AN APPRAISAL OF ICT AS CHANGE AGENT IN TERTIARY EDUCATION

1.1 Introduction

Information and Communication Technologies (ICTs) is a broader term for Information Technology (IT), which refers to all communication technologies, including the internet, wireless networks, cell phones, computers, software, middleware, video-conferencing, social networking, and other media applications and services enabling users to access, retrieve, store, transmit, and manipulate information in a digital form (FAO, 2013). Quality education refers to education that serves each individual pedagogically and developmentally; an education that is inclusive and is structured to realize the potential of each individual regardless of location or economic status. Quality assurance in the education system is a concept consisting of lot of activities that are designed to improve the quality of input, process and output of the educational system.

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

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1.2 Background of Study

The quality of education is the prime factor that determines the worth and significance of the system to both the recipients and the society at large. Thus, Igwe (2009) notes that, the promises of information and communication technologies (ICTs) have driven e-learning in transforming education delivery and thereby advancing the knowledge economy. The knowledge, economy for example sets a new scene for education and new challenges and prospects for education is a pre-requisite of the knowledge based economy and the production and use of new knowledge both require a more educated population and workforce (Arikewuyo, 2004).

ICTs are very powerful tool for diffusing knowledge and information which is fundamental aspects of the education process. The challenges confronting our educational system in tertiary institution centers on quality attainment of education delivery, almost everything connected with education in tertiary institution is in short supply. Quality teachers are in short supply, quality buildings, quality equipment, quality laboratories, good experimental farms and other resources input that can lead to quality education are inadequately provided. Today, there exist general disenchantment and general distrust in the quality of the education system as well as in the quality of education output.

In that capacity, ICTs play a pedagogic role that could in principle compliment the traditional practices of the education sector (Igwe, 2009). Undoubtedly, e-learning powered by ICT use in tertiary institutions could help to expand and widen access to tertiary education and learning, improve the quality of education as well reduce its cost. This means that effective ICT use in tertiary institutions in Nigeria could help to spur positive results in improving the overall learning (and teaching) experiences as well as in up-lifting the quality of the system.

Yawa cited in Emeruo (2012) notes quality assurance in education as all proactive measures adopted by a country to ensure that the system standard remain high enough to produce results set for it. Thus, quality standard in education is the bench mark that should guide the performance of the education system. Quality assurance in education is in fact a process of continuous improvement in the quality of teaching and learning activities.

(Okebukola 2012) quality assurance in the education system involves the process of monitoring, assessing and evaluating all aspects of the education activities and communicating the outcome to all concerned with a view of improving the products of the education system. Quality assurance in education addresses some issues which enhance the quality of education delivery.

The Federal Ministry of Education (FME, 2009) remarked that quality standard in the education system are goals or targets to which learners, teachers, staff and school administration aspires to attain. Quality assurance in the education system therefore, is a multi-dimensional concept involving the various functions and activities of the education system. Such functions and activities include teaching research, staffing, students, buildings, facilities and equipment, service to the community and academic environment. It is ensuring that at least the provision of the minimum academic standard is attained and sustained.

Therefore, in Nigeria where the research was carried out, the activities that was conducted is to appraise the Role of ICT as a Change Agent for Quality Education in Tertiary Institution.

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1.3 Statement of Problems

Investigation revealed that there exist general disenchantment and general distrust in the quality of the education system as well as in the quality of education output (Yusuf, 2012). Arikewuyo (2004) stated that ICT can play a very prominent role in diffusing knowledge and information which is fundamental aspects of the education process towards quality attainments.

In this capacity, ICT plays a pedagogic role that could in principle complement the traditional practices of the education sector. Therefore, the problem confronting this research is to appraise the role of ICT as a change agent towards quality education in tertiary institution in Nigeria.

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1.4 Aim and Objectives of Study

The aim of the study is to appraise the Role of ICT as a Change Agent for Quality Education in Tertiary Institution. In achieving this aim, the following specific objectives were laid out as follows:

1. To determine the nature of education in tertiary institution in Nigeria
2. To determine what constitute quality in the education of tertiary institution in Nigeria
3. To determine the nature of ICT and the role of ICT as a change agent towards the education of tertiary institution in Nigeria
4. To appraise fundamental objectives of quality education attainment in tertiary institution in Nigeria.

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1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• What constitute quality in the education of tertiary institution in Nigeria?
• What is ICT and what constitute the role for quality education in tertiary institution in Nigeria?
• What constitute the fundamental objective of quality education in tertiary institution in Nigeria?

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1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

Hypothesis One

• H0: The quality standard in tertiary education in Nigeria is low
• H1: The quality standard in tertiary education in Nigeria is High

Hypothesis Two

• H0: The level of ICT in tertiary education is low
• H1: The level of ICT in tertiary education is High

Hypothesis Three

• H0: The impact of ICT in the quality of education of tertiary institution is low
• H1: The impact of ICT in the quality of education of tertiary institution is high

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1.7 Significance of Study

The following are the significance of the research work:

1. The study shall provide a framework for determining the quality standard of education in tertiary institution in Nigeria.
2. It shall provide measure of quality standard for the education of tertiary institution in Nigeria
3. The study shall provide detail information in ICT and the role of ICT as a change agent towards quality education in tertiary institution.
4. It shall serve a reference source of information for educationist academic and non-academic persons, students etc.

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

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1.8 Scope of Study

The scope of the research is focused on the Appraisal of the Role of ICT as a Change Agent for Quality Education in Nigerian Tertiary Institution.

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1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Research material: availability of research material is a major setback to the scope of the study.
3. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
4. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

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1.10 Definition of Terms

ICT: Refers to all forms of technologies such as internet, computers, websites, telephones mobiles, wireless devices, networks, hardware, software and telecommunication equipment.

ICT Facilities: Are a technological device used to processing, analyzing, synthesizing, sharing different kinds of information and information processing activities and tools that are necessary to improve teaching and learning process.