CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND TO THE STUDY

The world is undergoing drastic changes on a daily basis due to technological innovations.
The change in technology especially in information and communication technology (ICT)
has a great impact on Office Technology and Management education in the performance
of Office Managers duties as well as the training.

Information and Communication technology of today has made the work of Office
Managers to be carried out with less fatigue, it has also served as a motivating factor for
Office Managers. The application of information and communication technology tools in
the teaching and learning of Office Managers skills have brought about great revolution in
the Management field. Office Managers can now transmit message, prepare itinerary for
their boss no matter the distance within the shortest period of time thorough the use of
internet. ICT has globalized the world.

Ayeni (2005), said that ICT has reduced the world to a global village turning all parts of
the world to everybody’s neighbourhood. Thus, events in one part of the world are felt by
the people and societies far away and vice-versa. The roles of Office Managers have
changed from the old fashioned Secretaries. Gone are the days where the job of Office
Managers depend only on the typewriters, computers have succeeded in taking the place
of the manual typewriters with the present development in the field of management
information system and information and communication technology. Teaching and
learning of office management skills became imperative because of the wide spread of
information and communication technology of our time which has virtually affected every
area of man’s life. It is on the foregoing that this research work examined the application
of ICT in Office Technology and Management education, its problems and solutions.

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1.2 STATEMENT OF THE PROBLEM

It has been observed that tertiary institution students in Nigeria cannot operate the
Information and Communication Technology (ICT) gadgets effectively. Steady power
supply is another vital problem. It was also observed that some ICT Instructors lack the
competence to enhance teaching and learning. Also, the costs of acquisition of these ICT
equipment are slowing the pace of acquiring the needed Office Manager’s skills. If the
above problems are not adequately solved, they will hinder the students from acquiring the
basic ICT Office Management skills that makes them to contribute their quota to the
development of their organization.

1.3 PURPOSE OF THE STUDY

The major purpose of this research work is to determine the place of Information and
Communication Technology (ICT) in the teaching and learning of Office Management skill
in tertiary institutions. The study will specifically seek to:

 Determine the place of training in the teaching and learning of ICT skills in tertiary
institutions.
 Determine the impact of ICT on the Office Technology and Management students.
 Determine the duties of Office Managers before and after the advent of ICT in Office
Technology and Management education.
 Determine the role played by ICT in the teaching and learning of Office Management
skills in tertiary institutions.
 Determine the problems associated with the application of ICT in Office Technology
and Management education and proffer solutions to these problems.

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1.4 RESEARCH QUESTIONS

 Does the application of ICT impact positively on Office Technology and

Management education?
 What is the level of manpower available in Office Technology and Management
education Department?
 What are the challenges facing the application of ICT in Office Technology and
Management education?
 What are the likely solutions to the problems facing the application of ICT in Office
Technology and Management education among lectures in the use of ICT gadgets?

1.5 RESEARCH HYPOTHESES

HYPOTHESES 1.

Ho: There is no significant relationship between Information and Communication

Technology (ICT) and Office Technology and Management Education.

Hi: There is a significant relationship between Information and Communication

Technology (ICT) and Office Technology and Management Education.

HYPOTHESES 2.

Ho: There is no significant relationship between Information and Communication

Technology (ICT) and trained manpower.

Hi: There is a significant relationship between Information and Communication

Technology (ICT) and trained manpower.

1.6 SIGNIFICANCE OF THE STUDY

The result of this research work will be of great benefit to students in tertiary institutions.
The research work will also be important to the government, since it will educate them on
the need to equip tertiary institutions with modern information and communication

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technology equipment. Lastly, it will also be of significance to the students as it provides
a foresight on their professional expectations in the modern business world and as a
research material for further studies on relevant topic.

1.7 SCOPE OF THE STUDY

The study covers the application of ICT in Office Technology and Management
education: Problems and Solutions; focuses on what is Information and Communication
Technology, the advances made in technology, cost of acquiring ICT gadgets,
competences on the side of the instructors, ability of the students to operate ICT gadgets
and the effect of poor power supply.

1.8 LIMITATIONS OF THE STUDY

Considering the various technologies in Office Technology and Management Education, a

nationwide survey of Tertiary Institutions studying Office Technology and Management
Education would have given us more insight into the impact of ICT on Office Technology
and Management Education but the study would be limited to Three Tertiary Institutions
within Lagos metropolis alone such as Lagos State Polytechnic, Yaba College of
Technology, Lagos City Polytechnic.

Despite these limitations, it is my belief and hope that this research report would be useful
to the individual Information and Communication Technologist and other spheres of life
and also serve as basis for further research in a related topic.

1.9 SUMMARY OF CHAPTER ONE

This chapter covers the background of the study, statement of the problem, research
questions to solve the problem, research hypothesis to know the dependent and independent
variables, the purpose of carrying out the research, the significance of the study, the scope
of the study and the limitations in carrying out the research.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE

2.1 INTRODUCTION
This chapter deals with the literature reviewed in connection with the application of ICT
in Office Technology and Management education: problems and solutions. The review of
related literature would be discussed under the following headings: Historical Background
of Information and communication technology, Definition of ICT, Evolution of ICT in
Nigeria, Historical development of Office Technology and Management education in
Nigeria, what is Office Technology and Management Education, Integration of ICT into
Office Technology and Management Education, Role of ICT in Office Technology and
Management Education, Challenges of ICT to Office Technology and Management
Education, what are the solutions to ICT challenges and summary.

2.2 Historical background of information and communication technology as

retrieved from the internet
Information technology has been around for a long, long time. Basically as long as people
have been around, information technology has been around because there were always
ways of communicating through technology available at that point in time. There are 4
main ages that divide up the history of information technology. Only the latest age
(electronic) and some of the electromechanical age really affects us today, but it is
important to learn about how we got to the point we are with technology today.

Ages
Pre-mechanical
The pre-mechanical age is the earliest age of information technology. It can be defined as
the time between 300B. C and 1450 A. D. we are talking about a long time ago. When
humans first started communicating they would try to use language or simple picture

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drawings known as petroglyphs which were usually carved in rock. Early alphabets were
developed such as the Phoenician alphabet.

As alphabets became more popular and more people were writing information down, pens
and paper began to be developed. It started off as just marks in wet clay, but later paper
was created out of papyrus plant. The most popular kind of paper made was probably by
the Chinese who made paper from rags.

Now that people were writing a lot of information down they needed ways to keep it all in
permanent storage. This is where the first books and libraries are developed. You’ve
probably heard of Egyptian scrolls which were popular ways of writing down information
to save. Some groups of people were actually binding paper together into a book-like form.

Also during this period were the first numbering systems. Around 100A. D. was when the
first 1-9 system was created by people from India. However, it wasn’t until 875A. D. (775
years later) that the number 0 was invented. And yes now that numbers were created,
people wanted stuff to do with them so they created calculators. A calculator was the very
first sign of an information processor. The popular model of that time was the abacus.

Mechanical
The mechanical age is when we first start to see connections between our current
technology and its ancestors. The mechanical age can be defined as the time between 1450
and 1840. A lot of new technologies are developed in this era as there is a large explosion
in interest with this area. Technologies like the slide rule (an analog computer used for
multiplying and dividing) were invented. Blaise Pascal invented the Pascaline which was
a very popular mechanical computer. Charles Babbage developed the difference engine
which tabulated polynomial equations using the method of finite

There were lots of different machines created during this era and while we have not yet
gotten to a machine that can do more than one type or calculation in one, like our modern-
day calculators, we are still learning about how all of our all-in-one machines started. Also,

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if you look at the size of the machines invented in this time compared to the power behind
them it seems (to us) absolutely ridiculous to understand why anybody would want to use
them, but to the people living in that time ALL of these inventions were HUGE.

Electromechanical
Now we are finally getting close to some technologies that resemble our modern-day
technology. The electromechanical age can be defined as the time between 1840 and 1940.
These are the beginnings of telecommunication. The telegraph was created in the early
1800s. Morse code was created by Samuel Morse in 1835. The telephone (one of the most
popular forms of communication ever) was created by Alexander Graham Bell in 1876.
The first radio developed by Guglielmo Marconi in 1894. All of these were extremely
crucial emerging technologies that led to big advances in the information technology field.

The first large –scale automatic digital computer in the United States was the Mark 1
created by Harvard University around 1940. This computer was 8ft high, 50ft long, 2ft
wide, and weighed 5 tons – HUGE. It was programmed using punch cards. How does your
PC match up to this hunk of metal? It was from huge machines like this that people began
to look at downsizing all the parts to first make them usable by businesses and eventually
in your own home.

Electronic
The electronic age is what we currently in. it can be defined as the time
Between 1940 and right now. The ENIAC was the first high-speed, digital computer
capable of being reprogrammed to solve a full range of computing problems. This
computer was designed to be used by the U.S. Army for artillery firing tables. This machine
was even bigger than the Mark 1 taking up 680 square feet and weighing 30 tons – HUGE.
It mainly used vacuum tubes to do its calculations.

There are 4 main sections of digital computing. The first was the era of vacuum tubes and
punch cards like the ENIAC and Mark 1. Rotating magnetic drums were used for internal

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storage. The second generation replaced vacuum tubes with transistors, punch cards were
replaced with magnetic tape, and rotating magnetic drums were replaced by magnetic cores
for internal storage. Also during this time high-level programming languages were created
such as FORTRAN and COBOL. The third generation replaced transistors with integrated
circuits, magnetic tape was used throughout all computers, and magnetic core turned into
metal oxide semiconductors. An actual operating system showed up around this time along
with the advanced programming language BASIC. The fourth and latest generation brought
in CPUs (central processing units) which contained memory, logic, and control circuits all
on a single chip. The personal computer was developed (Apple II). The graphical user
interface (GUI) was

2.3 Definition of the term information and communication technology (ICT)

Information refers to messages, facts or details about something or somebody. According
to Afeidia (2006), he defined information as data, which has been processed in such a way
as to be meaningful and useful to the person who receives it. They refer to data as facts,
activities and transactions which have been recorded as raw material from which
information involves facts that are collected which can be verbal or written, through story
or observation.

Communication, according to Adebayo (2006), human communication is a subtle and

ingenious set of process. It is always thick and thousands of ingredients, signals, cold,
meaningful no matter how simple the message or the transaction. It is a varied set of
process; it can use any one of a hundred different means, either words or gesture. Whenever
people interact, they communicate.

Ojukwu (2004), defines communication as means used to transfer a message from one
person to another in the case of automated system. He further said that communication is
a two way process. It is concerned with understanding and for communication to be
successful; the idea convened must be received without being altered, confused or
misunderstood.

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Information and communication technology (ICT) therefore is a communication process
in which information (input) on planning, operation and controlling (Ajoma, 2009). Thus
it guarantees effective and efficient collection of information for easy transmission to
appropriate areas for immediate use in planning implementation and evaluation processes
in educational programmes. Ater, Tiough and Nevkar (2006), citing Williams and Sawyer
(2001), observed ICT to be: computers, auxiliary equipment, software and firmware
(hardware) and similar procedures, services and related resources. It includes any
equipment or interconnected system or subsystem of acquisition storage, manipulation,
management, movement, control, display, switching, interchange, transmission or
reception of data or information.

2.4 Evolution of information and communication technology in Nigeria

Computing and Telecommunications (and also such areas as broadcastings and publishing)
used to be quite distinct industries, involving distinct technologies. Now they have covered
around certain key activities such as use of the Internet. The pace of adoption of new IT
has been very speedy: it is markedly more rapid than that or earlier revolutionary
technologies such as the steam engine or electric motor.

In Nigeria, information technology is rather a recent phenomenon. Telecommunications,

the oldest element, had a modest beginning with the first trunk telephone service between
two towns in 1923 (Ofulue, 1980). It was not until the 1950s that substantial expansion
began with the introduction of VHF radio systems, 116 manual and five automatic
telephone exchanges. In other to enhance the quality of telecommunications services in
Nigeria, the telecommunications arm of the Post and Telegraph Department and the
Nigerian External Telecommunications Limited, which previously managed the domestic
and external services respectively, were merged in 1984 to single profit-oriented limited
liability company called NITEL. Under NITEL, the number or automatic switching centres
in Nigeria grew to 227 in July 1986.

The national telex network grew also to a total capacity of 12,800 lines with only one
international exchange having 1,500 trunks. By this time, the transmission media for toll

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and trunks included terrestrial microwave, coaxial cable, and domestic satellite
(Unchidiuno, 1986). But it must be realized that more attention was paid to communication
with the outside world than the development and enhancement of the internal
telecommunications system.

The Lanlate Satellite Earth Station Nigeria’s first international satellite telecommunication
gateway, became operational in March 1971 with one antenna (Lanlate 1) tracking the
Indian Ocean INTELSTAT satellite. A second antenna called Lanlate II was added in
December 1975. This one operate with the Atlantic Ocean satellite. By the end of 1986,
the two antennas provided a total 417 cricuits, namely 248 in the Atlantic Ocean Region
and 169 in the Indian Ocean Region. Another international earth station has been built at
Kujama in Kaduna State. With these facilities, most of Nigeria’s external
telecommunications, including telephone, telex, facsimile, and television, have been by
satellite.

The Nigeria Domestic Satellite System was established in 1975 with a network of six 11-
metre earth stations operating on a leased INTELSAT satellite transponder. The network
was subsequently expanded to comprise three leased transponders each of 36 MHz, 20
earth stations, a network monitor and control station, and backhaul radio links between the
DOMSAT earth stations and NITEL as well as stations of Nigerian television authority
(Unchidiumo, 1986). The first transponder was allocated for television transmission, while
the other two were reserved for telecommunication services. But it must be realized that
the history of the development of telecommunications in Nigeria is characterized by
unfulfilled objectives.

Achievements have been consistently short of demand for services. It must be noted that
the present analogue system on which the national telecommunications network is based
is outdated and this has been a serious limitation to the efficiency of the
telecommunications network in this country. But there are, however some indications that
telecommunications in Nigeria may improve in future. NITEL is still following up its plans
for a digital network though progress has been very slow.

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Recently, it was reported that the nation’s digitalized earth station, expected to facilities
telecommunications link between Nigeria and other parts of the world, was ready for use
(Ikhurionan et al, 1991). This will be the third gateway after Lanlate in Oyo State and
Kujama in Kaduna State. The first INFORMATION AND COMMUNICATION
TECHNOLOGY IN NIGERIA 11 phase of the digital project at Abuja was commissioned
in 1990, while work is in progress on several other projects.

Some organizations have ventured out developing their own networks. The greatest
achievements are those of the Nigeria National Petroleum Corporation (NNPC), which in
1990, installed a digital communications network regarded as the largest in Africa. It is a
hybrid network of fibre optic and coaxial cable. The turnkey system interconnects all the
vital sites and offices of the NNPC, and provides facilities for automatic voice dialing,
teleconferencing, and transmission of data, facsimile and telex. Nevertheless, a truly
national network is most desirable solution, but this is not yet in sight. Nigeria also had a
late start in the use of computers, but a start haven been made, the growth in use has been
quite remarkable.

A tremendous impetus was given to the computer market by the growing interest in
microcomputers in the past decade. The computer installations are widely distributed in
universities, government departments and agencies, banks, commercial establishments,
and industries, it must be realized that the private sector has, however, risen to a position
of dominance in the use of computers.

2.5 Historical development of Office Technology and Management education in

Nigeria

Office technology is the application of scientific knowledge, devices and systems to

facilitate and enhance the information processes and delivery of same. It is also viewed as
a concept that is associated with office automation, electronic technology and office
globalization. Office Technology and Management is a new academic programme in

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Nigerian tertiary institutions designed to replace the secretarial studies programme. The
need to prepare and make students of secretarial studies competent, skillful and
employable in the world of work, which is being driven by technological content in the
curriculum of erstwhile secretarial studies programme in the nation’s tertiary institutions,
gave birth to Office Technology and Management. The OTM programme is designed to
equip students with secretarial/office skills for employment in various fields of
endeavours. Akwa citing NBTE asserted that in addition to the acquisition of vocational
skills in Office Technology and Management, the students are equipped with effective
work competencies and socio-psychological work skills which are very essential in every
day interactions with others

Oludele described curriculum implementation as a network of varying activities involved

in translating curriculum design into classroom activities and changing people’s attitudes
to accept and participate in these activities. Implementing the new, long awaited ICT-
driven OTM curriculum expectedly threw up new challenges. The OTM curriculum was
aimed at producing graduates who would be able to effectively manage the electronic
driven office, and who would be equipped with secretarial and office skills for
employment in various fields of endeavour. OTM curriculum developers envisage
existence of solid internal evaluation for ensuring minimum standard and quality.

The new OTM programme incorporates the following six components in its design;
Office Application, Office Technology, Business and Administrative Management,
Numeric Component, General Studies and Students Industrial Work Experience Scheme
(SIWES). OTM programme provides students with in-depth administrative office
preparation to meet the demands and challenges in the business environment. Through
the programme, students can obtain marketable skills applicable to various careers and
industries as well as cognitive skills transferable to other employment situations and life
experience. The design of OTM programme components appears to be responsive to a
global initiative with an objective that portends new academic direction in favour of ICT.
The objectives, theoretical and practical contents of the new curriculum are geared
towards integrating graduates of OTM department into the evolution of technology. Ike

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viewed that the whole idea about educational reforms in Nigeria, is the desire to produce
an all-round educated persons that will be economically useful, and conscientious
members of our society

2.6 What is Office Technology and Management education?

According to an article extracted from the internet
(http://www.abu.edu.ng/publications/2011) Office Technology and Management
education is vocational programme which is an integral part of Business Education that is
offered in commercial secondary schools, colleges of education, polytechnics and
Universities, primarily to educate and train students to become competent Office
Technology and Management teachers and administrators with appropriate skills, and
knowledge to take up a career both in teaching, business and office occupation.

In support of the definition above, Okolo (2001) said, Office Technology and Management
education provides students with adequate skills, information and competencies needed to
function well in office occupation. According to the National Policy on Education (NPE
1987), Office Technology and Management education is an aspect of education which
prepares students towards the acquisition of practical and applied skills as well as basic
scientific knowledge needed to perform adequately in the world of work.

All the definitions above could be summarized to mean that Office Technology and
Management education is a vocational education programmes that prepares students and
unemployed persons for employment in the world of work and business, as well as assist
workers to increase their working skills. The two vocational educational aims and
objectives contained in the Federal Republic of Nigeria (1981) tarries with the summary
above, viz:
 The acquisition of appropriate skills, abilities and competencies, both mental and
physical, as equipment for the individual to live in and contribute to the development
of this society.

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 The inclusion of the right type of values and attributes for the survival of the individual
and the Nigeria society.

2.7 INTEGRATION OF ICT INTO OFFICE TECHNOLOGY AND

MANAGEMENT EDUCATION
Today’s Office Manager have taken on more responsibilities and are constantly
contributing to the success of the society. The duties of the graduates of Office Technology
and Management education in office occupation today have tremendously changed from
the traditional duties (manually operated equipment) to modern duties (automatically
operated equipment). This, according to Bureau of Labour (2006) is as a result of
technological innovation in office administration. Thus, for the graduates of Office
Technology and Management education to cope with the new office technology and
administrative responsibilities, information and Communication Technology (ICT) has to
be integrated into the curriculum of Office Technology and Management education
programme in the tertiary institutions.

Office managers serve as information and communication managers for an office, plan and
schedule meetings and appointments, take minutes at meetings, organize and maintain paper
work and electronic files, disseminate information by using telephone, mail services,
web sites and e-mail. Office Manager are aided in these tasks by a variety of office
equipment, such as fax machines, photocopiers, scanners, paper shredders, Laptop &
Notebook Computers, Smart Phones, IP Phones and The Duplex Scanner, etc. In addition,
Office Manager often use computer to do tasks previously handled by managers to create
spreadsheets, compose correspondence, manage databases, and create presentations, reports
and document using desktop publishing software and digital graphics.
Laptop & Notebook Computers: A laptop, also called a notebook, is a personal
computer for mobile use. A laptop integrates most of the typical components of a
desktop computer.

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Smart Phones is a device that lets you make telephone calls, but also adds features that
you might find on a PDA or a computer. Also offers the ability to send and receive e-mail
and edit Office documents.
IP Phones What is an IP Phone? An IP Phone is a phone that uses Voice over
Internet Protocol (VoIP) technologies. In the business world, your phone bill can
get expensive. Constant calls to clients, faxes and more can cost you. That's why these
days more and more businesses are turning to IP Phones.

The Duplex Scanner The Duplex Scanner scans and read's hard -copy documents
in half the time of regular scanners. It accomplishes this seemingly impossible feat
by reading the front and backside of a document, at the same time. Also operates much
like a regular scanner. According to Nwakanobi (2010) Other ICT facilities include the
following:

The Internet
The Internet is a global system of interconnected networks which uses a standard
Internet Protocol Suite to serve billions of users all over the world. The Internet carries
a lot of information resources and services especially the inter-linked hypertext
documents of the World Wide Web. It also has the infrastructure to support electronic
mail.

The Internet is a network of networks, which links computers to computers. In other

words, it is a large set of computer networks that communicate with each other, often
over telephone lines. It enables individuals, companies and other organizations to share
information across the world. For instance, this facility can be used when planning a
trip, checking out sporting activities across the world, shopping online for books and
clothes, and reading newspapers and magazines from around the world. Each of the
computers must have software that will provide or serve information and be able to access
and view information. The Internet is more or less seen as a vehicle for transferring
information stored in files or documents' on another computer. The information we get
through the Internet is sourced from one of the computers linked to the Internet.

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The requirements for connecting to the Internet include, a computer with the required
modem, a telephone line, and a link with an Internet Service Provider (ISP). Internet
Service Provider is a company that can connect you to Internet services through your phone
line. Computers which are connected to the Internet can-make use of one or all of the services
explained below:

Electronic Mail (e-mail)

The Electronic mail permits one to send or receive mail. It is a system by which messages
are sent through electronic means over a telecommunication network. It offers considerable
saving of time and security of documents or information. You can even discuss with
someone on the other side. E-mail provides access to discussion groups and this is often
called 'Listservs' which derives from the software that renders that service.

File Transfer Protocol (FTP)

This service allows a computer to rapidly retrieve complex files intact from another
computer and view or save them. It is a standard network protocol used to exchange and
manipulate files over a network like the Internet. File
Transfer Protocol is built on client-server architecture and utilizes separate
control and data connections between client and server applications. Remote
Login/Telnet Remote login and telnet are similar in their operations. This takes place
when a user connects to an Internet host to use its native user interface. In this case,
people use their terminals as if they were directly connected to a remote system.
In other words, it allows a user to log onto another computer. By so doing, one can use
the information therein as if it was in his own computer.

Internet Teleconference
This is a live exchange of information among several persons and machines remote from
one another but linked by a telecommunication system. Internet conferencing can be
telephone conferencing, videoconferencing, and augmented reality conferencing.
Internet telephony involves conducting a teleconference over the Internet or a Wide Area
Network. Some of software that can be used include Skype, Google Talk, Windows Live
Messenger and YahooMessenger (http://en. wikipedia.org/wiki/Teleconference).

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Videoconference
This is a set of interactive telecommunication technologies which allow two or more
locations to interact via two-way video and audio transmissions
simultaneously. It is used to bring people at different sites together for a
meeting.

Electronic Data Interchange (EDI)

Electronic Data Interchange is used to transfer electronic document from one computer
to another. In other words, it is a structured transmission of data between one
organization and the other by electronic means. Business partners can use EDI to send
or receive such document like bill of laden, quotation, etc.

World Wide Web (WWW)

The World Wide Web which is abbreviated as www is a system of interlinked
hypertext documents contained on the Internet. The WWW enable users to view
images, animation, and video, listen to sound files, listen and hear voice, retrieve
documents and view programs that run on practically any software in the world.
Documents on the World Wide Web can be viewed, by logging onto the Internet
through a web browser like the Netscape, Internet Explorer or any other browser. A
browser is a computer program that enables one to use the computer to view the WWW
documents on the Internet taking advantage of text formatting, hypertext links, and other
features.

The World Wide Web contains billions of documents and in order to have [.access, one
or more of many intermediate search tools are available. The search tools provide
hypertext links with Uniform Resource Locator (URL), 'which identifies what computer
the thing is on, where it is within that computer, and its specific file name. Every
Hypertext link on any web page in the world contains one of the URLs. When you click
on a link of any kind on a web, you send a request to retrieve the unique document on
some computer in the world that is uniquely identified by that URL. In other words,
a Uniform Resource Locators (URLs) are like addresses of web pages.

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Networking
This is the linking up of computers at different locations either with special cables or
by the use of Modem. In other words, computer network is the interconnection of two or
more computers with communication channels that facilitates communication among
users and allows users to share resources with other users.

Computer networks can be used for different purposes including:

 Sharing resources like the printer
 Facilitating communication process like the e-mail, telephone, video conferencing,
instant messaging, etc.
 Sharing application programmes on the network.
 Sharing files, data and information stored on other computers on the network.

Atakpa (2002) in her view stated that the world of change heralded in recent times by
technological innovations has equally enveloped Business Education particularly in
training of Office Manager. She stressed further that the current role of business
education, therefore, is to include the new technologies in the teaching and learning of
Business Education particularly Office Technology and Management education.

As the reliance on technology continues to expand in office, the role of Office Manager
has greatly evolved. In line with this, Minolta (1987) indicates that automation has led to
great changes in the role of Office Manager. Office automation and organizational
restructuring have led professional Office Manager to assume responsibilities that were once
reserved for managerial staff. Office Manager now conduct research on the Internet, operate
and trouble shoot new office technologies, coordinate administrative activities, store,
retrieve and integrate information for dissemination to staff and clients.

For the products of Office Technology and Management education programme to

effectively and efficiently discharge their technological duties and responsibilities in

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ultra modern office, they need in addition to their traditional roles relevant
computer application packages, the knowledge, skills and competencies in office
technologies. Many organizations today demand for Office Manager who are very
knowledgeable and versatile in the use of modem office technology and information
systems.

2.8 ROLE OF ICT IN OFFICE TECHNOLOGY AND MANAGEMENT

EDUCATION

The role of ICT in Office Technology and Management Education programme in

tertiary institutions cannot be overemphasized. Some of these roles include: Acquisition
of new ideas, knowledge, skill and methodology in teaching and learning Office
Technology and Management skills: Ajoma (2009), observed that with the help of ICT,
some ideas and skills adopted in developed countries like America and United Kingdom
can now be read and learned through internet and satellite and be applied in Nigeria.
Educators and students now update their knowledge and methodology through ICT.
 Information and Communication Technology (ICT) has globalized the world:
Ayeni (2005), said that ICT has reduced the world to a global village, turning all parts
of the world to everybody's neighbourhood. Thus, events in one part of the world
have impact on people and societies far away and vice-versa.

 Information and Communication technology encourages team work: Employees

in globalized enterprises need to work as a team. It encourages educators and
students to engage in teamwork in order to share ideas, experiences and
knowledge that will help them teach, learn and solve their scientific problems.
Supporting this view, Dede (2006), said that computer supported collaborative
learning (C.S.C.L) is one of the measures brought in by (ICT) to help people learn
and work in team in global networked visual teams. CSCL also enhances team
performance through communicating each other's ideas, creating group dialogue
and decision.

19
 Information and communication technology has changed the methodology of
teaching and learning Office Technology and Management skills in schools:
Teaching and learning has been changed to electronic learning requiring ICT skills
for teachers. It provides teachers with current teaching aids used in teaching and
learning process. Okoro (1993), recommended any equipment used for instruction
and learning office management skills must as much as possible, be a replication of
actual equipment used in industry. Such equipment include: computers, multimedia,
internets, video conferencing systems e.t.c.

 ICT helps in training students in distant areas through the use of internet, satellite
dish, radio, television and many others. ICT is seen here as an instrument of
localization where teachers now teach without real contact with the learners and
learners now learn in their houses or work places. Through ICT, the menace of
space, time and distance has been broken. With this, Office Technology and
Management education can be taught and learned though distance learning
programmes to help participants update their educational qualification (Aboho,
Andurai and Aboho, 2006). Provides students with-'educational opportunities to tap
into their natural curiosity.

 ICT increases motivation in both teachers and students and retain student's interest
to learn, through engaging learners in productive work, increasing their perception
of what they are doing and what they need to do. Learners are motivated to learn
with greater interest when they see the reality of what they are doing. This is why
Cogburn (2006), postulates that before now, students had no much interest and
motivation in the teaching and learning process, but now, the use of
telecommunications through ICT has aroused and sustain their interest and
motivation to work, while the teacher only guides and assists them on what to do
and what not to do. ICT has now saved teachers time to achieve learning objectives
within a teaching period.

20
These and other numerous roles of ICT in teaching and learning Office Technology and
Management skills show the need for Office Technology and Management education
teachers to join in the ICT drive. But the questions are: how much of ICT does the
teacher know, and how much of it can he use? How ready is the government to support
the use of ICT in education in Nigeria?

2.9 THE CHALLENGES OF ICT TO OFFICE TECHNOLOGY AND

MANAGEMENT EDUCATION
There is no doubt that the Office Technology and Management Education
Department (Business Education Department) in most higher institutions within
Nigeria are faced with a lot of challenges arising from the introduction of the ICT
courses in the departments, as a result of change in nomenclature from Secretarial
Studies to Office Technology and Management (OTM). Some of the challenges are
as follows:
 Lack of adequate training for the lecturers: Most of the lecturers in Office
Technology and Management/Business Education (OTM Department) are not
adequately grounded to be able to train their students to meet with the challenges
ICT demands in the labour market.

 Lack of adequate equipment: This is another major challenge which the

new programme is facing. Ajoma (2009), viewed that it is a common
knowledge that for effective learning to take place, there must be learning
resources. These resources are devices, real objects or object, models,
projectors, overhead projectors, films, radio, slide projectors, textbooks,
pictures and charts, video taped instructions, chalkboard and many more. These
resources are very important, Nwoji (1999), remarked that teaching and learning
resources are very vital to effective teaching and learning and should be
employed by teachers in teaching. These institutions have not been able to provide
rugged computers and other equipment that would withstand the students' usage
considering students population using these equipment on a daily basis.

21
 High Cost of Acquiring ICT Gadgets; Information and Communication
Technology (ICT) costs a lot, and once you're on the "technology treadmill" you have
got to continually re-invest to "keep up to date". In order for Tertiary Institutions to
meet up technologically, their ICT equipment/gadgets have to be updated or replaced
from time to time meet the needs of both staff and students.

 Poor power supply: The epileptic power supply from Power Holding Company of
Nigeria Plc is a major problem to the application of ICT in Office Technology and
Management Education. The cost of using and maintaining generators if available
are too expensive as a result of incessant shortage of petroleum products
required. As a result, the students are not able to make use of the ICT equipment as
at when needed.

 Lack of standby technicians: Lack of standby technicians to man the computer

laboratories if there is a case of faulty equipment is seriously hampering teaching and
learning of some Office Technology and Management skills like Desktop Publishing
(DTP) and Advance Web Design among others. Non availability of standby
technicians causes a hitch in the flow of knowledge from the lecturer to the
students as he is not able to carry the students along if there is a breakdown of
equipment either from the lecturer or students.

 Negative attitude of Office Technology and Management Education

students towards learning: Students of Office Technology and Management (OTM)
have now taken Keyboarding as replacement for Typewriting therefore, less
emphasis being laid on Typewriting. Also, shorthand is being relegated to the
background because the ICT programme has de-emphasized these courses and
reduced their contact hours and credit units accordingly.

 Insensitivity on the part of Management and Students: The

management or people in charge of acquiring ICT gadgets or equipment sometimes
do the purchasing of these equipment in a selfish manner. They go for inferior
quality so as to enrich their pockets to the detriment of the School/government.

22
 The students on their part are also insensitive in the sense that they are not bothered
whether these equipment are expensive to maintain or not. Their interest is that they
paid their school fees so their demand must be met and they handle some of the
equipment carelessly.

2.10 WHAT ARE THE SOLUTIONS TO THE ICT CHALLENGES?

The selected tertiary institutions studying Office Technology and Management
Education/Business Education which are faced with the above mentioned challenges' also
have a lot to benefit from the new technologies if the identified challenges are
addressed. The following are ways by which the challenges can be surmounted.
 Operation "Train the Trainers: Lecturers whose responsibility it is to train these
students in this new programme need to be well grounded in their areas of discipline
and should be subjected to massive training by their various institutions since they
cannot give what they do not have. When these lecturers are well trained, they will
in turn be able to train and produce quality graduates on ICT programmes.
 Acquisition of Quality Equipment: The institutions require quality equipment
that can withstand the test of time. The institutions should endeavour to acquire
quality equipment with the funds released by either the State or Federal Government.
Until and unless quality computers and other accessories are provided or already
existing ones upgraded for these students, no meaningful benefit is likely to be
gained from ICT.
 Financial Aid by the Government: As a result of high cost of acquiring ICT
gadgets, Tertiary Institutions need the financial support of the government
both at the State and Federal levels. The government should
from time to time be responsible for the replacement of out-dated ICT
equipment in the Office Technology and Management education departments.
 Alternative Source of Power; Everyone knows that power supply in Nigeria is
generally poor. Even if the schools can afford generators, the running cost will be
too high considering the incessant shortage of our petroleum products. Therefore,
using an alternative means of power supply like Inverters to PHCN and generators

23
 will be ideal in this circumstance. Also the government should proffer a lasting
solution to the erratic power supply in the country. This can be done through
research into other countries' source of regular power supply.
 Standby Technicians: Equipment which requires constant usage must have at least
a standby technician to man every computer laboratory for immediate
attention in case of any fault arising from frequent use of these equipment while the
lectures are going on. The Office Technology and Management education
departments should create a technical unit to maintain and service the computers
and other ICT gadgets to constantly keep them functional for teaching and learning.

 Positive learning attitude by students: Typewriting and shorthand were the core
courses in Office Technology and Management education before the advent of
ICT and as such the importance of these courses be made known to the students and
should be taken seriously too. If the students do not take these two courses seriously,
they may face some difficulties especially in using the computer keyboard. This is
because they may not be able to type without looking at the keyboard and this makes
them slow when typing, a consequence of not mastering the keyboard very well.

 Careful handling of ICT equipment: the attitude of both staff and students in the
acquisition and careful handling of ICT gadgets will go a long way in making the
application of ICT in Office Technology and Management education a success. These
equipment should be guarded jealously by both staff and students of the tertiary
institutions.

2.11 SUMMARY OF LITERATURE REVIEW

There is no doubt that with the introduction of ICT, the department will be transformed in
no small measure, from Secretarial Studies to OTM programme with the use of manual
to electronic typewriters, computers and currently the more fascinating phenomenon of ICT.

The emergence of ICT such as the computer would make it easier for the Office Manager to
make traveling arrangement, air booking, and hotel booking for the executive. The Office

24
Manager using ICT can now prepare and send messages or information within and outside
the country through computer terminals. He may share resources, retrieve and search
information, send fax messages to his boss or any other person in any part of the world,
communicate by electronic means through e-mail, receive and file messages
electronically.

All these experiences can only take place if the application is successful by meeting the
above mentioned, challenges. Having reviewed the work of different authors and research
materials, the ability of the Office Technology and Management Education Department
to cope with the challenges brought about with the introduction of ICT is a right step
in the right direction. With adequate training of Office Technology and Management
Education lecturers and students, ICT will improve the lecturers' status and increase the
effectiveness of the would-be office managers, by reducing errors and helping them
greatly in assisting the boss in report and research writing and will also reduce paper
work greatly for the office managers.

25
 CHAPTER THREE
RESEARCH METHODOLOGY

3.1 INTRODUCTION
This chapter focuses on the method and procedure employed by the researcher in the course
of the study. It involves selecting the research type used in the work. The chapter also
evolves the tools or instruments used in collecting the research data from the selected
sample population. For a research work to be fully realized, the data collected must be
analyzed, hence the chapter also touches on the methods to be used in the analysis.

3.2 Design of the study

A survey design was adopted for this study. With this method, the researcher personally
visited the respondents in their places of study to distribute and collect the completed
copies of questionnaire.

3.3 Population of the study

The population of the study consist of students of Office Technology and Management
(OTM) departments is Isolo Campus of Lagos State Polytechnic, Ikorodu, Yaba College
of Technology, Yaba and Lagos City Polytechnic, Ikeja.

3.4 SAMPLES SIZE AND SAMPLING TECHNIQUE

A sample size of 200 respondents was chosen for study through random sampling
technique.

3.5 INSTRUMENT FOR DATA COLLECTION

Questionnaire is the main instrument to be used for the study. The questionnaire is divided
into two sections, A and B. Section A is to collect personal data involving the name of the
students and sex (male or female), section B treats the main questionnaire items.
Likert’s five (5) points scale of measurement will be used to rate the responses as follows:
Strongly Agreed = 5
Agreed = 4

26
Strongly disagreed = 3
Disagreed = 2
Undecided = 1

3.6 METHOD OF DATA COLLECTION

The questionnaire was personally administered to ensure that a sizeable portion is returned.

3.7 METHOD OF DATA ANALYSIS

For the purpose of making the work comprehensive and clear, the researcher used tables to
analyze the data collected, calculating the frequency distribution and percentage.
Formula = f X 100
N 1
Where “F” is frequency distribution and “n” number of respondents.
In order to test the research hypothesis, the researcher intends to aggregate the Likert’s (5)
five point scale of measure used into (2) two groups A & B strongly Agreed and Agreed
will be referred to as Agreed (group A) while Strongly Disagree, Disagree and Undecided
will be referred to as Disagree (group B).
The statistical test that will be employed is the chi-square (x2)
Formula X2 = ( O – E)
Where X2 = Chi-square
O = Observed frequency
E = Expected frequency.

27
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 INTRODUCTION
This chapter is based on the empirical evidence of the findings of the study. It is also
concerned with the presentation and analysis of data collected. The sample size of this
research work consisted of three tertiary institutions randomly selected within Lagos
metropolis.
Two hundred (200) copies of the questionnaire were administered. Out of the Two hundred
copies of administered questionnaire, the researcher was able to retrieve one hundred and
eighty copies.

4.2 ANALYSIS OF RESPONDENTS BIO-DATA

Simple percentage method was used to analyze the data. Here, the actual number of
respondents under each option was divided by the total number of respondents (180) and
multiplied by 100.
TABLE 1: QUESTIONNAIRE DISTRIBUTION
FREQUENCY PERCENTAGE
No of questionnaire administered 200
Total completed and returned 180 90%
Total not returned 20 10%
Total number or Questionnaire analyzed and 180 100%
% returned

This table 1 above shows that 200 copies of questionnaire were distributed, 180 duly
completed and returned and 20 copies were not returned.

28
TABLE II: RESPONDENTS ACADEMIC LEVEL
LEVEL FREQUENCY PERCENTAGE
ND1 30 17.1
ND2 60 33.3
HNDI 30 16.7
HND2 60 33.3
Total 180 100
Source: Field work 2017
Table II shows the distribution of the respondents by academic level. It shows that 30
(17.1%) of the respondents were ND1 students, 60 (33.3%) of the respondents were ND2
students, 30(16.7%) were HNDI students, 60(33.3%) were HND2 students. The HND 2
students and ND 2 students recorded the highest number.

TABLE III: GENDER DISTRIBUTION

RESPONDENTS FREQUENCY PERCENTAGE
Male 78 43.34
Female 102 56.7
Total 180 100
Source: Field work 2017
The above table III shows that out of the 180 respondents, 102(56.7%) were female while
78(43.34%) were male. This shows that the female respondents were more than the male
respondents.

Table IV: Age distribution

Respondents FREQUENCY PERCENTAGE
Below 20 years 41 23
20-30years 67 37.2
31- 40years 52 28.9
41-50 years 20 11.12
Total 180 100
Source: Field work 2017

29
Analysis of the above table IV shows that 41(23%) respondents were below 20years
67(37.2%) were between the ages of 20-30years, 52(28.9%) were between 31-40years
while 20(11.12%) were between 41-50years. The ages between 20-30years recorded the
highest respondents.

TABLE V: MARITAL STATUS

RESPONDENTS FREQUENCY PERCENTAGE
Single 108 60
Married 48 26.6
Divorced/separated 7 3.8
Total 180 100
Source: Field work 2017
This table V shows that 108 of the respondents representing 60% were single, 48 of the
respondents representing 26.6% were married while 7 of them representing 3.8% were
either divorced or separated.

4.3 ANALYSIS OR RESEARCH STATEMENT

Strongly Agree 5.00 -4.50
Agree 4.49 – 3.50
Undecided 3.49 – 2.50
Disagree 2,49 – 1.50
Strongly Disagree 1.40 – 1.00
Source: Field work 2017

30
Research Question 1: Does` the Application of ICT impacts positively on Office
Technology and Management education?
TABLE VI: IMPACT ON OFFICE TECHNOLOGY AND MANAGEMENT
EDUCATION?

VARIABLES SA A U SD D TOTA X
L RATIN
G
Statement 1
The impact of ICT on Office
Technology and Management 83 87 4 3 3 180 Agree
education cannot be over stressed
Weighted Response 415 348 12 6 3 784 4.35
Statement 2
Application of ICT impacts positively
on Office Technology and 94 70 1 9 6 180 Agree
Management education
Weighted Response 470 348 12 6 3 784 4,35
Statement 3
There is a significant relationship
between ICT and Office Technology 78 72 10 15 5 180 4.31
and Management education
Weighted Response 390 288 30 30 5 743 4.31
Statement 4
Knowledge of ICT is the key to
optimal height in Office Technology 62 68 24 20 6 180 Agree
and Management education
Weighted Response 301 272 72 40 6 700 3.89
Statement 5
The development of ICT has brought
some changes on the role of the Office
Manager 60 80 4 30 6 180 Agree
Weighted Response 300 32 0 12 60 6 698 3.87
Source: Field work 2017

DISCUSSION OF FINDINGS
In table VI, responses to statement 1 shows that 4.35 of the mean score agreed that the
impact of information and communication technology (ICT) on Office Technology and
Management education cannot be over-emphasized. Ajoma(2009) also observed that with
the help of ICT, some ideas and skills adopted in developed countries like America and

31
United Kingdom can now be read and learned through internet and satellite and be applied
in Nigeria. OTM Educators and students now update their knowledge and methodology
through ICT. Statement 2 with mean rating of 4.31 indicates that respondents also agreed
that the application of ICT impacts positively on Office Technology and Management
education. Statement 3 with a mean rating of 4.13 shows that respondents agreed that
there is significant relationship between information and communication technology and
Office Technology and Management education. Bureau of Labour (2006) said that that
the duties of Office Technology & Management Education in office occupation today
have tremendously changed from traditional duties to modern duties as a result of
technological innovation in office administration. Responses to statement 4 indicates that
3.89 of the mean score agreed that knowledge of ICT is the key to optimal height in Office
Technology and Management education. Bureau of Labour (2006) also said that for the
graduates of Office Technology & Management education to cope with the new office
technology and administrative responsibilities, information and communication
technology has to be integrated into the curriculum of Office Technology & Management
education programme in tertiary institutions while statement 5 with the mean rating of
3.87, respondents agreed that the development of ICT has brought some changes on the role
of the Office Manager. Minolta(1987) indicates that automation has led to great changes in
the role of office manager. Office automation and organizational restructuring have led
professional office manager to assume responsibilities that were once reserved for managerial
staff.

Based on the above analysis, the application of Information and Communication

Technology (ICT) impacts positively on Office Technology and Management
Education.

32
Research Question II: What is the manpower available in Office Technology and
Management education departments?
TABLE VI: AVAILABILITY OF MANPOWER?

VARIABLES SA A U SD D TOTA X
L RATIN
G
Statement 6
The level of ICT knowledge acquired
by Office Technology and
Management education students will
depend on the knowledge of the 68 82 14 12 4 180 Agree
lecturers

Weighted Response 340 328 42 24 4 738 4.1

Statement 7
Continuous re-training of the Office
Technology and Management
education staff will enhance the
success of ICT integration into Office 54 63 30 18 15 180 Agree
Technology and Management
education
Weighted Response 270 252 90 36 15 663 3.68
Statement 8
The absence of trained technicians in
resource centres may affect the
application of ICT in Office 91 68 2 11 8 180 Agree
Technology and Management
education
Weighted Response 455 272 6 22 8 763 4.23
Statement 9
The development and training of ICT
lecturers will impact positively on the
Office Technology and Management 76 100 0 4 0 180 Agree
education student
Weighted Response 380 400 0 8 0 788 4.23
Statement 10
The willingness of Office Technology
and Management education staff to be
trained may be a success factor to ICT 95 81 3 1 0 180 Agree
application
Weighted Response 475 324 9 2 0 810 4.5

33
DISCUSSION OF FINDINGS
In table vii, responses to statement 6 shows that 4.1 of the mean score agreed that the
level of ICT knowledge acquired by Office Technology and Management education
students will depend on the knowledge of the lecturers. Statement 7 with mean rating of
3.68 agreed that the ICT knowledge of the lecturers will determine the ICT
knowledge of the students. Nwoji(1999)said that teaching and learning resources are
very vital to effective teaching and learning and should be employed by teachers in
teaching. Statement 8 with a mean rating of 4.23 agreed that the absence of trained
technicians in resource centres may affect the application of ICT in Office Technology and
Management education. Statement 9 with mean score of 4.37 agreed that the development
and training of ICT lecturers will impact positively on the Office Technology and
Management education students. While statement 10 with respondents mean score
rating of 4.5 agreed that the willingness of Office Technology and Management
education staff to be trained may be a success factor to ICT applic ation.
The above analysis shows that the quality of manpower available in Office
Technology and Management education departments will determine the success of
Information Communication Technology in Office Technology and Management
education.

34
Research Question III: What are the Challenges Facing the Application of ICT in
Office Technology and Management Education?

TABLE VIII: Challenges Facing ICT in Office Technology and Management

Education?

VARIABLES SA A U SD D TOT X
AL RATIN
G
Statement 11
Cost of acquiring equipment may be
an impediment to the acquisition of 90 69 6 10 5 180 Agree
ICT skills
Weighted Response 450 276 18 20 5 769 4.2
Statement 12
Erratic power supply is a major hitch
in the smooth application of ICT in
Office Technology and Management 80 50 10 30 10 180 Agree
education
Weighted Response 400 200 30 60 10 700 3.8
Statement 13
Non-availability of adequate ICT
facilities will affect students learning 52 61 16 31 20 180 Agree
process
Weighted Response 260 244 48 62 20 634 3.52
Statement 14
The negative or unserious attitude of
students of Office Technology and
Management education to some core
courses may affect the ICT 67 81 18 4 10 180 Agree
programme application
Weighted Response 335 324 54 8 10 731 4.06
Statement 15
Careless handling of ICT equipment
will negatively affect ICT application
in Office Technology and 5 0 83 92 0 180 Agree
Management education
Weighted Response 25 30 249 184 0 468 2.6
Source: Field work 2017

35
DISCUSSION OF FINDINGS

In table VIII, responses to statement II shows that 4.2 of the mean score agreed that Cost
of acquiring equipment may be an impediment to the acquisition of ICT skills. Statement
12 with mean rating of 3.8 also agreed that erratic power supply is a major hitch in the smooth
application of ICT in Office Technology and Management education. Statement 13 with a
mean rating of 3.52 agreed that the non-availability of adequate ICT facilities will affect
students learning process. Cogburn (2006) postulated that before now, students had no
much interest and motivation in the teaching and learning process. Statement 14 with mean
score of 4.06 agreed that the negative or unserious attitude of students of Office
Technology and Management education to some core courses may affect the ICT
application. Finally, statement 15 with respondents mean score rating of 2.6 disagreed that
Careless handling of ICT equipment will negatively affect ICT application in Office
Technology and Management education. Based on the above analysis, it can be deduced
that there are some impediments to the application of ICT in Office Technology and
Management education namely: high cost of acquisition of equipment, erratic power supply,
non-availability of adequate ICT gadgets and the negative or unserious attitude of students
to some core courses.

36
Research Question III: What are the Challenges Facing the Application of ICT in
Office Technology and Management Education?
TABLE VIII: Challenges Facing ICT in Office Technology and Management
Education?

VARIABLES SA A U SD D TOT X
AL RATIN
G
Statement 16 70 92 0 8 10
Provision of adequate and rugged ICT
gadgets will go a long way in assisting 180 Agree
the student
Weighted Response 350 368 0 16 10 744 4.13
Statement 17 69 60 13 30 8 180
Government’s intervention in the area
of power supply will affect the
application of ICT in Office Agree
Technology and Management
education positively
Weighted Response 345 240 39 60 8 692 3.84
Statement 18
Reducing of tariff paid on imported
ICT equipment will bring a positive 52 61 16 31 20 180 Agree
change in the application of ICT in
Office Technology and Management
education
Weighted Response 260 244 48 62 20 634 3.52
Statement 19
Students positive and serious attitude to
some core courses will enhance the
positive impact of ICT in Office 80 89 2 5 4 180 Agree
Technology and Management
education
Weighted Response 400 356 6 10 4 776 4.31
Statement 20
Cautious handling and care for ICT
equipment is a way forward for ICT in
Office Technology and Management 14 30 0 64 72 180 Agree
education
Weighted Response 70 120 0 128 72 390 2.17
Source: Field work 2017

37
DISCUSSION OF FINDINGS
In table ix above, responses from statement 16 with mean rating of 4.13 agreed that the
provision of adequate and rugged ICT gadgets will go a long way in assisting the students
learning process. Nwoji (1999) said that institutions have not been able to provide rugged
computers and other equipment that would withstand the students’ usage considering
students population using these equipment on a daily basis. Statement 17 has a mean
rating of 3.84 agreed that Government's intervention in the area of power supply will affect
the application of ICT in Office Technology and Management education positively.
Statement 18 with mean score rating of 3.52 agreed that reducing of tariff paid on imported
ICT equipment will bring a positive change in the application of ICT in Office
Technology and Management education. In statement 19, responses indicate a mean
rating of 4.31agreed that students positive and serious attitude to some core courses will
enhance the positive impact of ICT in Office Technology and Management education.

Cogburn (2006) further said that ICT has aroused and sustain the interest of students and
motivation to work while teacher only guides and assists them on what to do and not to do.
Finally, statement 20 with score mean rating of 2.17 shows that respondents disagreed that
cautious handling and care for ICT equipment is a way forward for ICT in Office Technology
and Management education. From the above analysis, the solutions to the challenges
facing the application of ICT in Office Technology and Management education can be
said to be the following: Provision of adequate and rugged ICT gadgets, Government's
intervention in the area of power supply, Reduction of tariff paid on imported ICT
equipment and Positive and serious learning attitude of students.

4.4 TESTING OF HYPOTHESIS

In testing for the research hypothesis, the researcher aggregated the Likert's 5 point rate
of measurement into 2 groups -A (agreed) and B (disagreed). The responses under strongly
agreed and agreed were added together to form the agreed group (A), while responses for
undecided, strongly disagreed and disagreed were added together to form the disagreed
group (B). The statistical test employed by the researcher was chi-square. The formula for
chi-square is

38
(x2) = ∑( O – E)2
E
X = Chi-square
O = Observed frequency
E = Expected frequency
∑ = Summation

Table X: Statement

DECISION RULE:

Where obtained value is more than table value, reject H 0, accept HI, where obtained value
is less than table value, reject HI, accept H0

CHI-SQUARE CONTINGENCY TABLE

Variables O E (O-E) (O-E)2 (O-E)2

E
SA: 2 94 36 58 3364 93.44
3 78 36 42 1764 49
A: 2 70 36 34 1156 32.11
3 72 36 36 1296 36
U: 2 1 36 -35 -70 -3.76
3 10 36 -26 -52 -2.07
D: 2 9 36 -27 -54 -2.25
3 15 36 -21 -42 -1.37
SD: 2 6 36 -30 -60 -2.79
3 5 36 -31 62 -2.96
179.93
Calculated values = 179.93

Degree of Freedom = (r-1) (c-1)

= (2-1) (5-1)

= (1) (4) =4

39
At 0.05 level of significance at 4 is 9.49 as critical value since the calculated value is
greater than the critical value.

Therefore Null Hypothesis H0 is rejected and the alternate hypothesis Hi is accepted which
state that application of ICT impacts positively on Office Technology and Management
education.

HYPOTHESIS 2:

Ho: There is no relationship between Information and communication Technology

(ICT) and trained manpower.

Hi: There is relationship between information and communication technology (ICT)

and trained manpower.

Table XI: Statements 8 and 9 were used to test for hypothesis 2.

Chi-square Contingency Table

Variables O E (O-E) (O-E)2 (O-E)2

E
SA: 8 91 36 55 3025 84.02
9 76 36 40 1600 44.4
A: 8 68 36 32 1024 28.4
9 100 36 64 4095 113.7
U: 8 2 36 -34 -1156 -32.1
9 0 36 -36 -1296 -36
D: 8 11 36 -25 -625 -17.36
9 4 36 -32 -1024 -28.4
SD: 8 8 36 -28 -784 -21.7
9 0 36 -36 -1296 -36

Calculated values = 98.96

Degree of Freedom = (r-1) (c-1)

40
 = (2-1) (5-1)

= (1) (4) =4

Critical value at 0.05 = 9.49

Conclusion: critical (table) value is less than the calculated value.

Therefore alternate Hypothesis Hi is accepted while the Null hypothesis Ho is rejected

which states that there is relationship between information and communication technology
and trained manpower.

4.5 SUMMARY OF THE CHAPTER

Data presentation, analysis and interpretation of personal data, the statements in section B
and the testing of hypothesis formed the basis of this chapter.

41
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATHIONS
5.1 INTRODUCTION
This chapter summarizes the findings and conclusion on the research work and
recommendations against the background of the findings made in the work

5.2 SUMMARY
The purpose of this study was to examine the application of ICT in Office Technology and
Management education: the problems and solutions in some selected Tertiary Institutions
within Lagos Metropolis. Attempts were made to look into the roles played by ICT in
Office Technology and Management profession, the views of various schools of thoughts,
textbooks, magazines and project were looked into. Efforts were made to examine the
various Information and Communication Technology (ICT) facilities, the challenges facing
the integration of ICT into Office Technology and Management education and remedies to
be put in place for ICT to be fully implemented in Office Technology and Management
education.

To generate necessary data for the study, copies of questionnaire were distributed and the
data collected were analyzed using chi-square (X2). From the analysis of the data, some
findings were arrived at that really emphasized on the impact of ICT in Office Technology
and Management education.

5.3 FINDINGS
In the course of carrying out this research work, the following were the findings of the
researcher:
 Lack of adequate training among lectures of ICT
 Erratic Power supply
 Non-availability of ICT gadgets/equipment
 Attitude of students in the handling of ICT equipment
 Non-availability of trained technicians
 High cost of acquiring ICT gadgets

42
5.4 CONCLUSION
ICT has a significant impact on Office Technology and Management education in the area
of advanced technology as many of the students were trained on the use of modern ICT
gadgets.

It is possible to assert outrightly that the means that will give the system of application of
Information of Communication Technology (ICT) in Office Technology and Management
Education Tertiary Institution in Nigeria its new face in line with the expectations of the
new millennium are those that are drawn from the new Information and Communication
Technologies.

Office Technology and Management Education department in higher institutions now face
the challenge of modernization and globalization in information age for the transformation
of the Office Technology and Management students and staff from the traditional role of
teaching and learning methodologies, to those driven by the information technology, which
is the latest revolution changing all aspects of human endeavour.

5.5 RECOMMENDATION

Having reached the relationship between Information and Communication Technology and

Office Technology and Management Education, based on the result gathered the following

recommendation can be passed into the different institutions in order to ensure the proper

and smooth running of this course.

Higher Institutions as well as human capital capacities must be developed in order to face
these challenges.
i. That there should be a continuous re-training of the Office Technology and
Management Education.
ii. That there should be provision of adequate and rugged ICT gadgets which will go
a long way in assisting students’ learning process.

43
iii. The Government is to intervene in the area of power supply so that the acquisition
of ICT education will be a success.
iv. That students develop a more cautious attitude in the use of the ICT gadgets and
equipment.
v. That provision be made for trained technicians to be on ground in resource centers.
vi. That students should be encouraged to procure their personal ICT gadgets to enable
them learn faster.

5.6 RECOMMENDATIONS FOR FURTHER RESEARCH

There are a number of additional areas for further research that have been highlighted by
the studies undertaken for this thesis. These include the further investigation on current
training programs that are being offered jointly through Government and educational
institutions. This kind of study could establish the foundation for a basic training. Also
how realistic are those techniques applied by lecturers in training students of Office
Technology and Management on how to operate different ICT gadgets.

Additional research in the field of Information Technology will add to the understanding
of challenges faced by students of Office Technology and Management in the era of in
Information and Communication Technology and provide a feedback mechanism that
will allow future efforts in this area to move fully meet intended goals and objectives.

44
 BIBLIOGRAPHY

TEXTBOOK:
Aromolaran, E. A. (1986). “The Effect of Training in automated office equipment. Concept
Publications Limited, Lagos.
Nwakanobi, E. I (2010). Theory & Practice of Business Communication. Emakco
Publishers, Lagos.

JOURNALS:
Akinyemi, A. O. (2001). “The Impact of office technology on information process and its
implication for Office Technology and Management training in the 21st century in Nigeria”.
Business Education Journal.
Anao, A. R. (1986). “The Role of Business Education in developing Economy” Business
Education Journal.
Gana, F. Z. (1987). Business Education in Nigeria: Past, Present and Future”. A key note
address in Business Education Journal.
Marcellus (2000).”Diversifying Office Technology and Management training in the 21st
century and beyond” NAPSSON Workshop proceedings in Yankari, 2000.
Okolo, C. I. (1989). “Teaching Business Education Programme: Problems and Strategies
for improvement” Business Education Journal.

INTERNET WEBSITES:
ICT in Nigeria http://www.krepunlishers.com/02 (Retrieved on 16th August, 2017)
History of Office Technology and Management Education in Nigeria:
http://www.abu.ng/publications/2011 (Retrieved on 16th August, 2017).
History of Office Technology and Management Education: http/iapp-
hq.org/newsroom/journalistreeources/history.html (Retried on 16th August, 2017).

45
 APPENDIX I

September 2017

The Department of Office Technology and Management

Lagos State Polytechnic, Ikorodu
Isolo Campus.
Isolo, Lagos.

REQUEST FOR COMPLETION PROJECT QUESTIONNAIRE

I am a final year Higher National Diploma (HND) student of the above named department
and institution. I am undertaking a research work on the: THE APPLICATION OF ICT IN
OFFICE TECHNOLOGY AND MANAGEMENT EDUCATION: PROBLEMS AND
SOLUTIONS (A SURVEY OF TERTIARY INSTITUTIONS WITHIN LAGOS
METROPOLIS

It is on this note that I request you to complete the attached questionnaire. This exercise is
solely for academic purpose. I therefore assure you that the information supplied will be
treated as confidential.

Thanks for your co-operation.

Yours faithfully,

Ganiyu Mary O.
1504062010

46
Section A
General information
Questionnaire on the application of ICT in Office Technology and Management Education:
Problems and Solutions ( A survey of Tertiary Institutions within Lagos Metropolis)
Please tick ( ) Where appropriate
1. Name of
Institution…………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………..
2. Sex: a. Male ( ) b. Female ( )
3. Age: a. Below 20yrs ( ) b. 20 -30yrs ( ) c. 31-40yrs ( ) d. 41-50yrs
( )
4. Academic Level………………………………………….
5. Marital status: a. Married ( ) b. Single ( ) c. Divorce/separated ( )

47
SECTION B

QUESTIONNAIRE
The instrument below is a Likert Rating Scale Questionnaire. It is designed in a five point
rating scale, viz: Strongly Agreed, Agreed, Strongly Disagreed, Undecided, Disagreed.

Please tick, as you deem appropriate in the column below.

VARIABLES DESCRIPTION SA A U SD D
1. The impact of ICT on Office Technology and
Management education cannot be over stressed
2. Application of ICT impacts positively on
Office Technology and Management education
3. There is a significant relationship between ICT
and Office Technology and Management
education
4. Knowledge of ICT is the key to optimal height
in Office Technology and Management
education
5. The development of ICT has brought some
changes on the role of the Office Manager
6. The level of ICT knowledge acquired by Office
Technology and Management education
students will depend on the knowledge of the
lecturers
7. Continuous re-training of the Office
Technology and Management education staff
will enhance the success of ICT integration into
Office Technology and Management education

48
8. The absence of trained technicians in resource
centres may affect the application of ICT in
Office Technology and Management
education.
9. The development and training of ICT lecturers
will impact positively on the Office
Technology and Management education
student
10. The willingness of Office Technology and
Management education staff to be trained may
be a success factor to ICT application
11. Cost of acquiring equipment may be an
impediment to the acquisition of ICT skills
12. Erratic power supply is a major hitch in the
smooth application of ICT in Office
Technology and Management education
13. Non-availability of adequate ICT facilities will
affect students learning process.
14. The negative or unserious attitude of students
of Office Technology and Management
education to some core course may affect the
ICT programme application
15. Careless handing of ICT equipment will
negatively affect ICT application I Office
Technology and Management education
16. Provision of adequate and rugged ICT gadgets
will go a long way in assisting the students
learning process
17. Government’s intervention in the area of power
supply will affect the application of ICT in

49
 Office Technology and Management education
positively
18. Reducing of tariff paid on imported ICT
equipment will bring a positive change in the
ICT in Office Technology and Management
education positively
19. Students positive and serious attitude to some
core course will enhance the positive impact of
ICT in Office Technology and Management
education
20. Cautious handling and care for ICT equipment
is a way forward for ICT in Office Technology
and Management education

50