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The goal of this study was to determine how various secondary schools in Oredo Local Government Area of Edo State developed skills in information and communication technology:

The questionnaire, oral interview, and personnel assessment of visible ICT facilities were utilized to collect data. A questionnaire schedule was developed and given to 100 secondary school respondents in the Oredo Local Area.

The population consisted of 75 male employees and 25 female employees.

The analysis of the collected data revealed that the majority of secondary schools in the Oredo Local Government Area lack ICY facilities. It was also observed that a lack of human skills and adequate software has traditionally hampered ICY classroom applications. Based on these observations, the following recommendations were made:

(1) Regular in-service training should be provided to secondary school teachers in Oredo in order to develop their ICT skills and enrich the state’s education industry.

(2) Government agencies should offer the equipment necessary for instruction in secondary schools, including computers, televisions, radio/video recorders, and internet access for all fields of study.

Government should attempt to find answers to challenges coming from a lack of ICT facilities by allocating funds to support secondary education, so as to meet Nigeria’s ambition for globalization in the classroom.



Our current concern about skills development in information and communication technology in Nigeria classrooms stems from the fact that skills development in information and communication technology in Nigeria classrooms did not receive the attention it merited, given that modern life necessitates an improvement in the quality of education.

In today’s secondary schools, the challenge that pupils face is due to a lack of ICT proficiency. Information and communication technology emerged as an occupational technology in the United States and other developing nations in the early 1960s. It was not until the early 1980s that educational technology was acknowledged as a field of study (River State University of Science and Technology, faculty of Science and Technical Education, Department of science and Technical Education S. W. and Dokubo A.; Dr Alice E. Asimi; Dr Iroha Kalu Department of curriculum and Teaching, faculty of Education University of Calabar).

Information and communication Technology (ICT) includes hardware, software, networks, collection media, a virtual learning environment, an internet gateway, storage, processing, transmission, and presentation of information ( voice, data, text and images).

As recommended by the World Bank (2002), the internet is a potent instrument for enhancing the quality of a variety of public services that are crucial for reducing poverty, particularly education and health.

Students in secondary schools in Nigeria who lack the latest technology and designed material abilities in ICT to compete in the global economy are emphasized.

Information and communication technologies (ICT) serve as a platform for skill development. This is based on information technology and Nigerian telecommunications technology. It delivers pertinent, informed information in a variety of academic fields. Other skill development involves the operation of (D-ROM and 1.44-inch floppy diskettes.

With the support of skills development in information and communication technology, new concepts, new products, and new ideas are created every day, affecting the lives of students in the classroom as well as industries and businesses around the globe.

The role of technology in teaching and learning is rapidly becoming one of the most crucial and highly debated issues in modern education policy (Rosen and Well, 1995; Thierer, 2002),

According to People (1996), computer illiteracy is now regarded as the new illiteracy. The majority of experts in the field of education agreed that, when used properly, information and communication technology hold great promise to improve teaching and learning, as well as shape workforce opportunities. This has generated a new and strong urge to provide schools in developing nations with the computer facilities and qualified personnel required to educate technologically savvy and effective students.

There is no doubt that computers can facilitate learning and the instructional process in Nigerian classrooms. Numerous research have identified positive effects of technology-assisted instruction (Burnelt, 1994, and fitzgerald and warner, 1996).


Development of ICT skills is necessitated by the pressing demand for increased teaching/learning effectiveness in Nigerian classrooms. This has always been a source of concern for many stakeholders in education (Dwyer, 1996; Gibson 2001; Sambo; 2002). Enhanced efficiency is required, if for no other reason than the increasing complexity of survival-related knowledge abilities.

Increased awareness of the necessity of education to a successful life has exacerbated several flaws in Nigeria’s current education science. However, the World Bank report (2002) discloses that Nigeria has been designated as one of the poorest countries in the world, with a high percentage of youth unemployment, due to a low level of ICT skills development in the modern Oriented society, and this is a global issue. Only text and image manipulation, sound and music manipulation, storage and retrieval, and sound and music storage and retrieval have been investigated marginally. This simply means that pupils must have a strong interest in this discipline in order to acquire ICT skills.

Nigeria is among the nations with the lowest adoption of ICT skills. The areas in which they fall short include fixedline and mobile telephones per 1000 people of -5, personal computers per 100 people of -6.6, and Internet users per 1000 people of 200, compared to South Africa’s 304, 61.8, and 2,400 respectively. In teaching – learning – learning scenarios, especially those involving the sorting or retrieval of solutions to difficult assignments on a website related to the study, the consequence of such previously studied skills will unquestionably be beneficial.

The challenge is to provide a flexible learning environment for each student in the classroom in order to facilitate the development of diverse abilities and to accommodate his or her specific demands.

All ethnicities, all religions, and all classrooms in Nigeria have inadequate ICT abilities. It is hardly surprising that this issue has become a concern for all educators. What has been absent is a plan of action that takes into account the aspects that tend to regulate and make the learning environment in Nigeria’s classrooms a serious place. Some of these concerns include the realities of financing schools and constructing buildings, as well as the qualifications and training of current teachers. These challenges with ICT skills development in Nigerian classrooms have prompted a number of logical questions. The subsequent questions are as follows:

(1) How can a scientific teacher effectively instruct a class of forty (40) students whose talents, interests, and needs vary greatly?

(2) Given the vast array of ICT at our disposal, should students be taught how to seek, obtain, analyze, and utilize information?

Individualized instruction, according to the majority of educators, is the key to addressing individual differences among pupils in the classroom ( moore and moore 1983; Honey et al; 1999). Again, the World Bank report (2002) has demonstrated a correlation between information technology and national prosperity.

The importance of ICT use and proper skill development in Nigerian classrooms and on the Nigerian economy cannot be overstated, as they represent an effort to bring Nigeria in line with the community of nations that produce competent teachers and pupils, as well as a wealthy nation.

According to a report from N.T.A. News, ICT skills have not been adequately developed in Nigerian classrooms. This is a globalisation issue caused by teachers who are insufficiently qualified in their field of study, and as a result, they are unable to impart knowledge-based skills to their students. Correspondents proposed that programmes be held to build these ICT skills, and that the ICT skills to be developed are the digital components of the internet that facilitate information (Newsline, 2006). Other barriers to the development of ICT skills include (1) cost, (2) a weak infrastructure, (3) a lack of expertise, (4) a lack of applicable software, and (5) restricted Internet access.

In light of this, the emphasis of this research will be on the development of ICT skills in Nigerian classrooms. As a result of the teacher’s lack of ICT training, it is believed that he or she has exacerbated teaching and learning issues. In addition, secondary schools in the Oredo Local Government Area of the state of Edo are the focus of this study. Here, we will discuss previously studied ICT skills, their outcomes, whether someone has acquired abilities in the area, and whether such a remark has been logically investigated. This and numerous other topics will be explored in this study paper.


The following hypotheses were formulated in order to determine the challenges associated with the development of ICT skills in Nigerian classrooms.

– Inadequate abilities or communication link between teachers and pupils in the schools.

– Absence of necessary software and restricted Internet access.

– Cost

– Insufficient Infrastructure.


The following hypothesis would assist the researcher in performing a good and fruitful job in a manner that is both simple and thorough.

(1) Does the lack of a link between a teacher’s and student’s skills impede the development of ICT skills?

(2) Does a lack of communication between teachers and students impede the development of ICT skills?

Does Nigeria’s education system suffer from a lack of suitable software and Internet access?

(4) Is the lack of infrastructure in the classrooms a result of cost?

(5) Does inadequate infrastructure pose a formidable barrier to the application of ICT?


At the conclusion of this research, it is crucial to note that various communities, towns, states, and Nigeria in general will find the results of this research to be incredibly beneficial, as this research will play a crucial role in the task of improving the educational standard, growth, and development in secondary schools.

The outcomes of this study will also provide adequate opportunity for educators to understand the role they must play in assisting students to acquire knowledge about a certain study.

Again, secondary school students will understand the significance of computers and other gadgets in teaching and learning, as well as how they might profit from them.

The investigation would also provide abundant opportunities for the researcher and other readers to gain first-hand, in-depth information regarding skills development and communication technologies in Edo State secondary schools.


This research is intended to determine how information and communication technology abilities grow in classrooms. It tries to identify the abilities that need to be developed, the opinions of correspondents, especially teachers in chosen schools, the issues raised by the study, and their effects on the educational standard.

This research should be limited to secondary schools in the Oredo Local Government Area of Edo State, Nigeria, for the sake of simplicity and clarity.

However, the work of various life or resource persons and their responses will be kept strictly confidential. The usage of skills in pedagogical situations will also be explored, and it will be determined if these developed abilities can aid in global competitiveness in Nigerian classrooms.

The secondary schools concerned are as follows:

(A) Evbuotubu Secondary School South East, located in the Oredo Local Government Area in the state of Edo.

(B) Asoro Secondary School South East, located in the Oredo Local Government Area in the state of Edo.

Edo State’s Emotan College South West in the Oredo Local Government Area.

Adolor College South West in the Oredo Local Government Area in the state of Edo.

(E) Oba Akenzuwa Secondary School South West in the Oredo Local Government Area in the state of Edo.

(F) Integrity National High School KM 4 in the Oredo Local Government Area of the state of Edo.

Edo State’s Idia College South West in the Oredo Local Government Area.

Anglican Girls Grammar School South in the Oredo Local Government Area of the state of Edo.

Itohan Girls Grammar School South in the Oredo Local Government Area of the state of Edo.

Greater tomorrow and World of Faith Secondary South East in the Oredo Local Government Area of the state of Edo.

Greater tomorrow and globe of faith secondary are both private secondary schools in the South East of Oredo Local Government Area, Edo State. During my visit, I was able to conduct personal interviews with teachers and inspect their computer room and other equipment. ICT technology is more prevalent and efficient in these schools for the following reasons: first, their purchasing power is greater than that of government schools.

After conducting extensive research on the development of ICT skills in this school, I’ve determined that every kid has access to a computer.

Second, there are a large number of skilled and well-trained computer wizards instructing students in ICT abilities. Sixty to seventy percent of students at both schools utilize computers and other ICT equipment at home as well as at school, enabling them to be more knowledgeable in all areas of education. The opposite is the government secondary school, where instructors have complained about a lack of ICT facilities due to a lack of funding, the absence of a government initiative to facilitate ICT technology programs, the insecurity of these equipment, and the absence of electricity on school grounds. In government secondary school, Evbuotubu to be exact, there is no skilled or good computer wizard who can impart information Example: (Computer studies) to students because the school cannot afford to pay for their salaries, depriving the kids of the opportunity to acquire ICT skills.

Private secondary schools have exceptionally high ICT education standards, whilst government secondary schools have the opposite situation. In addition to security and the cost of these facilities, the school also faces further issues.


The purpose of this study was to investigate the growth of ICT skills in secondary schools in Oredo Local Government Area, Edo State, Nigeria. The research is conducted during a period characterized by numerous obstacles. The most challenging limitation was the lack of funds, as the research was conducted with a small budget, making the procurement of materials for the project extremely tough. Transportation is another barrier of this study that prevents me from visiting the libraries of other colleges and universities to conduct more extensive research on the past.

Lastly, the majority of respondents were unable to explain how the growth of ICT skills in secondary schools affected the progress of the project. In order for the respondents to form their own opinion, it required a significant deal of time and effort on my part to clarify aspects that were not properly understood. Some declined to respond to some interview questions.

Other delimitation consists of

Local Government ICT skill development in rural areas is significantly lower than in urban ones. This is due to a lack of funds to purchase ICT facilities, a lack of skilled personnel, and students’ lack of enthusiasm.

(2) Some teachers fail to recognize that the success of teaching and learning is contingent on adequate planning and utilization of ICT facilities.

(3) Electricity supply shortages are an additional aspect in the development of ICT skills.




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