International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No.

1 2018
www.iiardpub.org

The Impact of Computer Literacy among Secondary School

Teachers in Rivers State

Michael, Chiefjames Philip

Department of Science and Computer Education
Enugu State University of Science and Technology
Enugu Nigeria
[email protected]

Igenewari, Lawrence Samuel

Department of Computer Science
Ignatius Ajuru University of Education
Port Harcourt, Nigeria.
[email protected]

Abstract
This study assesses the impact of Computer Literacy among Secondary School Teachers in
Rivers State. A descriptive survey research design was adopted. The proportionate stratified
random sampling techniques was adopted in this study in obtaining 194 teachers in the state
owned secondary schools of Obio/Akpor LGA of Rivers State. The reliability coefficient of the
instrument was determined using Cronbach Alpha reliability test, with value of 0.84
obtained. The data collected were analys
n in answering the research questions, while t-test was used to
test the hypotheses at 0.05 level of significance. The findings of this study indicate that the
computer literacy level of the secondary school teachers was high, the impact of their
computer literacy knowledge was low, and the stated factors affect the computer literacy
programme in the state schools. Based on this findings, it was recommended that teachers
should use the knowledge of computer in the teaching and learning process, in service
training, seminars, workshops and conferences should be organized regularly by
professional bodies and government on computer literacy programme, host communities,
PTA and government should provide for the schools and teachers with computers and ICT
centres, and incentives should be given to teachers to enhance their knowledge on the use of
computer in education through soft loans.

Keyword: Computer, Computer Literacy, Impact, Knowledge, Education

Introduction
During the last decades the government and agencies have invested heavily in the integration
of computer in education and information and communication technology (ICT) towards
advancing the educational sector. The use of computer has imparted positively in education
(teaching methodologies, research and development, information technologies) and other
related areas.
Computer literacy is the knowledge and ability to efficiently use computer. It can also refer to
the comfort level someone can use the computer and its application in solving specific
problem. It involves being able to operate the computer efficiently without an aid and
manipulate the software associated with it, Terry (2004) in Nwafor (2015).
Improving education quality is a priority for most developing nations such that policy makers
agree that such improvements could lead to structural shifts in productivity and boost long

IIARD – International Institute of Academic Research and Development Page 22

 International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No. 1 2018
www.iiardpub.org

term economic growth. The use of ICT in the school environment can improve education and
human capital development. The use of computer in classroom instruction has transformed
teaching and learning, it has improved learning outcome and information sharing. It has
supported both the teachers and students for an improvement of the teaching and learning
process.
Computer literacy is of great important in education but is faced with numerous problems
ranging from lack of fund for the purchase of computer and its accessories, lack of resource
personnel’s, non-utilization of ICT for the teaching and learning process. Albert (2015) it is
against this background that the researcher wishes to investigate the impact of computer
literacy among teachers in Rivers State.

Statement of Problem
The integration of computer into the teaching and learning process in Nigeria institutions
(nursery, primary, post-primary and tertiary) and Rivers State inclusive is of welcome
development toward improvement and advancement of education in line with the global
standard. But it would be meaningless if facilities were not provided, resource personnel were
not available to operate and maintain them, ICT facilities were available are not used in the
teaching and learning process Braide (2015). These problems will affect the positive impact
of such technological integration in our schools.
Since the integration of computer and ICT into the Rivers State secondary school system, it is
considered as a major tool for the teachers and student for an improved teaching and learning
process. The researcher considered it necessary to investigate the impact of such
technological innovation computer literacy in our schools as it affects teachers’ performance
in classroom instruction.

Purpose of the Study

The purpose of this study is to assess the impact of computer literacy among secondary
school teachers in Rivers State. Specifically, this study sought to:
1. Determine the computer literacy level of Secondary School teachers in Rivers State.
2. Determine the impact of computer literacy among Secondary School in Rivers State.
3. Find out the factors that affects computer literacy among secondary school teachers in
River State.

Significance of the Study

This study will be of great significance to the students, teachers, curriculum planners;
ministries of education, government and society at large. This study will contribute towards
improvement of computer literacy in the state as well making provision on the impact,
benefits as well addressing the challenges of such technological innovations in our schools.
School administrators and teachers of secondary schools could also find the result of this
study valuable in policy formulation, implementation and importance of being a computer
literate.

Scope of the Study

This study focused on assessment of the impact of computer literacy among secondary school
teachers in Rivers state. The study covered availability and use of computer in education,
computer literacy level in schools, impact of computer literacy in education and factors
affecting computer literacy programme in schools and possible solution to the problems
affecting computer literacy in schools.

IIARD – International Institute of Academic Research and Development Page 23

 International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No. 1 2018
www.iiardpub.org

Research Questions
The following research questions were formulated to guide this study:
1. What is the computer literacy level of secondary school teachers in Rivers State?
2. What are the impacts of computer literacy among secondary school teachers in Rivers
State?
3. What are the factors that affect computer literacy among secondary school teachers in
Rivers State?

Research Hypotheses
The following research hypotheses were formulated to guide this study:
Ho1: There is no significant difference between the mean response of male and female
teachers on the impact of computer literacy on their job performance.
Ho2: There is no significant difference between the mean response of male and female
teachers on the factors affecting computer literacy among junior secondary school’s
teachers in Rivers State.

Discussion
Computer Literacy
Lulu (2009) defined computer literacy as the ability for an individual to use computer and its
technologies efficiently. Computer literacy is considered as the knowledge and ability to
utilize computers and related technologies efficiently, with some range of skills covering
levels.
Another valuable and important component of computer literacy is knowing how the
computer works, how to operate the computer and to solve problems with it. However,
computer literate often connotes little more than the ability to use several specific computer
application software; usually (Ms Word, Ms Internet Explorer, Ms Excel, Ms PowerPoint,
Outlooks) for certain very well defined tasks.

Computer Literacy in Education

Computer literacy in education entails the use of computer knowledge and skills in the
teaching and learning process more especially in the classroom situation. It involves the use
of computer and its application in the transmission of knowledge or information.
Jack (2010) stated that computers are parts of education; computers are used in schools for
many applications such as writing papers, searching of the internet (browsing) for
information, multimedia in education etc. For education to improve; there is need for
curriculum implementers (teachers) to be computer literates. Pappiziki, Mitchell and Duckett
(1994) in Didi and Wonu (2010) stated that computer literacy involves understanding the
computers and related systems, for this scholars’ computer literacy meant having the ability
to use a computer for practiced purposes.

Impact of Computer Literacy in Education

Computer literacy has impact positively to the Nigerian education system despite the
challenges encountered in course of computer integration in the teaching and learning process
in schools (Braide, 2015). The following as some of the benefits and impact of computer
literacy in education:
1. It has increased teachers and student’s interest and motivation.
2. It has impacted in improvement and advancement of knowledge of the teacher and
students through easy access to educational materials and research online.
3. It has helped the teacher and student in self development and training through online
programmes, training, etc.
IIARD – International Institute of Academic Research and Development Page 24
 International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No. 1 2018
www.iiardpub.org

4. It enables online resources like, e-mail, chat, discussion forum and video
conferencing, to support collaborative learning and sharing of information.
5. It makes the teaching process easy and lively as well enable independent learning.

Factors Affecting Computer Literacy in Education

Nwafor (2015), outlined the following as factors that affects computer literacy among
teachers in Nigeria:
1. Lack of qualified ICT personnel’s in the schools.
2. Lack of fund and high cost of computer ICT facilities.
3. Lack of basic amenities such as housing, ICT centres and electricity.
4. Environmental factors.

Research Methodologies
Design of the Study
The descriptive survey design was adopted for this study.

Area of the Study

The area under study was Obio/Akpor Local Government Area of Rivers State. This study
covered all the Government owned junior secondary schools in Obio/Akpor LGA.

Population of the Study

The population of this study constitutes of all Government owned junior secondary schools in
the area. The population of this study comprises of 1248 teachers of the Government owned
junior secondary schools in the area. It comprises of both male and female teachers.

Sample and Sampling Techniques

The proportionate stratified random sampling techniques were adopted at 16% proportion,
considering the population of each school to select 194 teachers out of 1248 teachers for the
study.

Instrument for Data Collection

The instrument for data collection was a researcher made questionnaire titled “Impact of
Computer Literacy among Secondary Schools Teachers Questionnaire (ICLASSTQ).

Validation of Instrument
The instrument was subjected to face validity. The instrument was validated by expert in the
Department of Computer Education, Ignatius Ajuru University of Education (IAUE), Port
Harcourt.

Reliability of the Instrument

The Cronbach Alpha (ra) method was adopted to establish the reliability of the instrument to
obtain a coefficient of 0.84.

Method of Data Collection

The researcher administered 194 copies of the instruments and able to retrieve 188 copies,
which is a response rate of 97%.

Method of Data Analysis

The data collected in this study was analysed using simple percentage , mean x while T-
test were used to test the hypotheses one and two respectively at 0.05 significance levels.
IIARD – International Institute of Academic Research and Development Page 25
 International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No. 1 2018
www.iiardpub.org

Presentation of Results
Research Question 1: What is the computer literacy level of secondary school teachers in
Rivers State?

Table 4.1 ean x and tandard eviation showing computer literacy level of secondary
school teachers in Rivers State.
STANDARD
S/N ITEMS DECISION
DEVIATION
1 I can boot the computer 2.60 1.01 Agreed
2 I use computer to teach my students 1.78 0.75 Disagreed
3 I use the computer for record keeping 2.80 1.17 Agreed
4 I use educational software to teach 1.95 1.16 Disagreed
5 I can use a printer, scanner etc. 2.63 1.22 Agreed
6 I make use of e-mail 3.00 0.89 Agreed
I can browse, use search engines to get
7 2.80 1.17 Agreed
materials
8 I can use application packages in teaching 2.15 0.96 Disagreed
9 I browse the internet for information 2.60 1.36 Agreed
10 I can setup a multimedia projector 1.99 1.02 Agreed
N=188

Table 4.1 shows the computer literacy level among junior secondary school teachers in
Obio/Akpor LGA of Rivers State.

From the result in table 4.1 it indicates that the teachers agreed with items 1, 3, 5, 6, 7, 9 and
10 which show that the junior secondary school teachers are computer literate. Therefore, the
computer literacy level of the teacher is higher than the computer illiterate teachers.
Items 2, 4, and 8 indicate low level knowledge of computer and its application in the teaching
process.

Research Question 2: What are the impacts of computer literacy among secondary school
teachers in Rivers State?

Table 4.2: Simple Percentage (%) showing the impact of computer literacy among secondary
school teachers in Rivers State.
FREQUENCY
S/N ITEMS
YES(%) NO(%)
1 The use of computer has increased my interest in teaching 74(39.4) 114(60.6)
2 Been computer literate motivated me in this profession 76(42.0) 109(58.0)
3 Been computer literate has improved my job performance 75(39.9) 113(60.1)
4 The use of interactive board has supported my teaching job 38(20.2) 150(79.8)
5 Been computer literate has helped me in self development 112(59.6) 76(40.4)
The knowledge of the subject taught has advanced through
6 113(60.1) 75(39.9)
the use of computer
The use of computer has made teaching more interesting
7 86(45.7) 102(54.7)
and easy

IIARD – International Institute of Academic Research and Development Page 26

 International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No. 1 2018
www.iiardpub.org

The use of computer has granted me easy access to

8 79(42.0) 109(58.0)
instructional material
The use of computer has assisted me in production of Audio
9 75(39.9) 113(60.1)
Visual Aids in teaching
I use the computer to source for instructional materials
10 76(40.4) 112(59.6)
through e-library

Table 4.2 indicates that 60% of the teachers disagreed that the use of computer has increased
their interest in teaching while 40% agreed. 58% disagreed that been computer literate
motivates them in their profession while 42% agreed. 60% of the respondents disagreed that
been computer literate has improved their job performance, while 40% agreed. 79.8%
disagreed that the use of interactive board has supported their teaching job while 20.2%
agreed to that. 59.6% agreed that been computer literate has helped them in self-development,
while 40.4% disagreed. 60.1% agreed that knowledge of the subject taught has advanced
through the use of computer while 39.9% disagreed. 54.3% disagreed that the use of
computer has made teaching more interesting and easy, while 45.7% agreed. 58% of the
respondents disagreed that use of computer has granted them easy access to instructional
materials, while 42% agreed. 60.1% disagreed that the use of computer has assisted in the
production AVA in teaching, while 39.9% agreed. 59.6% disagreed that they use the
computer to source for instructional material through e-learning, while 40.4% agreed. From
the result, it indicates that 50% and above disagreed while 49% and below agreed.
From the result of the findings, it indicates that majority disagreed with the items. It implies
the impact of computer literacy among junior secondary school teachers in Rivers State was
low.

Research Question 3: What are the factors that affect computer literacy among secondary
school teachers in Rivers State?

Table 4.3 ean x and tandard eviation showing the factors that affects computer
literacy among secondary school teachers in Rivers State.
STANDARD
S/N ITEMS DECISION
DEVIATION
1 Teachers were not accessed to computers 2.55 0.89 Agreed
2 Lack of fund for the purchase of computer 3.10 1.02 Agreed
Lack of qualified IT personnel’s in schools
3 2.80 1.16 Agreed
(Computer Professional)
4 High cost of computers and its accessories 2.65 1.05 Agreed
5 Lack of power supply (electricity) 2.61 1.22 Agreed
6 Lack of ICT centres and internet in schools 1.39 1.02 Disagreed
Lack of security in schools and its
7 1.79 0.75 Disagreed
environment
Teachers are not willing to learn, how to use
8 1.39 1.02 Disagreed
computer
Lack of IT workshops, seminars and
9 3.29 0.76 Agreed
training
Bad government and policies affects
10 2.51 1.18 agreed
computer literacy programme

IIARD – International Institute of Academic Research and Development Page 27

 International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No. 1 2018
www.iiardpub.org

Table 4.3 shows that the result of the factors affecting computer literacy among secondary
school teachers in Rivers State. The result indicates that item serial no 6, 7 and 8 were not
factors affecting computer literacy among junior secondary school teachers in Rivers State
while item serial no 1, 2, 3, 4, 5, 9 and 10 are factors that affects computer literacy among
junior secondary school teachers in Rivers State.

Hypothesis 1
Ho1: There is no significant difference between the mean response of male and female
teachers on the impact of computer literacy on their job performance.

Table 4.4: T-test analysis showing the mean response of male and female teachers on the
impact of computer literacy on their job performance in Rivers State
Gender N SD DF T-Cal T-Crit Sig
Male 75 15.20 2.60
186 37.2 1.98 S
Female 113 33.10 3.58

Result from table 4.4 indicates a significant difference as the calculated t-value of 37.2 is
greater than the t-critical values of 1.98 at df = 186 at 0.05 alpha level. There is a significant
difference between male and female teachers mean responses on the impact of computer
literacy on their job performance. The implication is that the male and female teachers have a
different view on the impact of computer literacy on the job performance.

Hypothesis 2
Ho2: There is no significant difference between the mean response of male and female
teachers on the factors affecting computer literacy among junior secondary school teachers in
Rivers State.

Table 4.5: T-test analysis showing the mean response of male and female teachers on the
factors affecting literacy in junior secondary schools in Rivers State.
Gender N SD DF T-Cal T-Crit Sig
Male 75 30.74 2.00
186 18.44 1.98 S
Female 113 23.07 3.20
N = 188 P> .05, S = Significant

Result of the findings indicates that there is a significant difference between the mean
response of male and female teachers on the factors affecting computer literacy in secondary
schools in Rivers State. Therefore, the null hypothesis Ho2 is rejected. The calculate t-value
(18.44) is greater than t-critical (1.98), p<0.05. it implies that the male and female teachers
have a divergent view on the factors affecting computer literacy in their schools.

Discussion of Findings
The finding of the study indicates that the computer literacy level among secondary school
teachers in Rivers State is higher than the computer illiterate teachers. This result contradicts
that of Jack (2010) who stated that there is low level of computer literacy among teachers in
Ahoada East local Government Area of Rivers State. This contradiction could be attributed to
some advancement in technology and geographical location of the previous research schools.

The finding of this study indicates that the impact of computer literacy among secondary
school teachers in Rivers State is very low. From the finding, it indicates that the teachers

IIARD – International Institute of Academic Research and Development Page 28

 International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No. 1 2018
www.iiardpub.org

were computer literate but did not use their computer literacy knowledge in the teaching
process rather personal use such as self-development and subject taught advancement
purposes.

The finding of this study indicates seven (7) out of the ten (10) items in research table 4.3
agreed that these are factors affecting computer literacy among teachers in Rivers State. The
result indicates that teachers were not accessed to computer, lack of fund, lack of qualified IT
personnel’s, high cost of computer and its accessories, lack of power supply, lack of IT
workshop, seminars and training and bad government policies are factors that affects
computer literacy programme among teachers in Rivers State.
From the findings of this study it was found out that there was a significant difference
between the mean response of male and female teachers on the impact of computer literacy
on their job performance. The null hypothesis (Ho1) was rejected because the calculated t-
value (37.2) was greater than the critical t-value (1.98).
From the findings of this study it was found out that there was a significant difference
between the mean response of male and female teachers on the factors affecting computer
literacy in secondary schools in Rivers State. The null hypothesis (Ho2) was rejected because
the calculated t-value (18.44) is greater than the critical t-value (1.98).

Conclusion
Based on the findings of this study, the following conclusions were made:
- The computer literacy level among secondary school teachers in Rivers State is high.
However, it was observed that majority of the teachers are computer literates.
- Although the majority of teachers are computer literate but the impact of computer
literacy among the teachers is very low. However, it was observed that the teachers
were computer literates but did not use the computer knowledge in the teaching
process.
- It was observed that majority of these factors are responsible for the failure of the
computer literacy programme among teachers in secondary schools in Rivers State.
- It concluded that there is a significant difference between the mean response of male
and female teachers on the impact of computer literacy on their job performance.
- It is concluded that there is a significant difference between the mean response of
male and female teachers on the factors affecting computer literacy in secondary
schools in Rivers State.

Recommendation
Based on the findings of this study, the following recommendations were made:
- Teachers should use the knowledge of computer in the teaching and learning process
instead of personal use only.
- In-service training, seminars, workshops and conference should be organised by the
government and professional bodies like Teachers Registration Council of Nigeria
(TRCN), Nigeria Union of Teachers (NUT), computer institutes, etc. on computer
literacy programme.
- Government, host communities and Parent Teacher’s Associations should provide the
teachers with computers and ICT centres for effective job delivery.
- Incentives should be given to teachers to enhance the knowledge in the use of
computer in education through soft loans.

IIARD – International Institute of Academic Research and Development Page 29

 International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No. 1 2018
www.iiardpub.org

References
Albert, I. I. (2015): The Challenges and Prospect of Computer Literacy in Secondary
Schools,(A Seminar Paper )Presented at Ignatius Ajuru University of Education, Port
Harcourt.
Braide, H. S. (2015): The Impact of Information and Communication Technology (ICT) in
Education and Students Achievement, (A Seminar Paper)Presented at Ignatius Ajuru
University of Education, Port Harcourt.
Didi, K. D. &Wonu, N. (2010): Assessment of Teachers Computer Literacy Level for
Computer Studies Curriculum Implementation in Gokana LGA of Rivers State,
Journal of Vocational Education and Technology I, (1) 15 – 23.
Jack, C. G. (2010): Assessment of Computer Literacy Level in Ahoada East LGA of Rivers
State, (A B.Sc. Project) of Rivers State College of Education, Port Harcourt.
Lulu, C. (2009): Computer Literacy Awareness Among Primary School Teachers in Ikwerre
LGA of Rivers State. (Unpublished B.Sc. Project) of Rivers State University of
Education.
Nwafor, S. C. (2015): Assessment of Teachers Use of ICT for Secondary Schools Computer
Studies Curriculum Implementation in Rivers State. (Unpublished B.Sc. Project) of
Ignatius Ajuru University of Education, Port Harcourt.

IIARD – International Institute of Academic Research and Development Page 30