ICT and productivity: conclusions from the empirical literature

The study aims to study the perception of Sr. Sec. School Teachers’ towards extensive utilization of Information and Communication Technology (ICT). The Objectives of the study were: O to study the perception of Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT); O to compare the perception of Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT) in relation to gender; O to compare the perception of Sr. Sec. School Teachers of different age groups towards utilization of Information and Communication Technology (ICT); O to compare the perception of urban and rural Sr. Sec. School Teachers towards utilization of Information and Communication Technology (ICT); O to compare the perception of Sr. Sec. School Teachers to different level of qualification towards utilization of Information and Communication Technology (ICT); (vi) to suggest guidance for effective utilization of Information and Communication Technology (ICT) in Sr. Sec. Schools. It was decided to select the sample from Sr. Sec. School teachers of Faridabad District of Haryana. In the present study 100 Sr. Sec. school teachers of Faridabad district of Haryana were selected through simple random sampling technique. Tools: Questionnaire for Teachers’ Perception towards Information and Communication Technology (ICT). This questionnaire was developed by investigator and finalized with its face validity. As findings can be declare that: O There is no significant difference between the urban Sr. Sec. School teachers’ perception and their counter part i.e. rural Sr. Sec. School teachers towards utilization of ICT. O There is no significant difference between the urban male and rural male Sr. Sec. School teachers perception did not differ significant on utilization of ICT. O There is no significant difference between urban and rural female Sr. Sec. School teachers perception towards utilization of ICT. It reflected that urban and rural female teachers were not differs in view on utilization of ICT.

This study describes the use of Information and Communication Technology (ICT) in the learning process in the expertise of SMK 5 Padang related skills and supporting infrastructure for learning based on Information and Communication Technology (ICT) on the competency of SMK 5 Padang skills and the use of Information and Communication Technology (ICT) by subject teacher competency in Design Modeling and Building Information (DPIB). Two research questions were raised relating to these two research objectives. This research is a descriptive study conducted at SMKN 5 Padang. This research is population research. The population in this study were 3 teachers of the Building Design and Information Design (DPIB) design competency expertise with its unit of analysis the productive competency of the Modeling and Building Design Design expertise (DPIB). Testing the validity of the expert judgment method with two expert lecturers. Reliability testing with Cronbach alpha test. Data analysis in the form of quantitative data analysis for questionnaires and qualitative data analysis in the form of interviews and documentation. The results showed that: (1) Facilities and infrastructure of SMK 5 Padang were in category A (high-end) which showed that the facilities and infrastructure were adequate; (2) Utilization of Information and Communication Technology (ICT) by teachers of competencies in Building Modeling and Information Design (DPIB) expertise is 30.77% in the very high category, 46.15% in the high category, and 23.08% in the low category. This shows the majority of the utilization of Information and Communication Technology (ICT) by teachers of competency subjects in the Design and Information Building Design (DPIB) Vocational School 5 Padang in the high category. (3) Utilization of Information and Communication Technology (ICT) by teacher subject competencies DPIB expertise is not optimal. Therefore, the researcher concludes that the use of ICT by teachers in DPIB expertise competency subjects has not yet utilized ICTs to the full.

Perception of Ultimate Utilization of Information and Communication Technology (ICT) as an Impetus in Enhancing Employee Performance in a Few Selected Municipalities in the Eastern Cape of South Africa

This study aimed to investigate the availability, utilization, and challenges associated with Information and Communication Technology (ICT) resources in the teaching and learning of Business Education at government-owned Colleges of Education in Delta State, Nigeria. Adopting a descriptive survey research design, the study collected data from a sample of 83 respondents, including both lecturers and students, selected using stratified random sampling from a population of 275. Data were gathered through a structured questionnaire divided into three sections: demographic information, ICT availability, ICT utilization, and challenges in ICT use. The findings revealed that, on average, ICT resources were available for teaching Business Education, with key resources such as computers and office software being highly available. However, the extent of ICT utilization was moderate, with lecturers and students making use of ICT primarily for presentations, research, and administrative tasks. Challenges in ICT utilization included poor power supply, inadequate ICT infrastructure, lack of technical support, insufficient internet connectivity, and resistance from some lecturers in adopting ICT tools. The study also highlighted the lack of proper training for lecturers and students’ limited ICT skills as significant barriers to effective ICT use. The data were analysed using descriptive statistics, with the results indicating that the availability of ICT resources was generally favourable, but their utilization was limited by several challenges. The study concludes that while ICT resources are available, their effective use is hindered by infrastructure and training gaps, suggesting the need for improved professional development for lecturers, enhanced technical support, and better ICT infrastructure. The research contributes to understanding the current state of ICT in Business Education and provides a foundation for policy recommendations aimed at improving the integration of technology in education. Keywords: Utilization, Information & Communication Technology, Teaching and Learning, Students, Business Education, Programme, Growth Journal Reference Format: Ogudo P., Onyesom, A. E, Okeibunor A. & Alabi, S. O. (2024): Availability and Utilization of Information and Communication Technology for the Teaching and Learning Business Education Programme. Journal of Behavioural Informatics, Digital Humanities and Development Rese Vol. 10 No. 4. Pp 23-32. https://www.isteams.net/behavioralinformaticsjournal dx.doi.org/10.22624/AIMS/BHI/V10N4P3

This study aimed to investigate the availability, utilization, and challenges associated with Information and Communication Technology (ICT) resources in the teaching and learning of Business Education at government-owned Colleges of Education in Delta State, Nigeria. Adopting a descriptive survey research design, the study collected data from a sample of 83 respondents, including both lecturers and students, selected using stratified random sampling from a population of 275. Data were gathered through a structured questionnaire divided into three sections: demographic information, ICT availability, ICT utilization, and challenges in ICT use. The findings revealed that, on average, ICT resources were available for teaching Business Education, with key resources such as computers and office software being highly available. However, the extent of ICT utilization was moderate, with lecturers and students making use of ICT primarily for presentations, research, and administrative tasks. Challenges in ICT utilization included poor power supply, inadequate ICT infrastructure, lack of technical support, insufficient internet connectivity, and resistance from some lecturers in adopting ICT tools. The study also highlighted the lack of proper training for lecturers and students’ limited ICT skills as significant barriers to effective ICT use. The data were analysed using descriptive statistics, with the results indicating that the availability of ICT resources was generally favourable, but their utilization was limited by several challenges. The study concludes that while ICT resources are available, their effective use is hindered by infrastructure and training gaps, suggesting the need for improved professional development for lecturers, enhanced technical support, and better ICT infrastructure. The research contributes to understanding the current state of ICT in Business Education and provides a foundation for policy recommendations aimed at improving the integration of technology in education. Keywords: Utilization, Information & Communication Technology, Teaching and Learning, Students, Business Education, Programme, Growth Journal Reference Format: Ogudo P., Onyesom, A. E, Okeibunor A. & Alabi, S. O. (2024): Availability and Utilization of Information and Communication Technology for the Teaching and Learning Business Education Programme. Journal of Behavioural Informatics, Digital Humanities and Development Rese Vol. 10 No. 4. Pp 23-32. https://www.isteams.net/behavioralinformaticsjournal dx.doi.org/10.22624/AIMS/BHI/V10N4P3

The aim of this study is to determine the problems associated with Information and communication technology (ICT) utilization in the provision of library and information services in university libraries in Cross River State, Nigeria. It was also intended to determine if there was any significant change in the problems associated with ICT utilization on the provision of library and information services in the university libraries. The use of universities in the study was based on the researchers’ view that these university libraries are prominent in ICT development. A Survey design was used with questionnaire as the instrument for data collection. A total of 130 respondents were used (that is 26 librarians, 66 paraprofessional librarians and 38 library support staff completed the questionnaire). Simple percentages were used to answer the research question, while t-test analysis was used to test the hypothesis at 0.05 level of significance. The findings of the study revealed that, inadequate provision of funds, negative attitude of university management toward ICT utilization, lack of maintenance of ICT facilities, absence of ICT training programmes, lack of awareness of ICT potentials by library users and installation of obsolete ICT facilities among others are all identified to be problems associated with ICT utilization and that, the problems associated with the utilization of ICT on the provision of library and information services in university libraries in Cross River State, Nigeria are significantly high. From the findings of this study, it is recommended among others that, adequate funds should be provided for the much needed and talked about ICT utilization in all university libraries in Nigeria. University libraries should embark on periodic in-house training programmes by way of workshops, conferences, seminars etc for the purpose of skill acquisition among librarians, paraprofessional librarians as well as library support staff.

UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN MATHEMATICS LEARNING. The aims of this study are (1) to explain the definition of Information and Communication Technology (ICT); (2) to explain the importance of ICT used in Mathematics Learning; (3) to describe how much ICT used in Mathematics Learning in indoensia; (4) to elaborate the positive and negative effects of implementing ICT used in Mathematics learning. The methods used are literature review and description of interviews to educators and learners in the field of mathematics education. Information and Communication Technology is an electronic equipment consisting of hardware and software as well as any activities related to processing, manipulation, management, and transfer of information between media. It has has a function to produce quality and communicative information. In Indonesia, the use of Information and Communication Technology is still in integrating level, shown by the use of technology in learning. The utilization of information technology, in addition to efforts to overcome the technical problems of learning as a learning medium, as well as an effort to answer the substantial problem of learning as a source of teaching and encourage computer literacy acceleration in Indonesian society.

This study examined the utilization of Information and Communication Technologies (ICT) for managing students’ academic records in Nigerian schools. A descriptive survey method was used for the study. The population of the study comprises 131 teachers in selected secondary schools in Kogi. The multi-stage sampling procedure was adopted to select 97 teachers, both male and female as samples in six (6) secondary schools in the three districts of Kogi State. Five (5) research questions guided the study. Percentile rank and mean scores were used as statistical tools for data analysis. The findings revealed that ICT facilities available for managing students’ records in the school include computers, printers, handsets, photocopiers, and diskettes, among others. The study found that insufficient knowledge and skills on how to operate ICT equipment, ignorance of the advantages of ICT devices, principals' reluctance to use ICT gadgets, inadequate physical facilities/equipment, sporadic disruption of electricity supply and inadequate funds to provide ICT devices were challenges in using ICT to manage students’ academic records in the secondary schools under study. The study, among others, recommended that school teachers and principals should be trained in the use of the latest information technologies and gadgets to be effective and efficient in their performances. Also, Information and Communication Technologies (ICTs) should be incorporated into the school curriculum, especially at the secondary school level and the government should put in place power plants in every secondary school in order to solve the issue of disruption in power supply.

The study was conducted in Katsina State with the aim of finding out the extent of utilization of information and communication technologies (ICTs) among basic rural secondary school teachers. Multi-stage sampling procedure was used to sample 260 teachers; structured interview schedule was employed to capture their thoughts on socio-economic characteristics, sources of information, awareness, access, ICTs utilization and constraints. Descriptive (frequency counts, percentages, mean and standard deviation) and inferential statistics (Chi square and Pearson Product Moment Correlation PPMC) were instruments of data analysis. Teachers were mostly males (85.8%), NCE/BED (97.7%) holders with mean age of 34years and 9 years of working experience. Television ( = 2.35) and internet ( = 2.31) were major sources of information with 60.85% having high level of ICTs awareness. Mobile phone ( = 2.08) and internet ( = 1.76) were most accessed ICTs with 53.8% having low level of access to ICTs. Mobile phone ( = 1.71), newspaper ( 1.52) and radio ( = 1.50) as ICTs were mostly utilized. Most (52.3%) teachers had low level of ICTs utilization. Benefits derived were mostly motivation of students ( = 2.45) and facilitating knowledge sharing with colleagues ( = 2.42). Levels of benefits derived (60.4%) and constraints were high and low respectively. Information (r = 0.330), awareness (r = 0.357), benefits (r = 0.162), access (r = 0.770) significantly correlated with respondents’ level of ICTs utilization. Level (52.3%) of ICTs utilization was low notwithstanding that mobile phone; internet, newspaper and radio were mostly utilized.

Aim of the Study: This study investigated the utilization and challenges of Information and Communication Technology (ICT) in teaching and learning within business education programs at tertiary institutions in Anambra State, Nigeria. Methodology: The study employed a descriptive survey design to examine ICT use in teaching and learning Business Education at Nwafor Orizu College of Education Nsugbe (NOCEN), Nnamdi Azikiwe University Awka, and the Federal College of Education (Technical), Umunze in Anambra State, Nigeria. With a population of 553 (51 lecturers and 502 students), a sample of 232 was randomly selected. Data were collected through interviews and a validated 39-item questionnaire, with a reliability coefficient of 0.89. Analysis of responses including 99% return rate, involved frequency distribution and mean scores to assess ICT utilization and challenges in these institutions. Findings: The study reveals that while ICT tools such as the internet and email are widely used and considered beneficial for enhancing educational quality, significant challenges persist. These include inadequate infrastructure, funding issues, and inconsistent power supply. Strategies for overcoming these obstacles include improved funding, enhanced ICT literacy, and regular power supply. The findings underscore the need for strategic policy implementation and institutional support to maximize ICT benefits in business education. Conclusion: This study contributes to the understanding of ICT integration in Nigerian tertiary education and provides actionable recommendations for policy makers and educators.

This research work surveyed the impact of accessibility and utilization of Information and Communication Technology (ICT) facilities by Lecturers of Adamawa State University (ADSU), Mubi, Nigeria. The population of this study was 388 Lecturers of the university. Krejcie and Morgan (1970) table was used todetermine a sample size of 191 from the target population, while, simple random sampling technique was employed to administer the questionnaire. The main research instrument used for this study was questionnaire and the data collected was analyzed using a Statistical Package for the Social Sciences (SPSS) version 17.0 and descriptive statistics of frequencies and percentages to present results in tables, pie charts and bar charts. Findings of the study revealed that accessibility and utilization of ICT facilities had positive impact on the performance of Lecturers which enhanced their teaching, research and learning output. However, respondents mostly used personal subscription to access the ICT facilities in the university due to problems such as poor ICT infrastructure, network fluctuation and low bandwidth size, among others. These problems had negative consequences on Lecturers’ academic activities. Recommendations made include provision of adequate funds to improve on ICT facilities, provision of alternative power sources and training of Lecturers on the use of ICT facilities for teaching, learning and research activities.

Several novel concepts and understandings in education can result from researching how teachers use information and communication technology (ICT) and how that use affects students’ academic achievement. It is on this premise that this paper aimed to determine the extent of teachers’ ICT utilization and its relationship with learners’ academic in a public secondary school, in one of the districts of a large size schools division in Central Philippines, during the School Year 2023-2024. Data needed for this descriptive study was collected from 42 respondents using a self-made 30-item questionnaire that has passed the rigorous tests of validity and reliability. This study employed appropriate statistical methods based on the stated objectives namely, frequency and percentage count, Mean, Mann-Whitney U-test and Spearman Rho. Data showed a great extent of teachers’ ICT utilization when analyzed regarding instructional delivery and computer peripherals and equipment. Meanwhile, learners’ academic performance was found to be very satisfactory. The results state that the relationship between extent of teachers’ ICT utilization in teaching and learners’ academic performance is interpreted as not significant, the extent of teacher’s utilization of Information and Communication Technology does not affect the learners’ academic performance. The study results call for the teachers to encourage using technology in delivering the lesson, and the higher authority may support the school in providing the needs of the teachers and students and equip educators with tangible abilities to enhance technology integration in classrooms, fostering creativity, collaboration, and continuous refinement of teaching and learning approaches. Keywords: Information and communication technology, instructional delivery, computer peripherals and equipment, Negros Occidental, Philippines.

The study investigated students’ perception of the availability and utilization of Information and Communication Technology (ICT) in the teaching and learning of science subjects in secondary schools in Ekiti State, Nigeria. The population of the study was made up of all secondary school students in public and private secondary schools in Ekiti State, Nigeria. The sample was 400 students selected from both public and private secondary schools in the state using the multi-stage sampling. The only instrument used in collecting relevant data for the study was a questionnaire consisting of two sections A and B. Section A consisted of personal biodata of the respondents, while section B consisted of 22 items which elicited information on the application of ICT in schools for learning science. Four research questions were raised and two hypotheses tested. Data collected were analysed using frequency counts and percentages as well as inferential statistics of t-test. The results showed that apart from the computer, which is available in most schools, the other identified ICT equipment were not available. The findings also showed that there is no significant difference in the availability of ICT facilities in public and private secondary schools, and that students in private schools are more exposed to ICT than their counterparts in public schools.

The study examined Institutional and Societal Challenges in the Utilization of Information and Communication Technology (ICT) for transformation of Senior Secondary Education in Rivers State. Three research questions and hypotheses guided the study. Descriptive survey design was adopted with a population of 6859 teachers and principals in public senior secondary schools in Rivers State. The sample of the study was 823 which represents 12% of the entire population. A 4-point Likert scale self-structured questionnaire titled Societal and Institutional Challenges to the Utilization of Information and Technology for Secondary Education Questionnaire (SICUICTQ) was used for the study. The instrument which was made up of 30 items had its face and the content validity determined by three experts from the Department of measurement and evaluations while the reliability of the instrument was estimated to be 0.89 using Cronbach alpha coefficient. The data collected were analyzed using mean and standard deviation to answer all research questions while the z test was used to test the hypothesis at 0.05 level significance. A criterion mean of 2.50 was used as the cut-off mean. Any mean greater than 2.50 was regarded as high extent while mean less than 2.50 was low extent. Findings of the study revealed that the availability of ICT facilities in secondary schools was to a low extent, ICT utilization was to a low extent due to lack of training, funding and that funding challenges affect the utilization of ICT for secondary Education Transformation in Rivers State to a high extent. The study recommended amongst others that for the transformation of the secondary educational system, the government and stakeholders of secondary education should provide ICT facilities in schools as well as look into the challenges of utilizing ICT for enhanced utilization of ICT for secondary education transformation.

Information professionals in a globalized world: Digital inclusion initiatives in Brazil: Improving education and information seeking behavior through government‐academic partnerships