ASSESSMENT OF LECTURERS’ ICT ABILITIES IN THE USE OF ELECTRONIC INFORMATION ASSETS FOR TEACHING AND EXPLORATION IN UNIVERSITIES IN BENUE STATE, NIGERIA

ABSTRACT

 

This research was carried out to assess Lecturers‟ ICT Competencies in the Use of Electronic Information Resources for Teaching and Research in the Universities in Benue State. The study was guided by five research objectives: to identify types of electronic information resources available in the universities, find out means through which lecturers acquire ICT competencies,determine the level of ICT competencies of lecturers, ascertain the extent to which lecturers apply ICT competencies, and identify challenges faced by the lecturers in applying ICT competencies for using Electronic Information Resources for teaching and research in the Universities in Benue State. The quantitative research method was preferred for the study while a cross-sectional survey research design was adopted. The targeted population was lecturers in the three full-time universities in Benue State; namely, University of Agriculture, Makurdi; Benue State University, Makurdi; and University of Mkar, Mkar, with a total of 1, 537 lecturers. Out of this population, 306 lecturers were drawn as sample for the study. Cluster and simple random sampling were preferred for sample selection. Questionnaire was used as the instrument for data collection. In order to establish the validity of the instrument, the questionnaire was presented to experts for face and content validity, and the reliability of the instrument was obtained through the pilot study conducted in Ahmadu Bello University, Zaria. A reliability level of 0.98 was obtained. The data collected from the respondents was sorted, organized, presented and analyzed using descriptive statistics for the research questions while inferential statistics in form ofOneway Analysis of Variance (ANOVA) was maximized in testing the two null hypotheses at 0.05 level of significance, with the aid of SPSS. The study revealed that electronic journals, online databases, e-books and e-reference sources areavailable in the universities in Benue State; friends/family/colleagues, private computer training, computer-assisted instructions, Internet/distance learning, and Workshops/Seminars/Conferences are the means through which lecturers in the universities in Benue State acquire ICT competencies; the lecturers in the universities in Benue State possessed basic and intermediate levels of ICT competenciessuch as wordprocessing, presentation (PowerPoint), spreadsheet (excel), Internet surfing and database searching; the extent to which lecturers in universities in Benue State apply ICT competencies in using electronic information resources stand at average. The challenges that confront lecturers in applying ICT competencies for electronic information resources usage are unstable power supply, inadequate ICT facilities, poor Internet connectivity, lack of ICT training and funds. The first null hypothesis was rejected since it revealed that there is a statistically significant difference (p =.013) in the level of ICT competencies of lecturers in the federal, state and private universities in Benue State. The second null hypothesis was retained since it uncovered that there is no statistically significant difference (p =.123) in the extent of applying ICT competencies by lecturers in the federal, state and private universities in Benue State. Based on the findings, it was recommended that the management of respective university libraries in Benue State should work toward developing Digital Institutional Repositories (DIR) for their institutions. This would provide sustainable access to relevant scholarly outputs in addition to the available ones.Professional librarians who are ICT inclined should offer more personalized support services to lecturers that need training in ICT to be able to use electronic information resources for quality teaching and research. Government at both federal and state levels should show more commitment to the development of ICT competencies of lecturers by making available ICT grants to the universities and lecturers on annual basis.

TABLE OF CONTENTS

 

Title Page– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -i

Declaration– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  ii

Certification– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  iii

Dedication– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  –iv

Acknowledgements– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – –  v

Abstract– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – vii

Table of Contents– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – viii

List of Tables– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – xi

List of Figures– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – xii

List of Appendices– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – xiii

List of Abbreviations – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – xiv

CHAPTER ONE

 

INTRODUCTION 1.1 Background to the Study – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -1

1.2 Statement of the Problem– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  –

7

1.3 Research Questions– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – 8

1.4 Research Hypotheses– – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – – – – – – – 9

1.5 Objectives of the Study– – – – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – 9

1.6 Significance of the Study– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – – – – – – – – – – –9

1.7 Scope of the Study- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – 11

1.8 Operational Definition of Key Terms–  – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – 12

References– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – — – – – – – – – – –

13

 

CHAPTER TWO REVIEW OF RELATED LITERATURE

2.1 Introduction– – – – – – – – – –  – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – – – – – – – –

16

2.2 Conceptual Clarifications- – – – – – – –  – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -16

2..1ConceptofElectronicInformation Resources (EIRs)– — – – – – – – – – – – – – – – – — – – – – – –16

2.2.2 Concept of Information and Communication Technology (ICT)– – – – – –  – – – – — – – – – – –20

 

2.2.3 Concept of Competencies                                                                                – —        –      –27

2.3Theoretical Framework- — – – – – – – –  – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -29

2.5Types of Electronic Information Resources– – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – –33

2.5Means of Acquiring ICT Competencies by Lecturers— – – – – – – – – – — – – – – – – – – – – – –– – 42

2.6Levels of ICT Competencies Possessed by Lecturers– – – – – – – – – – — – – – – – – – – – – – – – – -45

2.7The Extent of Demonstrating ICT Competencies by Lecturers– – – – – – — – – – – – – – – – – – –48

2.8Challenges to Demonstrating ICT Competencies for Use of EIRs by Lecturers- – – – – – – – –50

2.9 Review of Empirical Studies– – – – – – – – – –  – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

52

2.10 Summary of the Review– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – 55

References– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

57

CHAPTER THREE RESEARCH METHODOLOGY

3.1 Introduction- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –   – – – – – – – – –

70

3.2 Research Method and Design Adopted– – – – – – — – – – – – – – – – – – – – – – – – – – – – – – –  – – – – 70

3.3 Population of the Study- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – – – – –  – – – – 71

3.4 Sample Size and Sampling Technique– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – 71

3.5 Instrument for Data Collection- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – 72

3.6 Validity of the Instrument–                                                                                    – –              – – –

73

3.7 Reliability of the Instrument– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – –74

3.7 Procedures for Data Collection– – –  – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – 75

3.8 Procedures for Data Analysis– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – –

75

References– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – – – – – – – – – –

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CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND DISCUSSION 4.1 Introduction- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – 78

4.2 Response Rate– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 78

4.3 Data Analysis and Discussion- – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – 79

4.3.1Availability of Electronic Information Resources– – – – – – – – – – – – – – – – – – – – – – — – – – – 79

4.3.2 Means of Acquiring ICT Competencies– – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – -81

4.3.3.1 Levels of ICT Knowledge Possessed by Lecturers– – – – – – – – – – – – – – – – – – – – — – – – – 83

4.3.3.2 Levels of ICT Skills Possessed by Lecturers– – – – – – – – – – – – – – – – – – – – – – – – — – – – – 85

4.3.4 The Extent of Applying ICT Competencies by Lecturers– – – – – – – – – – – – – – – – – – — – – – 87

4.3.5 Challenges in Applying ICT Competencies by Lecturers–  – – – – – – – – – – – – – – – – – – – – – 90

 

4.4 Hypotheses Testing- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 91

4.4.1 Hypothesis One- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –  – – – – – – – – – – –

92

4.4.2 Hypothesis Two– – – – – –                                                                                  – –        –      – – –

93

References– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

94

CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

96

5.2 Summary of the Study– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 96

5.3 Summary of the Major Findings– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 97

5.4 Contribution to Knowledge– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 98

5.5 Limitations of the Study– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –99

5.6 Conclusion– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –99

5.7 Recommendations– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – 99

5.8 Suggestions for Further Studies– – – – – – – – – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – 100

Bibliography– – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –101

Appendices– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

115

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LIST OF TABLES

Table 3.1:Distribution of Total Population of Lecturers inFull-time Universities in Benue State71

Table 3:2:Distribution of Sample Size of Lecturers in Universities in Benue State- – — – – – – – -72

Table 4.1: Response Rate- – – – – – – – – – – – — – – — – – – – – – – – – – – – – – – – – – – — – – – – – – – – – – – – – – – – – – – –

78

Table 4.2:Availability of Electronic Information Resources- – – – – –  – – – – – – – – – – – – — – – – – -79

Table 4.3:Means of Acquiring ICT Competencies by Lecturers- – – – – – – – – –  – – – – – – – – – – – – – – – – 81

Table 4.4: Levels of ICT Knowledge Possessed by Lecturers- – – – – – – – – – – – – – – – – – – – – – – –

83

Table 4.4a.Basic ICT Skills Possessed by Lecturers- – – – – – – – – – – – – – – – – – – – – – – – – – – – – -85

Table 4.4b.Intermediate ICT Skills Possessed by Lecturers- – – – – – – – – – – – – – – – – – – – – – – – 85

Table 4.4c.Advance ICT Skills Possessed by Lecturers- – – – – – – – – – – – – – – – – – – – – – – – – – – 86

Table 4.5:The Extent of Applying ICT Competencies by Lecturers- – – – – – – – – – – – – –  – – – – -88

Table 4.7:Challenges in Applying ICT Competencies by Lecturers- – – – – – – – – – –  – – – – – – – – – – – – 90

Table4.8: ANOVA Result on Difference in the Level of ICTCompetencies of Lecturers in the

Federal, State and Private Universities in Benue State- – – – – – – — – – – – – – – – – – – – – – – – – – – – – – – – – – 92

Table 4.9: ANOVA Result on Difference in the Extent of Applying ICT Competencies by

Lecturers in the Federal, State and Private Universities in Benue State- – – – – – – – – – – – – – – – – – – – – 93

 

 

 

 

 

 

 

 

 

 

 

LIST OF FIGURES

Fig. 1. Examples of Information and Communication Technologies (ICTs)- – – – – – – – – – – – – – 21

Fig. 2. Availability of Electronic Information Resources- – – – – – – – – – — – – – – – – – – – – – – – – – –

79

Fig. 3. Means of Acquiring ICT Competencies by Lecturers- – – – – – – – – – – – – – – – – – – – – – – – 81

Fig. 4. Challenges in Acquiring ICT Competencies- – – – – – – – — – – – – – – – – – –  – – – – – – — – – -90 LIST OF APPENDICES

Appendix I:Introductory Letter to the Registrar Universityof Agriculture, Makurdi – – – – – –  -115

AppendixII:Introductory Letter to the RegistrarBenue State University, Makurdi- – – – – – – – -116

Appendix III:Introductory Letter to the Registrar University of Mkar, Mkar- – – – – – – – – – – – -117

Appendix IV: Krejcie and Morgan Table of Determining Sample Size- – – – – – — – – – – – — – – – 118

Appendix V:Letter to the Respondents- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – -119

Appendix VI: Research Questionnaire- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 120

Appendix VII: Reliability Test Result- – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 123

Appendix VIII: ANOVA Result on Difference in the Level of ICT Competencies of Lecturers in the Federal, State and Private Universities in Benue State – – – – – – – – – – – — – – – – – – – – – – – – – 124

Appendix IX: ANOVA Result on Difference in the Extent of Applying ICT Competencies by

Lecturers in the Federal, State and Private Universities in Benue State- – – – – – – – – – – – – – – – — – 125

 

 

 

 

 

 

 

 

 

 

LIST OF ABBREVIATIONS

ACV                            –                       Ajayi Crowther University

AGORA                      –                       Access to Global Online Resources in Agriculture

AJO                             –                       African Journals Online

ANOVA                      –                       Analysis of Variance

BSUM                         –                       Benue State University, Makurdi

CAI                             –                       Computer Aided Instruction

CD-ROM                    –                       Compact Disk Read Only Memory

DIAC                           –                       Dubai International Academic City

DIR                             –                       Digital Institutional Repository

EIFL.NET                   –                       Electronic Information for Libraries‟ Network

EIRS                            –                       Electronic Information Resources

ERIC                           –                       The Education Resources Information Center

ETF                             –                       Educational Trust Fund

HINARI                      –                       Health Inter Network Access to Research Initiative

HTML                         –                       Hyper-Text Mark-up Language

ICOLC                        –                       International Coalition of Library Consortia

ICT                              –                       Information and Communication Technology

ILL                              –                       Inter-Library Loan

INTERNET                 –                       International Network

IT                                 –                       Information Technology

IFLA              –                       International Federation of Library Associations LCU                                  –             Lead City University

NCC                            –                       Nigerian Communications Commission

NOUN                         –                       National Open University of Nigeria

NUC                            –                       National Universities Commission

OARE                         –                       Online Access to Research in the Environment

OER                            –                       Open Educational Resources

OPAC                          –                       Online Public Access Catalogue

OSIWA                       –                       Open Society Initiative for West Africa

PDF                             –                       Portable Display Format

SPSS                           –                       Statistical Package for Social Science

TETFUND                  –                       Tertiary Education Trust Fund

TVE                             –                       Technical and Vocational Education

UAM                           –                       University of Agriculture, Makurdi

UMM                          –                       University of Mkar, Mkar

UNESCO                    –                       United Nations Educational, Scientific and Cultural

Organization

UNICEF                      –                       United Nations International Children‟s Emergency Fund

VSAT                          –                       Very Small Aperture Terminal

WEBPAC                    –                       Web Public Access Catalogues

WWW                         –                       World                                   Wide                                   Web

 

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Information and Communication Technology (ICT) is a potent force that has globally transformed various facets of human endeavors.Basri, Alandejani, and Almadani (2018) admitted that ICT has become an important source of innovation and improvement of efficiency for many sectors across the globe.In the education sector, particularly, the application of ICT has widened the opportunities for lecturersaround the world to acquire information, interact, network and actively participate in the academic world.In Nigeria, the impact of ICT is fastspreading,compelling technological changes and creating a culture of reliance on technology(Edewor, Imhonopi& Urim, 2014). This development has influenced the mode of information searching patterns of lecturersin universities and offer the newest and enhancedwaysof using varied scholarly information for teaching and research.

 

ICT is a generic term that combines computer and communication technologies used in information handling. Jagadesh (2017) defined ICT as a “diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information”.It covers products that will be able to store, manipulate,retrieve, transmit and at the same time receive information (text, sound, motion, etc.)transmittedelectronically in digital form. Some of these products include computer hardware and software, the network (Internet, intranets, extranets), World Wide Web (WWW) and other digital devices like audio, video, and camera and so on.  Nwizeg, Chukwunons, Kpabeb, and Mmeah(2011) stated thatICT tools can be used to find, explore, analyze, exchangeand present information responsibly from unlimited sources and withoutdiscrimination. This makes ICT instrumentalin the intellectual system of universities.

 

 

In recognition of the import of ICT in the university system, the Federal Government of Nigeria through the National Universities Commission (NUC), the Tertiary Education Trust Fund

(TETFund) as well as individual universities‟ efforts, has made ICT facilities available in university libraries (Ojiegbe, 2010). University Libraries in Benue State is not an exemption. With the presence of ICTs in most of the university libraries in Nigeria, a considerable amount of money of the university libraries‟ budgetary allocation is now expended on subscription to EIRs, which is the derivative of ICT in order to supply lecturers with resources needed to fulfill their teaching and research mandate.

 

Electronic Information Resources (EIRs) are a global phenomenon that hasgained growing attention in the academic circle around the world.Theseresources have universally brought about tremendous changes in scientific and scholarly communication (Chibini, 2011). The traditional barrier of geographical location and time have been stamped out with the advent of electronic information resources, thus enhancing intellectual interaction and global information access among academicians of both developed and developing nations of the world.Bassey and Odu (2015) confessed that this development has ushered in a global facilitation of access to information throughthe useof computers, the Internet, the World Wide Web, and the networked environments.

 

In Nigeria, Electronic Information Resources have dramatically revolutionized the landscape ofteaching and research in universities. Owolabi,Ajiboye, Lawal, and Okpeh (2012) observed that EIRs have increasingly become an invaluable asset amongUniversities in Nigeria. Thus, university libraries which are burdened with the onusof supporting the objectives of universities with information resources and services, have bowed to this revolutionary change by switching largelyfrombuilding collections to providingaccess to Electronic Information Resources.This paradigm shift, according to Ojeniyi and Adetimirin (2016)has overcome the barrier of access to valuable information experienced by scholars in the developing nations of the world.

In common parlance, Electronic Information Resources are information objects available in a non-paper format and are accessed through electronic means. Ani, NgulubeandOnyancha (2015) defined electronic informationresources as “informationthat is accessible through ICT facilities such as computers,CD-ROMs, the Internet, and other digital networks”.  These resources according to Akpojotor (2016) and Iroaganachi and Izuagbe (2018) consist of e-journals, ebooks, e-databases, e-theses and dissertations, Online Public Access Catalogues (OPAC),Internet,

Web Public Access Catalogues (Web PAC), CD-ROM, e-magazines, e-newspaper, e-

bibliographic databases,e-reference sources and related sources that are valuable to lecturers in the university libraries. They are easily accessible through libraries‟ in-house database carriers such as discs/disks, cassettes, cartridgesand so on or from remote areas via the Internet.

 

The Internet is the most facilitating and powerful tool in this contemporary knowledge-based society in promoting the use of Electronic Information Resources. Tiemo (2016) stated that the Internet has made it possible for libraries to have access to electronic information resources regardless of their physical scene. This justifies why Internet access exploded in popularity in most university libraries in Nigeria. According to the Nigerian Communications Commission (NCC), Internet usage in Nigeria has grown to 122 million users as of July 2019. This indicates the current penetration of the Internet in Nigeria and implied the extent of infiltration of EIRs in Universities in Nigeria.

 

. Electronic information resources are very instrumental for driving universities, seeing that they complement print-based resourcesby affording lecturers opportunity to access and utilize a wide range of accurate and timelyscholarly information on various subjects. According to Tekale and Dalve (2012) as cited inEdemandEgbe(2016),the benefits of Electronic Information Resources include their “availability at any time of the day; hyperlinks to other resources; huge information reservoirs; various search options; easy citations; ease in uploading and updating; ease in storage anddissemination; flexibility; and ease of archiving”. Users become more accustomed totechnology through constant use ofEIRs, thus liquidating technophobia. The educational potentials of these resources, when effectively utilized, impact the productivity of university lecturers.

,,

 

Use is the searching, examining, accessing and putting these electronic information resources into appropriate context in order to satisfy teaching and research information needs. Iroaganachi and Izuagbe (2018) understood the use of electronic information resourcesas a way of exploiting information on the varied field which has been accessed for meeting the desired need oflecturers beneficially. They stated further that for any electronic information to be utilized, itmust be relevant to the need of the user;thus,the use of EIRs by lecturers isinfluenced by their jobs, profession or functions they perform.Moreover, the use of EIRs hinges on the availability of computers, Internet access,network connectivity, highly skilled personnel and steadypower supply(Simon & Ogom, 2015).Without these elements, the effective use of EIRs would not be achieved until the variables are properly harnessed.

 

Effective utilization of EIRs is crucial to successful teaching and research. It enables lecturers to achieve self-education growth, development of curriculum and improve their research performance (Okiki 2012;Olarongbe &Ibrahim,2013; Aniet al., 2015). In order to facilitate the use of Electronic Information Resources, National Universities Commission (NUC)subscribed to a number ofinternational and local journals and made them accessible to Nigerian Universities on the Internet for use by lecturers. Moreover, the validation of National Policy on Open Educational Resources formulated by the National Universities Commission (NUC) in 2017, becamea landmark feat that brought more e-resources to visibility in Nigerian universities. However, ICT competencies are inescapable requirements for deriving maximum benefits from electronic information resources available to lecturers.

ICT competencies in modern times is not a negotiable subjectbecause real success in today‟s rapidly changing and highly competitive world depends on ICT knowledge and skills (Kpolovie & Awusaku,2016).This is a clear pointer that the age of lecturers surviving and proving to be relevant without ICT competencies is gone.  Buabeng-Andoh (2012) defined ICT competencies as being able to handle a wide range of varying computer applications for various purposes. It isthe capability of lecturers toeffectively integrate ICT tools in using electronic information resources for teaching and research.It enhances personal, career andorganizational development.All lecturers need these competencies to be able to use ICTs for research development and effective teaching. Ayokuand Victoria (2015) highlighted emailing, word processing, formatting, Internet and database searching, database management,web design as some of the ICT competencies.

In the university, the core responsibilitiesof lecturers as captured in the National Policy on Education (2004) is teaching and research. This is more so because research and teachingare the sins qua non for knowledge acquisition and transmission, which individuals and nations depend largely on for sustainable growth and development.In order to accomplish these responsibilities efficiently, lecturers require competencies in ICT so as to use electronic information resources that improve research and teaching productivity. However, Agber and Agwu (2013) reported that several problems still exist challenging the effective use of these resources by lecturers. Some of the challenges, among others, according to the authors included unstable power supply, high cost of access and usage of online resources, non subscription for relevant online resources by institutions, slow connection to the internet and lack of sponsored training from institutions. It is against this backdrop, that the researcher wasspurredtoconduct this research to establish lecturers‟ ICT competencies in using electronic information resources in universities in Benue State

1.1.1 Universities in Benue State

Benue State has four licensed Universities; namely: University of Agriculture, Makurdi; Benue

State University, Makurdi; University of Mkar, Mkar; and National Open University, Makurdi Study Center (NUC, 2018).

University of Agriculture, Makurdiwas established on 1st January 1988 and has undergone several changes. It is an institutional player in the process of national and global human resource capacity building in agriculture, science, engineering and technology (ASET) for rapid economic growth. Presently, the automation of the Library services is in full bloom, progress with the digitalization of certain databases in agriculture and offline materials and other downloaded materials are available for easy access.The Library has also subscribed to Very Small Aperture

Terminal (VSAT) Internet services to allow lecturers search various catalogs worldwide through Google, Yahoo, Mama, Mozilla Firefox and others (UAM, 2018.)

 

Benue State University, Makurdi, was established in 1992. The University has made laudable progress in ICT by making available installed digital access and infrastructure with a network of computers, a server, VSAT equipment, and high-speed Internet connectivity. There is a new VSAT also in the library. This is done to ensure access and use of subscribed electronic information resources by lecturersand to ensure improved library services on the part of the library staff. The facility was obtained in partnership with the Open Society Initiative for West Africa (OSIWA) who trained Benue State University Library staff on networking (BSU Brief History, 2015).

 

The University of Mkar was founded in June 2005bythe Universal Reformed Church of Christ (URCC). It is one of the private Christian Universities that is committed to the advancement of knowledge through quality teaching, research and holistic education that puts God at the center of all learning. As a Christian Institution, academic intellectualism in all its forms is viewed as man’s study of the created facts of God.It has a computerized library with an open access system audiovisual rooms with Internet and other ICT facilities to enable lecturers to toaccess online resources (UMM, 2018).

National Open University (NOUN), Makurdi Study Center is an open distance learning institution renowned for providing functional, flexible, accessible, cost-effective education adequate for flourishing in the 21st century and beyond.NOUN leverages on Information and

Computer Technologies to deliver an education tailored towards the globalized economy. The University offers exceptional academic programs that meet the specific needs of all sectors of the global economy, in the Arts; Health; Law; Physical, Social, Agricultural and Management Sciences (NOUN, 2019). The institution has lecturers known as facilitators.

 

1.2 Statement of the Problem

Electronic information resources constitute one among the global sources of information being tapped by nations of the world and individuals in order to meet the growing need for national development and growth. ICTs are modern time vehicles that are being used to harness these resources. ICT competencies exhibited by lecturers in the use of electronic information resources enable them to compete for standard in teachingand research process with their contemporariesacross the world. It also increases their job effectiveness and efficiency and upsurgestheir relevance throughintellectual contributions to the academic world.

However, the preliminary investigation undertaken by the researcher through literature search and observations revealed the lowusage of electronic information resources by lecturers in the Universities in Benue State. Similarly, a growing body of researches confirmedlow level of electronic information resources use bythe lecturers (Ukih, 2011; Ashaver, 2012; Agber and

Agwu,2013), despite the fact that visibility of ICTshas been reported in these universities (Shidi, 2011; Shidi, Igyuve and Tyonum, 2015).Therefore, uncertainty exists whether the lecturers indeed possess ICT competencies required for usingelectronic information resources. Where these competencies are lacking, the institutions in question cannot gain commensurate value for theresourcesinvested in procuring ICT facilities and subscribing to EIRsas a consequence of nominal patronageand ultimately, the teachingand researchmission of theseuniversities might well remain in doldrums.

In order to remedy this,the need for this study heightens, to keenly assessthe ICTcompetencies of lecturers in the use of electronic information resources in the universities in Benue State, Nigeria. This is to ensure thatopportunities and benefits presented by EIRs as a result of the advent of ICT are fully exploitedfor effective and efficientteaching and research by lecturers.

1.3 Research Questions

The study sought to answer the following questions:

1. What types of Electronic Information Resources are availableto use for teaching and research by lecturers in the universities in Benue State?
2. What are the means through which the lecturers acquire ICT competencies forusing

Electronic Information Resources forteaching and research in universities in Benue State?

3. What is the levelof ICT competenciespossessed by the lecturers for using Electronic

Information Resources for teaching and research in universities in Benue State?

4. To what extent do the lecturers demonstrate ICT competencies inusing Electronic

Information Resources forteaching and research in universities in Benue State?

5. What are the challenges faced by the lecturers in applying ICT competencies for using

Electronic Information Resources forteaching and research in universities in Benue State?

 

 

1.4 Research Hypotheses

 

The following null hypotheses have been formulated for the study:

H_01:There is no significant difference in the level of ICT competenciespossessed by the lecturers in using EIRs for teaching and research in theFederal, State and Private Universities in Benue State.

H_02:There is no significant difference in the extent of applying ICT competencies in using EIR for teaching and research by the lecturers in the Federal, State and Private Universities in Benue State.

 

1.5 Objectives of the Study

The objectives of the study are to:

1. Identify types ofElectronic Information Resources available to use for teaching and research bylecturers inthe universities in Benue State.
2. Find outthe means through whichthe lecturersacquire ICT competencies for using Electronic Information Resources for teaching and research in universities in Benue State.
3. Determine the level of ICT competencies possessed by the lecturersfor using Electronic

Information Resources for teaching and research inuniversities in Benue State.

4. Ascertain the extent to which the lecturers apply ICT competencies in using Electronic

Information Resources for teaching and research inuniversitiesin Benue State.

5. Identifythe challenges faced bythe lecturersin apply ICT competencies for using

Electronic Information Resources for teaching and research in Universities in Benue State.

 

1.6 Significance of the Study

It is expected that upon completion of this research work, the findings of this study wouldexpose lecturers to ICT competencies to possess in order to utilize electronic resources and perform superlatively inteaching and research. It would motivate and inspire them to aspire beyond the status quo and make haste to acquire the requiredproficiencies to ensure academic interaction with their counterparts across the globe and meet up with the demands occasioned by

globalization.  

 

It is hoped that the discoveries emanating from this study would help university librarians to design or redesign programservices, and resources that will capture the emerging needs of lecturers in universities. It would also propel them to put in place strategies on how to specifically train and empower them with the required skills to enhance their job performance.

 

The management of the universitieswould be motivated by the submissions of this study to initiate standard and consistent training programs that would equip, nurture and develop lecturers with competencies needed to utilize electronic information resources. Thiswould eventually contribute to universities development, career advancement, and improved academic activities.

 

Similarly, it is also hoped that the findings of this study will prompt management of tertiary institutions in Benue State, in particular, and Nigeriain general, to formulate feasible policies that would enhance the training of lecturers to effectively access and use the Internet and the resources its host for their academic works.

 

 

The finding arising from this study would also give educators in library schools insight on how to redirect their training from only inculcating traditional skills in students to training ICT friendly graduates who will fit into the technology-driven university system when employed as lecturers and display a high level of proficiency amidst their equals in the outside world.

 

Curriculum developers or planners of Library and Information Science will see the necessity, as a result of this study, to incorporate more practical ICT competencies development programs in the course content of the profession. This is to ensure that students who will eventually become lecturers pass through the requisite ICT trainings at the early stage of their careers.

The result of this study would equally expose the need for the Nigerian Library Association (NLA) and Librarian Registration Council of Nigeria (LRCN) to be regularly organizing capacity building programs for professionals in universities. This would ensure the continuing education of professionals.

 

Finally, it would contribute to the existing body of knowledge in the area of Library and Information Science and serves as a stepping stone for further researches in the area. It would also contribute to the paucity of literature on ICT competencies of lecturers in the Universities in Benue State.

 

1.7 Scope of the Study

The study centred on lecturers‟ ICT competencies in the use of electronic information resources for teaching and researchin the universities in Benue State; namely, University of Agriculture, Makurdi; National Open University, Makurdi Study Center; Benue State University, Makurdi; and University of Mkar, Mkar.  The study covered only lecturers in the threefull-time or conventionaluniversities in Benue Statewiththeir level ofICT knowledge and skills (competencies)applied in putting EIRs to use to improve teaching and research functions. This is because lecturers form the greater percentage of valuablehuman resources in the educational systems and are very sensitive to the realization of the overall objectives of the universities. ICT competencies exhibited in the use of electronic information resources by the lecturers will enhance their intellectual capacity, enable them to impart contemporary knowledge to students and conducts researches that will gain esteem in the global research community, which is what universities principally stand for. The study is limited in Benue state for convenience in data collection.

 

1.8 Operational Definition of Terms

The following terms are operationally definedas follows:

Assessment:It involves measuring the level of ICT knowledge and skills (competencies) possessed by lecturers using Akoojee, Arends and Roodt (2008)proposed levels of ICT competencies for developing countrieswith slight modifications.

Electronic Information Resources: These areinformation carriers available in a non-paper format and are accessed through electronic means foruse by lecturers.

ICT Competencies: These are knowledge and skills that enable lecturers to effectively integrate ICT tools into the productive use of electronic information resources. Competencies and skills are used interchangeably in this work.

Lecturers: These are university teachers who are providedwith electronic information resources to use for effective teaching and research. Academic staff, university teachers and faculty members are used interchangeably in this work.

Research:This involves a systematic way of studying a problem or phenomena using

dataprovided by Electronic Information Resources in order to arrive at a dependable conclusion.   Teaching: This involves the process of effectively imparting knowledge by lecturers to learners with the aid of information gathered fromElectronic Information Resources.

Use: It involvessearching, examining and accessing electronic information resources in all formats in order to satisfy the teaching and research information needs of lecturers. Use, applicationand utilization are synonymously used in this work.

 

 

 

 

 

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ASSESSMENT OF LECTURERS’ ICT ABILITIES IN THE USE OF ELECTRONIC INFORMATION ASSETS FOR TEACHING AND EXPLORATION IN UNIVERSITIES IN BENUE STATE, NIGERIA

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