ICT Literacy and Usage for Quality Education in Public Tertiary Institutions in Anambra State, Nigeria

Main Article Content

Okoye, Faith Ogechukwu
Okwuogu, Kosy Peterdamian


The study investigated the extent of ICT literacy and usage for quality education in tertiary institutions in Anambra State. Two research questions and two hypotheses guided the study. Descriptive survey research design was adopted. The population of the study comprised 905 lecturers from 5 public tertiary institutions in Anambra State, while 200 lecturers representing 110 females and 90 males (22%) were drawn as the sample size using simple random technique. The instrument for data collection was a 23 item questionnaire validated by three experts, one from Educational Management and Policy Department and one expert from Measurement and Evaluation Unit in Educational Foundations Department, Nnamdi Azikiwe University, Awka. Reliability of the instrument was determined using Cronbach Alpha which yielded co-efficient value of 0.78. Data obtained were analyzed through mean and t-test statistic at 0.05 level of significance. The findings indicate that lecturers in Anambra State public tertiary institutions have low extent of ICT literacy for they still operate on the emerging stage but their usage of some basic ICT device like phones and browsers was relatively high. Lack of training on ICT, inadequate ICT facilities and government support/provisions militate against ICT literacy and usage by lecturers in tertiary institutions. Gender has no significant effect on the extent of ICT literacy and usage by tertiary institution lecturers for quality education. Based on the findings, the study recommended inter alia that, ICT training and re-training of lecturers should be upheld by the administrators of tertiary institutions while government’s adequate provisions for ICT facilities is an imperative, to enhance lecturers productivity and efficiency.

Information communication technology, literacy, usage, quality education, tertiary institution.

Article Details

How to Cite
Ogechukwu, O. F., & Peterdamian, O. K. (2020). ICT Literacy and Usage for Quality Education in Public Tertiary Institutions in Anambra State, Nigeria. Asian Journal of Advanced Research and Reports, 9(4), 24-32. https://doi.org/10.9734/ajarr/2020/v9i430227
Original Research Article


Federal Republic of Nigeria. National Policy on education (4th Ed.). Federal Ministry of education. Abuja: NERDC Publications; 2004.

Akudolu L. Quest for teacher competencies for instructional use of ICT. Paper presented at the 2006 National Conference on Nigerian primary and teacher education, ESUT Enugu; 2006.

NCCE. National policy on computer education. Lagos Federal Ministry of education; 1988.

Anderson J, Glen A. Building capacity of teachers facilitators in technology- pedagogy integration for improved teaching and learning; 2003.
Available: http://www.unescobic.org/filemin/user-upload/ict/ebools/ictbuildingcapacity/ buildingcapacity.pdf

UNESCO. Information and communication technologies in teacher education: A planning guide. Paris: UNESCO Publication; 2002

World Bank. Constructing knowledge societies: New challenges for tertiary education. Washington; 2002.

Ofejebe WN, Olibie EI, Chukwuma I. Perception of academic staff on the untilization of ICT for improving professional and instructional practices in Colleges of Education in Delta State. Unizik Orient Journal of Education. 2015; 8(1):11-25.

Anene JN, Ikerionwu JC, Danladi EN. Student-Teachers knowledge and acquisition of computer in Sandwich Programme of University of Abuja, Nigeria. International Journal of Cross-disciplinary Subject in Education. 2013;4(4):1333-1340.

ICT literacy; 2020.

ICT usage; 2020.

Slade S. What do we mean by a quality education?; 2017.

Ki-moon B. The 2030 Sustainable Development Goals and the pursuit of quality education for all: A statement of support from Education International and ASCD; 2012.
Available: www.ascd.org>pdf>policy

Onasanya SA. Computer in education. In I.O. Abimbola (Ed) Fundamental principles and practice of instruction. Ilorin: Belodan Nigeria enterprise; 2001.

Bolaji L. ICT the hopes and reality in schools (1st Ed). Ibadan: University Press; 2001.

Kelly T. Learning with ICT school (3rd Ed.). Ugo: Abaam Publication; 2004.

Okwudishu CH. Awareness and use of information communication technology and secondary schools. First result from the ICTs in school survey. 2003-2004;2005.
Available:http://www.stacan.ca/English/research/81-595.MIE 200407.pdf

Kpai T, Joe-Kinanee JN, Ekeleme C. A study of computer literacy among trainee teachers in Nigerian University of education. Global Voice of Educators. 2012;1(1):1-7.

Mba EC. Barriers to the use of information and communication technology (ICT) in Secondary Schools in Orumba North Local Government of Anambra State. Unpublish B.Sc (ed) project; 2013.

O’ Donnell A, Sweetman C. Introduction: Gender, development and ICTs. 2018; 26(2):217-229.

Ololube NP, Ubogu AE, Egbezor DE. ICT and distance education programmers in Sub-Saharan African country: A theoretical perspective. Journal Information Technology Impact. 2007;7(3):181-194.

Tomte C. Challenging our views on ICT, gender and education. Nordic Journal of Digital Literacy. 2011;1(6):309-325.