Appraising the in cooperation of Information and Communication Technology (ICT) and Its Role on Learning Activities in Colleges of Education across North-West Nigeria

Nasiru Khalid, Zubairu Alhassan, Rufai Shehu

Abstract


This study aimed to evaluate the integration of Information and Communication Technology (ICT) and its impact on learning activities in Colleges of Education across North-West Nigeria. A survey research design was employed, involving a sample of 346 academic staff drawn from a total population of 3,107 academic staff across nine public Colleges of Education as of June 2024. Data was collected using a self-designed structured questionnaire titled Assessment of Information and Communication Technology in Teaching and Learning Activities for Colleges of Education Questionnaire (AICTTLAQ). The instrument, based on a 5-point Likert scale, covered demographic data and key variables related to ICT use in teaching and learning. It was validated by experts from English, Computer Science, and Science Education departments at the Federal University of Education, Zaria. Reliability was confirmed using the Cronbach’s Alpha method. Data analysis involved both descriptive and inferential statistics, with t-tests used to test two null hypotheses at a 0.05 significance level. The findings revealed a significant relationship between the level of ICT integration and student academic engagement and significant positive effect of ICT use in teaching on students’ academic achievement (mean difference. The study recommended substantial government investment in ICT infrastructure—such as internet access, computer labs, and multimedia teaching aids—to foster technology-enhanced learning. It also emphasized the need for regular updates and implementation of ICT policies to ensure standardization, monitoring, and quality assurance in teaching and learning processes.


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