Knowledge and utilization of information communication technology (ICT) among health science students at the University of Gondar, North Western Ethiopia

Solomon Assefa Woreta,Yigzaw Kebede,Desalegn Tegabu Zegeye

doi:10.1186/1472-6947-13-31

Abstract

BackgroundDespite the relatively huge ICT investment and policy deployment in higher institutions in Ethiopia, there is still scant information about the success of implementation of the Information Communication Technology (ICT) in the higher education. This study, therefore, was carried out with an aim to assess knowledge and utilization of Information Communication Technology (ICT) among medicine and health science students and its associated factors in Gondar College of Medicine and Health sciences, University of Gondar.MethodsA cross-sectional study was conducted at the College of Medicine and Health Sciences, University of Gondar, Ethiopia. Data regarding socio-demographic characteristics of the students, level of knowledge and utilization of ICT were collected by means of a self-administered questionnaire. Data was analyzed using SPSS version 13.ResultsA total of 1096 students responded giving a response rate of 97.8%. The mean age of the study participants was 20.3 (±1. 3) years. Females constitute only 26% of the respondents. The majority (79%) were fulltime students. Only half of the respondents (51%) had ICT knowledge and only 46% students utilized ICT while 47% of the respondents never used electronic communication (e.g. email or chat room) and 39% of the respondents never used Microsoft office (e.g. word ® or WordPerfect ®). ICT knowledge [AOR = 2.5, 95% CI: 1.7-3.5], family educational background [AOR = 4.36, 95% CI: 2.16-8.80], and perceived quality of training [AOR = 1.9, 95% CI: 1.3-2.8] showed strong and positive associations with ICT utilization. Students from urban areas were more likely to utilize ICT compared with those from rural areas [AOR = 2.7, 95% CI: 2.097, 3.497], and information technology training was found to be positively associated with ICT utilization [AOR = 2. 07, 95% CI: 1.18, 3.62].ConclusionsThe result showed that students’ knowledge was inadequate and utilization of ICT was poor. Therefore, the university should sustain professional development to improve teaching, to raise student performance and equip the college with student centered ICT computer labs to increase students’ ICT utilization.

Highlights

Despite the relatively huge ICT investment and policy deployment in higher institutions in Ethiopia, there is still scant information about the success of implementation of the Information Communication Technology (ICT) in the higher education
Student knowledge on ICT It was observed from the study that 51% of the respondents had knowledge of ICT, of which 29% were female and 75% were originally from an urban residence
Students who had ICT knowledge were twice more likely to utilize ICT compared to without this knowledge [Adjusted Odd Ratio (AOR) = 2.47, 95% Confidence Interval (CI):1.72-3.55], and students with perceived good quality of Information technology (IT) education were two times more likely to utilize ICT compared to those who perceived their education to be of poor quality [AOR = 1.96, 95% CI: 1.36-2.84]

Summary

Introduction

Despite the relatively huge ICT investment and policy deployment in higher institutions in Ethiopia, there is still scant information about the success of implementation of the Information Communication Technology (ICT) in the higher education. This study, was carried out with an aim to assess knowledge and utilization of Information Communication Technology (ICT) among medicine and health science students and its associated factors in Gondar College of Medicine and Health sciences, University of Gondar. The use of ICT in education programs in developing nations is relatively limited. There has been growing interest in the use of ICT in educational settings in developing countries. In recent years, several countries have attempted government led initiatives to expand access to ICT in schools. These initiatives have often been associated with a broader educational quality improvement agenda [4]

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