT in a better way. Finally, this study was limited only to
Woliata Sodo University College of Informatics, one of the seven colleges of Woliata Sodo
University. Therefore, in order to increase the generalizability of the result of the study,
University wide similar research is recommended.

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