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Full Project – Evaluation of the application of ICT for data management of secondary schools

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CHAPTER ONE

INTRODUCTION

Background of the Study

In Nigeria, there is a great setback in education due to the inadequate availability of authentic data resulting from insufficient usage of ICT application for data management by secondary school administrators. Adeyemi (2010.) In the blue print brought out by the implementation committee on the National Policy on Education 2004 it was discovered that there is difficulties in Nigeria in obtaining such basic data like the population of students, the population of teachers, the number of instructional materials available in schools, the number of school building to be renovated and many others. The state ministries of education lack accurate data which affects its policies and programmes and this is as a result of fabricated data supplied to the ministry by the school management (Federal Republic of Nigeria, 2017). Insufficient educational statistical data on expenditure can not be broken down to make the data valuable for most planning purposes in the ministry of education.

Educational planners all over the world sets future educational target based on objectives identification, people’s aspiration, problems of the society, needs and gaps in the field of education. This is made possible through a careful examination of the past and present efforts of stakeholders in education. In the absence of data, which could be made available by proper use of ICT, none factual and ambiguous information which are not accessible on demand is what is obtained. This makes it impossible to achieve this laudable objective and leads to failures in government policy implementation at all levels.

The administrators of the current Universal Basic Education (UBE) programme needs accurate data from school management to be able to plan, organize and administer the programmes effectively. This will enable them to take various decisions which should be useful to the children, school system and the society. This decision making process is frustrated due to lack of accurate data resulting from inadequate and insufficient application of ICT.

The issue of application of ICT in data management is not negotiable in our educational system. Considering the flaws in some laudable educational programmes in Nigeria, there is the need to develop a good ICT based data management system.

There have been insufficient teaching and learning materials in schools since UBE was launched resulting to crash programmes, recruitment of adhoc teachers to meet the demands for teachers in schools and many other problems as a result of inaccurate data used in planning for the aforementioned programme

From the above observation it is now very crucial that secondary school management heads utilize ICT in data management because of their role as the custodians of data in their various schools in Nigeria.

According to Igbe in Ugbuehi (2011), data are the raw, unorganized fact that describes an institution, person, places, things, ideas and events which becomes information after being processed. Data are facts, figures, letters, words, charts, symbols, images and several other statistics.

They are numerical measures of phenomena and they are used in the process of scientific decision making. Data are of common occurrence in all discipline and fields of practice. Examples are the field of education, engineering, science and business. Processed data are reduced to information that could be necessary for decision making. According to Akintola (2006) data are language, mathematical or symbols which are generally agreed upon to represent people, object, event and concepts.

When data are modeled, formatted, organized or converted in a way that increases the level of knowledge for its recipient it becomes information. There are two categories of data that can be kept by any educational institution. These are: The quantitative and the qualitative data.

Qualitative data are those data about the values of the system, objective of the system and curriculum, of the system; the quantitative data relates to quality, volumes and number. Quantitative data are often referred to as statistics.

In Nigeria, secondary education aims at preparing an individual for:

Useful living within the society, and – Higher education.

Specifically, it aims at:

– Providing all secondary school leavers with the opportunity for education of higher level irrespective of sex, social status, religious or ethnic background;

– Offering diversified curriculum to cater for differences in talents, opportunities, and future roles;

– Providing trained manpower in applied science, technology and commerce at sub-professional grades;

– Developing and promoting Nigerian languages, arts and culture in the context of the world’s cultural heritage;

– Inspiring students with a desire for self improvement and achievement of excellence;

– Fostering national unity with an emphasis on the common ties that unite us in our diversity;

– Raising a generation of people who can think for themselves, respect the views and feelings of others, respect the dignity of labour, appreciate those values specified under our broad national goals, and live as good citizens; and

– Providing technical knowledge and vocational skills, necessary for agricultural, industrial, commercial, and economic development (National Policy on Education, 2004).

The secondary education being fundamental in the child’s education is a very vital aspect of the nation’s education system that deserve to be handled with great care and caution Consequently any error committed in the management of this level of education may resound on other levels and thus seriously mar the lives of the people and indeed the overall development of the nation. This is a good reason why education managers must show enough concern for those issues that concerns the organization and management of the secondary school system such as the application of ICT in record management. It is therefore necessary for the secondary school administrator to always have accurate and timely data at its disposal.

This study therefore will present a humble attempt to evaluate the application of ICTs for data management by secondary school administrators with a view to highlight the extent to which ICTs is utilized for data management, the type of ICTs facilities used by school administrators, the constraints to use of ICTs for data management and the strategies that could be employed to enhance the utilisation of ICTs for data management by secondary school administrators in Enugu education zone.

Statement of the Problem

Secondary school education has become more complex due to the increase in the number of students’ enrolment as well as the number of programmes being offered. Hence, its data management demands more from the administrators if they are to achieve the set goals. Due to this complexity, school administrators are often faced with the challenge of managing schools data in a timely, meaningful and productive way. Some of the problems faced include poor communication within the staff and students and even with external governing bodies of the school and unnecessary delay in the compilation of student results. This is so because most of the processes are still carried out manually and it affects effective planning and development. Hence, this paper looks at the application of ICT tools for effective school data management of secondary schools in Enugu Education Zone.

Purpose of the Study

The general purpose of the study was to evaluate the extent of utilization of ICT facilities by Secondary School administrators in Enugu Education zone Specifically the study:

Determine the type of ICTs facilities used for data management by school administrators
Determine the extent to which ICTs facilities are utilized for data management by school administrator
Determine the constraints to use of ICTs for data management by school administrators.
Determine the strategies that could be employed to enhance the utilization of ICTs for data management by school administrators.

Significance of the Study

This study will be significant to the following groups:

The Education planners, the government of the state, the pupils, the international organizations and future researchers in related area.

The educational planners like the planning research and statistic unit of the state Universal Basic Education Commission will benefit from the outcome of this study because the principals will after this study be in good position to supply the commission authentic data. This is because they will be expose to measures of keeping good record using ICT.

The government of the state through the ministry of education will know areas that secondary schools needs its attention either financial or otherwise through the outcome of this study. The government will be sure of what she is expending money on. There will not be room for ghost workers or government spending money on projects that does not exist. It will make government budget efficient and reliable.

The pupil will benefit from this study because the government will use data obtain from principals to make provision for them in accordance with their population. It will help government to supply them instructional materials and other things needed in the school based on their population. Facilities like classrooms, desk, chairs, library and others will be provided using the accurate population of the pupils.

International organization like UNICEF, UNESCO, UNDP and others who contributes to the growth of education in Nigeria will be able to receive account from their benefactors. This study will expose the these organizations deals with to render good account.

The findings of this study will be leverage to future researcher who will find it interesting to carryout a further study on this or on other study related to this study.

Scope of the Study

The study was delimited to ICT utilization by secondary school administrators in Enugu educational zone.

The content scope was the utilization of ICT in records management.

ICT for data management as utilized by secondary school administrators, the type of ICT facilities used by school administrators, the constraints to utilization of ICT facilities for data management by secondary school administrators, and the strategies that could be employed to enhance the utilization of ICT for data management by Secondary school administrators.

Research Questions

The following research questions were posed to guide the study:

What are the types of ICTs facilities for data management used by school administrators?
To what extent is ICT facilities utilized for data management by secondary school administrators?
What are the constraints to use of ICTs for data management by school administrators?
What are the strategies that could be employed to enhance the utilization of ICTs facilities for data management by school administrators?

Research Hypothesis

The following research hypothesis were posed to guide the study:

Ho₁: There is no significant difference in the mean rating of teachers and principals on the adequacy of the type of ICT facilities and data management of secondary school in Enugu Education zone

Ho₂: There is no significant difference in the mean ratings of teachers and principals on the extent of application of ICT facilities and data management of secondary school in Enugu Education zone

Ho₃: There is no significant difference in the mean rating of teachers and principals on the constraints to the use of ICT and data management of secondary school in Enugu Education zone

Ho₄: There is no significant difference in the mean rating of teachers and principals on strategies to be employed to enhance ICT utilization and data management of secondary school in Enugu Education zone.

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