The responses of the respondents on each of the items in the questionnaire were computed and presented in Tables based on the three research questions and three hypotheses that were formulated for the study.
Research Question 1
What are the ICT-based tools available for the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria?
Table 1
Mean responses of respondents on the ICT-based tools available for the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria (n = 69)
S/N | Items | \(\stackrel{-}{X}\) | SD | Decision |
1 | Desktop/laptops computers | 2.94 | 0.99 | Accepted |
2 | LCD projector | 2.41 | 0.83 | Rejected |
3 | Video recorder/discs | 2.78 | 0.95 | Accepted |
4 | Film, slide, transparency or film projectors | 2.67 | 0.95 | Accepted |
5 | Tapes/flash cards | 2.72 | 0.98 | Accepted |
6 | Record players/discs | 2.77 | 1.00 | Accepted |
7 | TV sets | 2.97 | 0.86 | Accepted |
8 | Internet/modem | 2.32 | 0.81 | Rejected |
9 | Talking books | 2.32 | 0.79 | Rejected |
10 | Video/Audio sensors | 2.36 | 0.85 | Rejected |
11 | Digital camera | 3.00 | 0.94 | Accepted |
12 | Word processing package (MS-word) | 2.70 | 0.91 | Accepted |
13 | Spread sheet package (MS-excel) | 2.64 | 0.89 | Accepted |
14 | Presentation package (MS-power point) | 2.83 | 0.84 | Accepted |
15 | Desktop publication package (MS-Corel draw) | 2.90 | 0.87 | Accepted |
16 | Architectural package (AutoCAD) | 2.46 | 0.72 | Rejected |
17 | Database package (MS-access) | 2.72 | 0.84 | Accepted |
\(\stackrel{-}{X}\)= Mean, SD = Standard Deviation |
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From Table 1, it can be seen that items 1, 3–7, 11–15 & 17 had Mean scores greater than 2.50 indicating that desktop/laptops computers (\(\stackrel{-}{X}\) =2.94, SD = 0.99), video recorder/discs (\(\stackrel{-}{X}\) =2.78, SD = 0.95), film, slide, transparency or film projectors (\(\stackrel{-}{X}\) =2.67, SD = 0.95), tapes/flash cards (\(\stackrel{-}{X}\) =2.72, SD = 0.98), record players/discs (\(\stackrel{-}{X}\) =2.77, SD = 1.00), TV sets (\(\stackrel{-}{X}\) =2.97, SD = 0.86), digital cameras (\(\stackrel{-}{X}\) =3.00, SD = 0.94), word processing package (\(\stackrel{-}{X}\) =2.70, SD = 0.91), spread sheet package (\(\stackrel{-}{X}\) =2.64, SD = 0.89), presentation package (\(\stackrel{-}{X}\) =2.83, SD = 0.84), desktop publishing package (\(\stackrel{-}{X}\) =2.90, SD = 0.87) and database package (\(\stackrel{-}{X}\) =2.72, SD = 0.84) were the ICT-based tools available. However, LCD projectors (\(\stackrel{-}{X}\) =2.41, SD = 0.83), internet/modem (\(\stackrel{-}{X}\) =2.32, SD = 0.81), talking books (\(\stackrel{-}{X}\) =2.32, SD = 0.79), video/audio sensors (\(\stackrel{-}{X}\) =2.36, SD = 0.85) and architectural package (\(\stackrel{-}{X}\) =2.46, SD = 0.72) were not available in the colleges of education. That is, in a total of 17 items presented to the colleges, 12 items representing 71.0% were available.
Research Question 2
To what extent are the ICT-based tools that are utilized for the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria?
Table 2
Mean responses of respondents’ on the ICT-based tools that are utilized for the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria (n = 69)
S/N | Items | \(\stackrel{-}{X}\) | SD | Decision |
18 | Desktop/laptops computers | 2.35 | 0.87 | Rejected |
19 | Video recorder/discs | 2.36 | 0.86 | Rejected |
20 | Film, slide, transparency or film projectors | 2.55 | 0.92 | Accepted |
21 | Tapes/flash cards | 2.33 | 0.78 | Rejected |
22 | Record players/discs | 2.36 | 0.82 | Rejected |
23 | TV sets | 2.71 | 0.91 | Accepted |
24 | Digital camera | 2.84 | 0.83 | Accepted |
25 | Word processing package (MS-word) | 2.64 | 0.92 | Accepted |
26 | Spread sheet package (MS-excel) | 2.47 | 0.84 | Rejected |
27 | Presentation package (MS-power point) | 2.71 | 0.97 | Accepted |
28 | Desktop publication package (MS-Corel draw) | 2.35 | 0.70 | Rejected |
29 | Database package (MS-access) | 2.41 | 0.75 | Rejected |
\(\stackrel{-}{X}\)= Mean, SD = Standard Deviation |
The result in Table 2 showed, that items 20, 23–25, & 27 had Mean scores greater than 2.50 indicating that film, slide, transparency or film projectors (\(\stackrel{-}{X}\) =2.55, SD = 0.92), TV sets (\(\stackrel{-}{X}\) =2.71, SD = 0.91), digital cameras (\(\stackrel{-}{X}\) =2.84, SD = 0.83), word processing package (\(\stackrel{-}{X}\) =2.64, SD = 0.92) and presentation package (\(\stackrel{-}{X}\) =2.71, SD = 0.97) were utilized by lecturers during teaching and learning activities. However, desktop/laptop computers (\(\stackrel{-}{X}\) =2.35, SD = 0.87), video recorder/discs (\(\stackrel{-}{X}\) =2.36, SD = 0.86), tapes/flash cards (\(\stackrel{-}{X}\) =2.33, SD = 0.78), record players/discs (\(\stackrel{-}{X}\) =2.36, SD = 0.82), spreadsheet package (\(\stackrel{-}{X}\) =2.47, SD = 0.84), desktop publishing package (\(\stackrel{-}{X}\) =2.35, SD = 0.70) and database package (\(\stackrel{-}{X}\) =2.41, SD = 0.75) were not utilized in the teaching and learning of fine and applied arts in the colleges.
Research Question 3
To what extent are lecturers’ of fine and applied arts proficient in the use of ICT-based tools in teaching fine and applied arts in colleges of education in North-Central Nigeria?
Table 3
Mean responses of respondents’ on the proficiency in the use of ICT-based tools in the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria (n = 69)
S/N | Items | \(\stackrel{-}{X}\) | SD | Decision |
30 | I can use presentations (PowerPoint) when delivering instruction in class | 2.78 | 0.82 | Accepted |
31 | I can find videos on the internet to support course content of fine and applied arts | 2.58 | 0.88 | Accepted |
32 | I can create online blogs for fine and applied arts posts and feedback | 2.43 | 0.72 | Rejected |
33 | I can inform my students about computer ethics | 2.72 | 0.87 | Accepted |
34 | I can effectively use search engines | 2.52 | 0.79 | Accepted |
35 | I can use social networking services (Facebook etc.) | 2.43 | 0.72 | Rejected |
36 | I can share instructional materials that I find online with my students | 2.59 | 0.77 | Accepted |
37 | I can select appropriate software to use in teaching | 2.26 | 0.78 | Rejected |
38 | I can design technology-enhanced learning activities for my students | 2.30 | 0.75 | Rejected |
39 | I can guide my students on the appropriate software to use in their projects | 2.44 | 0.68 | Rejected |
40 | I can use the internet during class activities to meet certain learning goals | 2.20 | 0.77 | Rejected |
41 | I can teach students how to use graphic software to create pictures | 2.40 | 0.72 | Rejected |
\(\stackrel{-}{X}\)= Mean, SD = Standard Deviation |
From Table 3, it can be seen that items 30–31, 33–34, & 36 had mean scores greater than 2.50 indicating that lecturers could use PowerPoint presentation slides in delivering instruction in class and also knew how to source videos from the internet to support course content of fine and applied arts. Lecturers were also aware of computer ethics which was why they could inform their students about it. Table 3 also showed that lecturers can effectively use search engines such as google chrome, firefox etc. Lastly, lecturers could share instructional materials that they found online with their students via email, dropbox etc. However, items 3, 6 and 8–12 had a mean score below 2.50, indicating that lecturers were not proficient in the related ICT-based tools as indicated by the item statements.
Hypothesis One (H01): There is no significant difference in the mean responses of lecturers of federal colleges of education and lecturers of state colleges of education on the ICT-based tools available for the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria.
Table 4
t-test analysis of the mean responses of lecturers of federal and lecturers of state colleges of education on the ICT-based tools available
Groups | N | \(\stackrel{-}{X}\) | SD | t-cal | df | Sig. | Decision |
Lecturers of Federal College of Education | 36 | 2.74 | 0.45 | 1.07 | 67 | 0.28 | NS |
Lecturers of State College of Education | 33 | 2.61 | 0.59 | | | | |
\(\stackrel{-}{X}\) = Mean; SD = Standard Deviation; t-critical = 1.96; t-cal = t- calculated value; df = Degrees of freedom; Sig = Significant level; NS = Not significant.
This hypothesis was tested using an independent sample t-test to establish a difference in response between lecturers of federal colleges and lecturers of state colleges on the ICT-based tools available for the teaching and learning of fine and applied arts in colleges of education (See Table 4). This resulted in t-cal = 1.07, p < 0.28. Following this result, the null hypothesis of no significant difference in the mean responses of lecturers of federal colleges and lecturers of state colleges on the ICT-based tools available for the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria was not rejected. Hence, the level of availability of ICT-based tools in colleges was independent of ownership.
Hypothesis Two (H02): There is no significant difference in the mean responses of lecturers of federal colleges of education and lecturers of state colleges of education on the ICT-based tools that are available and utilized for the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria
Table 5
t-test analysis of the mean responses of lecturers of federal and state colleges of education on the ICT-based tools that are utilized
Groups | N | \(\stackrel{-}{X}\) | SD | t-cal | df | Sig. | Decision |
Lecturers of Federal College of Education | 36 | 2.51 | 0.30 | 1.07 | 67 | 0.16 | NS |
Lecturers of State College of Education | 33 | 2.50 | 0.32 | | | | |
\(\stackrel{-}{X}\) = Mean; SD = Standard Deviation; t-critical = 1.96; t-cal = t- calculated value; df = Degrees of freedom; Sig = Significant level; NS = Not significant.
This hypothesis was tested using an independent sample t-test to ascertain the difference in response between lecturers of federal colleges and lecturers of state colleges on the ICT-based tools that are utilized for the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria (See Table 5). This resulted in t-cal = 0.16, p < 0.87. Following this result, the null hypothesis of no significant difference in the mean responses of lecturers of federal colleges and lecturers of state colleges on ICT-based tools that are utilized for the teaching and learning of fine and applied arts in colleges of education in North-Central Nigeria was not rejected. Hence, the level of utilization of ICT-based tools in colleges was independent of ownership.
Hypothesis Two (H03): There is no significant difference in the mean responses of lecturers of federal colleges of education and lecturers of state colleges of education on their proficiency in the use of ICT-based tools in teaching fine and applied arts in colleges of education in North-Central Nigeria.
Table 6
t-test analysis of the mean responses of lecturers of federal and state colleges of education on their proficiency in the use of ICT-based tools
Groups | N | \(\stackrel{-}{X}\) | SD | t-cal | df | Sig. | Decision |
Lecturers of Federal College of Education | 36 | 2.46 | 0.17 | 0.23 | 67 | 0.82 | NS |
Lecturers of State College of Education | 33 | 2.47 | 0.24 | | | | |
\(\stackrel{-}{X}\) = Mean; SD = Standard Deviation; t-critical = 1.96; t-cal = t- calculated value; df = Degrees of freedom; Sig = Significant level; NS = Not significant.
This hypothesis was tested using an independent sample t-test to ascertain the difference in response between lecturers of federal colleges and lecturers of state colleges on their proficiency in the use of ICT-based tools in teaching fine and applied arts in colleges of education in North-Central Nigeria (See Table 6). This lead to t-cal = 0.23, p < 0.82. Following this result, the null hypothesis of no significant difference in the mean responses of lecturers of federal and state colleges on their proficiency in the use of ICT-based tools in teaching fine and applied arts in colleges of education in North-Central was not rejected. Hence, the level of their proficiency in the use of ICT-based tools in colleges was independent of ownership.