Christian Mubofu, et al CJLIS (2020) 3(1) 1-11

Covenant Journal of Library & Information Science (CJLIS) Vol. 3 No 1, June 2020 ISSN: p. 2682-5295 e. 2682-5309 DOI: xxxxxxxxxxxxxxxxx

An Open Access Journal Available Online

ICT Skills Application in Teaching and Research by Lecturers in some Selected Universities in

Shiekuma Felix Tor1, Apagu Liviticus (CLN)2 & Segun Joshua Oluwafemi (CLN)1

1Department of Library and Information Science, , Zaria, Nigeria [email protected] 2Department of Library and Information Science, Federal University of Lafia, Nasarawa State, [email protected] 1Department of Library and Information Science, Ahmadu Bello University, Zaria, Nigeria [email protected]

Received: 26th Feb. 2020 Accepted: 18th May 2020 Date of Publication: June 2020

Abstract: This research was carried out to investigate ICT skills application in teaching and research by lecturers in some selected universities in Nigeria. The cross-sectional survey research design was adopted. The targeted population were lecturers in the three universities in Benue State; namely, University of Agriculture, Makurdi; Benue State University, Makurdi and the University of Mkar, with a total of 1,537 lecturers. Out of this population, 306 lecturers were drawn as a sample for the study. Cluster and simple random sampling were employed for sample selection. Questionnaire was used as the instrument for data collection. The data collected from the respondents were sorted, organized, presented and analysed using mean and standard deviation, while inferential statistics in form of One-way Analysis of Variance (ANOVA) was used for testing the two null hypotheses at 0.05 level of significance. The study revealed that university lecturers in Benue State apply ICT skills in teaching to some extent, and in the area of research, they apply their ICT skills to a moderate extent. The result of two hypotheses showed that there is a difference in the extent of ICT skills application in teaching by the lecturers in the Federal, State and Private Universities, while, for ICT skills application in research by the lecturers there is no significant difference in the extent of the application in the Federal, State and Private Universities in Benue State. It was therefore recommended that ICT inclined professional librarians and university ICT personnel should offer more personalized support services to lecturers that need the training to be able to integrate ICTs in teaching and research processes. The management of the

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universities should furnish lecturers’ offices and classrooms with ICT tools and Internet connectivity as this would grant lecturers enabling environment to apply their ICT skills in research and teaching sessions.

Keywords: ICT Skills, Lecturers, Nigeria, Research, Teaching, Universities

Introduction ensuring the well-being of the citizenry Throughout the world, universities are in this knowledge-based era. This not just acknowledged as the pinnacle of rationalises why lecturers are expected higher education but as the nation’s to engage in the generation of new depositories of human knowledge. The knowledge and promptly disseminate knowledge and ideas gained in their research results to both universities are important ingredients for government and industries. By doing so, the scientific, technological, economic Chukwuedo and Igbinedion (2014) and social advancement of any nation. noted that university research can serve The Federal Government of Nigeria has as a strong source through which corroborated this by clearly stating in government and industries can her National Policy on Education (NPE, accelerate the nation’s development. 2004), that university education is Research is also one of the means missioned to make an optimum through which lecturers grow contribution to national development by professionally by staying current in their way of high-level manpower training, scholarship and contribute significantly and to promote and encourage to national development through scholarship. This implies that Nigerian community services. In recognition of universities are both the providers of this, Egbri (2015) noted that researches knowledge and professionals to be are conducted to discover, reinforce or moved to society which serves as added refine knowledge and ultimately competitive advantages of the country. develop new knowledge that can To fulfil this lofty goal, university become the basis for development. This lecturers become major stakeholders in implies that university research outputs equipping people with the knowledge are powerful tools for accessing and and skills required in undertaking tasks advancing knowledge and generating that can increase the developmental life-transforming ideas. But apart from status of the nation. Teaching and this, university lecturers are also central research are means through which in training minds through teaching. lecturers actualize the aforestated. According to Kpolovie and The primary roles of university Onoshagbegbe (2017), teaching lecturers are teaching and research. responsibilities of lecturers encompasses Research is a methodical inquiry with traditional pedagogy and supervision of the view of increasing the body of students' research works, distance and knowledge. Okpe, Simisaye, and Otuza technology-based learning/instructions (2013) alluded to research as the cradle in addition to organizing and directing of knowledge generation, denoting the of group/collaborative learning and crucial position of research in general students mentoring/advising. stimulating the fortunes of a nation and The scope of teaching is beyond the four

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Shiekuma Felix Tor, et al CJLIS (2020) 3(1) 50-63 walls of a classroom. It assumes the and reinforced lecturers’ statutory roles dimensions of providing learners with through the effective delivery of the necessary skills under or outside the education curriculum by creating canopy of the classroom to enable them multiple channels of interaction and to become agents of change in society. enhancing research productivity. As a In support, Ezeugwu, et al., (2016) result, ICT turned out to be a dire concurred that teaching should endow necessity for lecturers to survive in this learners with experiences such as era when traditional pen, chalkboard and knowledge, understanding, skills, paper are gradually becoming forgotten capacity ability, talents, information, subjects. This implies that ICT is now a and details required for use in the future superior option in handling all the through guidance and direction. Given academic activities lecturers embark on. this, university lecturers occupy a ICT is a generic term that combines tremendous position in guiding students computer and communication to secure the qualitative and quantitative technologies used in information amount of experience that will stimulate handling. Jagadesh (2017) defined ICT the maximal development of their in- as “a diverse set of technological tools built potentials. Moreover, teaching is and resources used to communicate, and the essential means through which the to create, disseminate, store, and potentials needed for the nation’s manage information”. It covers products greatness, glory and wealth are that will be able to store, manipulate, discovered, explored and channelled retrieve, transmit and at the same time correctly without incurring wastages. receive information (text, sound, With this, the importance of university motion, etc.) transmitted electronically lecturers is underscored, seeing that in digital form. Some of these products their roles determine whether the future include computer hardware and of a nation will be bright or bleak. software, the network (Internet, Decades ago, teaching and research intranets, and extranets), World Wide have experienced a paradigm shift from Web (WWW) and other digital devices the traditional method that is anchored like audio, video, camera and so on. on chalk and talk, pen and paper, Nwizeg, Chukwunons, Kpabeb and towards a new style of teaching and Mmeah (2011) stated that “ICT tools conducting researches occasioned by can be used to find, explore, analyse, Information and Communication exchange and present information Technology (ICT). To uphold this, responsibly from unlimited sources and Alandejani and Almadani (2018) without discrimination”. These admitted that ICT has become a potentials of ICT have made it very foundation for innovation and instrumental in driving lecturers toward enhancement of efficiency for many the actualisation of their teaching and professional practises and roles across research functions. the globe. Relating to professional roles Undoubtedly, ICTs have of lecturers, particularly, the application significantly impacted on the quality of ICT tools has massively revitalized and quantity of teaching and research.

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The advent of ICT has increased every effective and efficient research productivity by providing professional practice. Buabeng-Andoh academics in different locations with the (2012) defined ICT skills “as being able platform to collaborate for research to handle a wide range of varying projects because of the borderless and computer applications for various distance-less nature of the Internet. The purposes”. ICT skills refer to lecturers’ knowledge produced by such ability to know ICT tools, effectively collaborations is published online for manage and operate them in the course global consumption without the of teaching and conducting researches. limitation of geographical space. ICT Mbengo (2014) noted that the use of products such as productivity tools, ICTs by lecturers improves the process Statistical Package for Social Sciences of obtaining and disseminating new (SPSS), referencing software and anti- information to students from multimedia plagiarism software enhance research technologies and the Internet. He further management from the conception of a stated that ICT use brings greater access research problem to data analysis and to knowledge, improve the archival result transmission. E-learning tools capability of knowledge and ensure such as wikis, podcasts, blogs, e-groups, teaching effectiveness. This implies that webcasts, and other platforms are commendable teaching and research available to enable teaching within and outputs are a consequence of ICT use in outside the classroom environment. lesson delivery and research These developments seemed to have management. It is therefore not difficult bulldozed the walls of lecture halls to explain the affection and patronage because both teaching and learning can that ICT has attracted from university occur anywhere at any time and with lecturers. anybody. However, lecturers must In Nigeria, there are positive possess the required ICT skills before advancements with regards to using ICT they can successfully integrate ICTs in to improve the professional activities of conducting research and imparting lecturers (Anne, Imam & Odumuh, knowledge. To buttress this, 2014). Lecturers’ application of ICT Chukwuedo and Igbinedion (2014) skills in their core duties have conferred pointed out the need for lecturers to be on them contemporary teaching and equipped with the relevant technologies research experiences. With the aid of to withstand the adoption, application, ICT applications, university lecturers in and use of ICT applications to discharge some Nigerian universities are now their duties effectively. holding online lectures with their Possessing ICT skills is not just outlying students. Without any necessary for lecturers but very empirical work, we counted on personal sacrosanct. It is so because the era of contacts to mention Bingham lecturers surviving and proving to be University, National Open University, relevant in their academics without ICT and as examples of skills is gone. These skills are the universities where lectures are increasingly becoming a prerequisite for partially or fully delivered online. Even

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Shiekuma Felix Tor, et al CJLIS (2020) 3(1) 50-63 in physical classroom settings, the use publishers are now facilitated by of ICT tools like computers, amplifiers, technology. This has helped in relieving smartboards etc., have made teaching lecturers from huge financial burden and more convenient for lecturers and time previously expended on conducting interesting to students. To discuss inquiries. More than this, technology further, the inherent potentials of ICT has provided a platform for lecturers such as high-performance speed, large from different universities of the nation storage capacity and accuracy is to collaborate on research projects, advantageous to lecturers in course thereby enriching the intellectual writing, processing of students records content of research works as a result of and storing teaching materials. Apart inputs from diverse scholars. from this, the opportunities provided by Knowledge gained from such social network outfits have been investigations is now published online leveraged by lecturers to deliver online for global visibility and consumption. instructions to students. This is Despite these laudable benefits, there is progressively securing victory over the still limited shreds of empirical evidence age-long barriers of time, space and on how lecturers are applying their ICT place as Internet technology present skills in teaching and research in some innovative alternatives to traditional Nigerian universities. This raised a classrooms with its attendant concern that birthed this investigation. inadequacies. As a result, the Internet has become a platform for lecturers in Statement of the Problem Nigerian universities to learn from Globally, universities are the pinnacle of contemporaries around the world and higher education acknowledged as search for the latest information to reservoirs of human knowledge which is enrich curriculum contents. All of these depended upon in this knowledge-based stresses the indispensability of ICT economy. This connotes that the ideas application in supporting effective and knowledge gained in universities teaching. are critical for advancement across In his study, Akpan (2008) disclosed nations of the world. Considering the that ICT use is strategic in improving placement of universities, the Federal the quality of researches and Government of Nigeria through publications in Nigerian universities National Policy on Education (2004) through the use of quality literature mandated university education to make materials from the Internet. The use of an optimum contribution to national ICT applications by lecturers assisted in development by way of high-level smoothening their research experiences manpower training and to promote and throughout the whole gamut of the encourage scholarship. Because of this, research process. Educational the statutory duties of university investigation chores such as literature lecturers in training minds and review, paper writing, spelling or generating knowledge through research grammar check, referencing, statistical become central in fulfilling the above analysis, and sending off manuscripts to lofty goals. Interestingly, the influx of ICT and its attendant benefits have

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Shiekuma Felix Tor, et al CJLIS (2020) 3(1) 50-63 induced a transition from the traditional Ho1 There is no significant difference in method of teaching that is anchored on the extent of ICT skills application in chalk and talk, pen and paper, towards teaching by the lecturers in the federal, the technology-driven style of teaching state and private Universities in Benue and conducting researches. ICT usage State. enables lecturers to manage complex Ho There is no significant difference in academic records, communicate easily, 2 the extent of ICT skills application in plan and deliver lectures through research by the lecturers in the federal, multiple channels, access limitless state and private Universities in Benue sources of information and perform State. allied activities effectively. Despite these laudable benefits, there are still Literature Review limited shreds of empirical evidence on Excellent teaching and learning how lecturers in the universities in outcomes are dependent on the extent to Benue State are applying their ICT skills which lecturers can integrate ICTs in the in teaching and research, even though whole process. To substantiate this, Ridwan, Tor and Mohammed (2019) Akpan (2014) disclosed that lecturers found the level of their ICT skills to be with good ICT proficiency were high. Considering the efficiency and discovered to be more successful in effectiveness ICT usage releases to core classroom instruction, record-keeping, duties of lecturers and the possible and communication. In their study on pitfalls that may result if lecturers miss ICT competence of lecturers, out in applying their skills to use Archibong, Anijaobi-Idem and Ogbiji technology in their academic activities, (2010) found that utilizing ICT in the it is empirically relevant to investigate context of teaching and learning by the ICT skills application in teaching and sampled lecturers was seriously research by university lecturers in the restricted. This was because the context of Benue State. responses of the majority of the sampled lecturers as regards the use of ICT in all Purpose of the Study the indices considered was below 50%. The purpose of the study is to: In a similar study on ICT use, Gombe et 1. Determine the extent to which al., (2016) found that lecturers from lecturers in the Universities in North-western Nigeria were unable to Benue State apply ICT skills in effectively and efficiently maximize teaching. ICT in the teaching-learning process. 2. Ascertain the extent to which However, Ahmed (2013) disclosed that lecturers in the Universities in most of the studied lecturers were Benue State apply ICT skills in computer/Internet proficient to access research. teaching materials online. The findings 55 Research Hypotheses of the above studies are not very The following null hypotheses were cheering especially in this era of formulated for the study: globalization when lecturers need ICT expertise to compete for standard in

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Shiekuma Felix Tor, et al CJLIS (2020) 3(1) 50-63 teaching with their contemporaries influences lecturers to be productive in around the world. Based on this, this their academic researches. By study became more relevant to further implication, ICT skills application to investigate the current situation of research is a dire necessity for university universities in Benue State on the lecturers who desire to remain subject matter, following the new professionally relevant in this current windows of opportunity being created age of knowledge-based economy. This by technology which can be seized to further strengthened the objectives of improve teaching. this current research. Regarding the application of ICT skills in research, Ekpoh and Etor Methodology (2012) reported that the ICT Research Design competency level of lecturers for The cross-sectional survey research creating knowledge was low. Inversely, design was used for the study. Akpan (2014) found that ICT According to Kothari (2011) cross- competence enhanced job efficacy of sectional survey design involves data lecturers concerning collection from a population, or a research/publication. In the same way, representative subset, at one specific Ojeniyi and Adetimirin (2016) point in time. The decision of this discovered that lecturers majorly research design was informed by the possessed ICT skills in form of general fact that the data on lecturers’ ICT skills computer operations, Internet browsing application in teaching and research was and Internet searching; and these skills collected at one point in time but from influence their use of e-resources to different universities (groups) under consideration. support research endeavours. The outcome of this is increased research Population of the study publication; enhanced quality of The population for this study constituted discussions at academic conferences; all the lecturers from the three full-time and improved participation in accredited universities in Benue State, community service (Iroaganachi & amounting to 1,537 lecturers: Izuagbe, 2018). In another study, Abba UMM=144; BSUM=604; and and Adamu (2019) found that a high UAM=789. The three universities percentage of university lecturers included: University of Mkar, Mkar considered were averagely proficient in (UMM); Benue State University, using Internet services and resources for Makurdi (BSUM); and University of academic activities. In support of this, Agriculture, Makurdi (UAM). The Amua-Sekyi and Asare (2016) reported wisdom for choosing these institutions that ICT skills of lecturers are good and was based on the limitedness of shreds are particularly used in sending e-mails, of empirical evidence on ICT skills accessing the Internet, preparing application to teaching and research by PowerPoint presentation, downloading lecturers in the universities in Benue documents and searching databases. State, and the need for improved Each of the aforestated aspects greatly

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Shiekuma Felix Tor, et al CJLIS (2020) 3(1) 50-63 teaching that keeps intensifying within instrument. After this, a pilot study was the state. carried out on ten (10) lecturers from

Sample and sampling technique Ahmadu Bello University, Zaria, and In determining the sample size for the the result of the pilot study was tested study, Krejcie and Morgan (1970) table using Cronbach alpha reliability test, was used, and the sample size for a and a reliability level of 0.98 was population 1,537 is 306. Based on this, obtained, which confirmed the reliability of the instrument. the sample size for the study became 306 lecturers; 29 lecturers at UMM; 120 Data collection and Analysis lecturers at BSUM and 157 lecturers at A total of 306 copies of questionnaires UAM. The three universities were were distributed to lecturers in the clustered into federal, state and private studied universities with the help of universities while simple sampling clerical staff from the offices of the technique was used for sample selection. Heads of departments within one month This was to afford every potential and a week. Out of the copies of respondent opportunity to be part of the questionnaires distributed, a total of two sample for the study. hundred and seventy-three (273) copies

Instrument for Data Collection were retrieved and used for the study. A self-structured questionnaire based on The data generated were analysed using insights from reviewed pieces of descriptive statistics in the form of mean literature was used as the instrument for and standard deviation, with the aid of data collection. The questionnaire the Statistical Package for Social consisted of two segments; the first Science (SPSS). While inferential segment involved a question on ICT statistic in the form of One-Way skills application in teaching with Analysis of Variance (ANOVA) was prewritten responses for ticking. The used to test the two hypotheses. This second part cantered on questionnaire was justified by the fact that the items on ICT skills application in hypothesis involved testing the mean of research. A four-point modified Likert three independents groups. For the sake scale of high extent, moderate extent, of making a decision, the constant mean some extent and low extent was used in of 2.5 was used to ascertain the level of measuring the level of lecturers’ ICT agreement or disagreement of lecturers skills application in teaching and to the questionnaire items on their extent research. of ICT skills application to teaching and research activities. A mean score of Validity and Reliability 3.41-4.20 indicated high extent; 2.61- Three lecturers from the fields of 3.40 indicated a moderate extent; 1.81- librarianship and computer science 2.60 indicated some extent; while 1.00- scrutinized the instruments, and the 1.80 indicated a low extent. observations raised were duly followed, thus reinforcing the quality of the

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Result

Table 1: The Extent of Applying ICT skills To Teaching by Lecturers N=135, 110, 28 S/N Skills Univ. Mean SD Remark UAM 2.35 1.16 Some extent 1 Web Content Creation BSUM 2.14 0.82 Some extent UMM 1.92 0.94 Some extent UAM 3.33 0.92 Moderate extent 2 PowerPoint Presentation BSUM 3.10 0.91 Moderate extent UMM 2.60 1.03 Some extent UAM 2.44 1.11 Some extent 3 Network Classroom BSUM 2.27 0.89 Some extent Gadgets UMM 2.46 0.92 Some extent UAM 3.53 0.86 High extent 4 Create Word Documents BSUM 3.29 0.87 Moderate extent UMM 3.25 0.89 Moderate extent UAM 2.11 1.16 Some extent 5 Perform Technical Tasks BSUM 1.72 0.78 Low extent UMM 2.07 0.89 Some extent Grand Mean 2.57 Some Extent

Table 1 shows the extent to which the grand mean of 2.57. It can be said lecturers in the universities in Benue that the extent to which lecturers apply State apply ICT skills to teaching. Using ICT skills to teaching is low.

Table 2: The Extent of Applying I ICT skills To Research by Lecturers N=135, 110, 28

S/N Skills Univ. Mean SD Remark UAM 2.91 1.08 Moderate extent 1 Database Searching BSUM 3.01 0.94 Moderate extent UMM 2.91 1.08 Moderate extent UAM 3.26 1.07 Moderate extent 2 Internet Navigation BSUM 3.14 1.00 Moderate extent UMM 2.75 1.14 Moderate extent UAM 2.86 1.05 Moderate extent 3 Present Data on BSUM 2.76 0.96 Moderate extent Spreadsheet UMM 2.36 1.06 Some extent UAM 2.04 1.01 Some extent 4 Develop Programs BSUM 1.92 0.85 Some extent UMM 2.10 0.97 Some extent UAM 3.53 0.86 High extent 5 Create Word Documents BSUM 3.29 0.87 Moderate extent UMM 3.25 0.89 Moderate extent Grand Mean 2.76 Moderate extent

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Table 2 shows the extent to which Hypotheses Testing lecturers in the universities in Benue Ho There is no significant difference in State apply ICT skills to research. With 1 the extent of ICT skills the grand mean of 2.76, it can be held application in teaching by the that the extent to which lecturers apply lecturers in the Federal, State and ICT skills to research is moderate. Private Universities in Benue State.

Table 3: One-Way ANOVA Result on Difference in the Extent of ICT Skills Application in Teaching by the Lecturers in the Federal, State and Private Universities in Benue State. Sum of Squares Df Mean F Sig. Square Between Groups 148.250 2 74.125 3.844 Within Groups 5206.453 .023 270 19.283 Total 5354.703 272 Significance level .05*

Table 3 clearly shows that there is a in the Federal (p = .266) and Private (p statistically significant difference in the = .997) Universities in Benue State. extent of applying ICT skills to teaching Whereas, there is a significant by the lecturers in the Federal, State and difference in the extent of ICT skills Private Universities in Benue state as application to teaching by the lecturers determined by the one-way ANOVA [F in the State (p = .024) and the other two (2,270) = 3.844, p = .023]. Therefore, universities. the null hypothesis has been rejected. To Ho There is no significant difference in establish where the difference existed, 2 the extent of ICT skills post hoc multiple comparisons using the application to research by the Tukey test was carried out. The test lecturers in the Federal, State and revealed that there is no significant Private Universities in Benue difference in the extent of ICT skills State. application to teaching by the lecturers

Table 4: One-Way ANOVA Result on Difference in the Extent of ICT Skills Application in Research by the Lecturers in the Federal, State and Private Universities in Benue State. Sum of Squares Df Mean F Sig. Square Between Groups 88.948 2 44.474 2.119 Within Groups 5665.513 270 .122 20.983 Total 5754.462 272 Significance level .05*

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Christian Mubofu, et al CJLIS (2020) 3(1) 1-11

Table 4 explicitly reveals that there is no lecturers apply their skills to integrate statistically significant difference in the ICT in research endeavours more than extent of applying ICT skills to research their pedagogical functions. This sharp by the lecturers in the Federal, State and disparity might have been occasioned by Private Universities in Benue State as the enabling environment created for determined by the one-way ANOVA [F research through the provision of (2, 270) = 2.119, p = .122]. Therefore, facilities by their respective institutions, the hypothesis has been retained. or the lecturers’ motivation of applying their skills to produce research works Discussion required for promotion. This study is in Application of ICT skills to professional line with Amua-Sekyi and Asare (2016), practices to ensure improved discharge who discovered that ICT skills of of statutory duties has become an lecturers are good and are particularly expectation in almost all spheres of applied to access the Internet, download human ventures. This formed the reason documents and search databases. Also, for this research effort; to ascertain the the result reveals support for Ojeniyi extent to which lecturers apply ICT and Adetimirin (2016), who unearthed skills to teaching in the Universities in that lecturers greatly apply their ICT Benue State. The result as contained in skills to Internet browsing and Internet Table 1 uncovered that the lecturers searching. By implication, since the apply ICT skills to teaching to some application of their ICT skills in extent. This could be attributed to the research stand at average, this would inability of the universities to adopt help them to have access to knowledge adequate devices needed in the teaching that would keep them current in their process, indicating that the teaching- scholarship and produce intellectually learning process that is facilitated by rich researches. However, lecturers must technology has not gained warm not be contented with the status quo reception in the universities. The because technology is constantly getting outcome of the study aligns with more complex, and to move along with Archibong et al (2010) who found that the growing trend requires an incessant utilizing ICT in the context of teaching upgrade. and learning by the sampled lecturers The first hypothesis revealed the was seriously restricted. By implication, existence of difference in the extent of the lecturers in the universities ICT skills application to teaching by the understudy might not record good lecturers in the State, Federal and teaching results since the teaching Private Universities. The difference process is not enhanced by technology. found in the study may be so because of Furthermore, lecturers may find it ownership factors such as inconsistent challenging to manage students’ records support for ICT initiatives and training due to astronomical growth in the from the State Government. The universities’ yearly intake. difference would reflect on the teaching The extent to which lecturers outcomes of the individual university. integrate ICTs in research is greatly The second hypothesis denied the dependent on their ICT skills. A look at existence of difference in the extent of Table 2 revealed that the lecturers apply ICT skills application to research by the ICT skills to research to a moderate or lecturers in the Federal, State and average extent. It is glaring that the Private Universities. This revelation 60 Shiekuma Felix Tor, et al CJLIS (2020) 3(1) 50-63 points to the fact that irrespective of the Recommendations type of university, the effectiveness and Consequential to the findings of the efficiency associated with ICT has made study, it was recommended in this study lecturers to equally rely on it to improve that: research development in universities. 1. ICT inclined professional librarians and university ICT personnel Conclusion should offer more personalized Based on the outcome of the study, it support services to lecturers that was concluded that lecturers in the need the training to proficiently selected universities in Nigeria apply integrate ICTs in teaching and ICT skills in teaching to some extent. research processes. This would While, in the area of research, the make the training more practical lecturers apply their ICT skills to a and result in high productivity. moderate extent. This indicates that 2. The management of the universities research outputs and teaching outcomes should furnish lecturers’ offices in the universities cannot be expected to and classrooms with ICT tools and be high except the current situation Internet connectivity. This would improves. This, therefore, give room for grant lecturers enabling further studies to be conducted to environment to apply their ICT understand the influence of lecturers’ skills in research undertakings ICT usage on learning outcomes in the while in offices and incorporate universities. ICT tools in teaching sessions.

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