Microsoft Word - 2. Layout Adenike Aderogba.docx Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 86 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria Adenike Aderogba Onojah1, Amos Ochayi Onojah2, Charles Olubode Olumorin3, Esther O. Omosewo4 1-4Department of Educational Technology, University of Ilorin, Nigeria DOI: 10.23917/ijolae.v3i2.10686 Received: April 12nd, 2020. Revised: December 21st, 2020. Accepted: December 24th, 2020. Available Online: January 11st, 2021. Published Regularly: May 1st, 2021. Abstract For internet facilities to be adopted and integrated in schools, the resources should not only be available, it must also be accessible. The objectives of this study were to: identify internet facilities available for secondary school teachers; determine whether secondary school teachers are able to access the internet facilities; and investigate how teachers’ gender influence the accessibility of internet facilities in secondary schools in Ilorin. The population of the study was limited to secondary school teachers in Ilorin, Nigeria and 251 respondents were randomly selected. There was no significant difference between male and female secondary school teachers’ level of accessibility of internet facilities for instruction. The study concluded that teachers have access to the available internet facilities for advanced instruction. It was recommended that, Internet Service Providers (ISPs) should be allowed to establish centres on campus in order to bring online services close to teachers. Keywords: advanced instruction, assessment, gender, internet facilities Corresponding Author: Amos Ochayi Onojah, Department of Educational Technology, University of Ilorin, Nigeria Email: haymoresonojah@yahoo.com 1. Introduction The guiding principle of education in Ni- geria is equipping every citizen with knowledge, skills, attitudes and values as to derive maximum benefits from individuals’ membership in society, lead a fulfilling life and contribute to the development and wel- fare of the community. Education is a social medium and process of acquisition of relevant knowledge, skills and attitudes for survival in a changing world (Sanni, Amosa & Danmaigoro, 2017). The innovation that is taking place in ICT has positive effects on the way undergraduate students perform their functions of learning and instructional strat- egy, especially on the creation, dissemination and application of knowledge as well as skills. Education also empowers communities and citizens to fully participate in development and prosperity. Education in its broadest sense is generally acclaimed as a tool that has a ger- mane impact on the mind, character, or phys- ical ability of an individual (Briggs, Ololube, Kpolovie, Amaele & Amanchukwu, 2012). Owolabi, Oyewole, and Oke (2013), asserted that teachers are crucial within the teaching – learning process. Hence, teachers constitute a major input in the accomplishment of educa- tional goals and objectives in all nations. ICT has been viewed as electronic-based technologies that are generally used to re- trieve store, process and package information as well as provide access to knowledge (Ab- dulrahman, 2016). ICT encourages coope- Indonesian Journal on Learning and Advanced Education http://journals.ums.ac.id/index.php/ijolae Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 87 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria rative learning, enhances teaching and learn- ing process, and encourages communication through Websites, blogs and social networks (Augustine, et al. 2018). Similarly, Olanikawu, Omiola, and Aboyeji (2017) sub- mitted that ICT is the sole creation of human- kind that has thrown off and balance the con- ventional perceptions of time and infor- mation. The effects of Information Communica- tion and Technology on education cannot be over emphasized. Adebo, Adekunmi, and Daramola (2013) stated that the effects of ICT to classroom and education process include offering the opportunity for more student cen- tered teaching; giving greater opportunity for communication and collaboration between teacher-to-teacher and student-to-student; ex- posing students greatly to vocational and workforce skills; providing opportunities for multiple technologies delivered by teachers; creating greater enthusiasm for learning amongst students, providing teachers with new sources of information and knowledge; preparing learners for the real world; and providing distance learners country-wide with online educational materials. According to Wadi and Sonia (2002), ICTs can enhance the quality of education by increasing learner’s motivation and engagement; facilitating the acquisition of essential skills; and enhancing teacher training. Despite the relevance of computer and internet in the world educa- tional systems, its application and use in a de- veloping economy has not gained significant attention as expected, in particular among the student teachers, who are expected to impact such knowledge to the next generation, through primary and secondary education (Juliani et al, 2020). Amoo, Ayodele and Egbowon (2000) de- fined teaching as "guiding the students to ac- quire basic knowledge, attitude and skills (through the use of various media and methods) that can be effectively applied to solve relevant problems and improve the en- vironment. They added that, effective teach- ing requires a careful and selective applica- tion of learning theories, materials to meet the various conditions of a given learning situa- tion. The Ashby commission was set up by the federal government in 1959 to make recom- mendation on the way and means of tackling the educational problem in Nigeria, one of the recommendations of the commission is that both the pre-service and in-service training of teachers should be intensified. The internet has allowed students, and teachers to learn and connect with each other as well as provide an avenue for both students and teachers to re- late. Kofi Anan (2005) viewed ICT as the key to unlock the doors of the educational sys- tems. The computer and its related technolo- gies according to Adeyemo (2010) have formed an integral part of everyday life that it must be an ingredient in educating for partic- ipation in present and future society. The computers are essential tools, required for stu- dent teachers, to fit into the global infor- mation and communication technological de- velopment of the 21st century. In the develop- ing countries, ICT can be used to compensate for the inadequate well trained teachers and unavailability of equipment in the educational sector. Adebo, Adekunmi, and Daramola, (2013) affirmed that despite the high percentage of women involved in teaching, studies have shown that female teachers in schools have less access to the usage of internet. Women internet users in almost all developing coun- tries including Nigeria are very few. In the de- veloped World, evidence shows a higher pro- portion of internet usage among the people, ir- respective of gender and ages (Alison, Anne, and Christoph, 2010). Bola and Ogunlade (2012) established that students did not have as much access to Internet service as the staff Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 88 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria and proximity to cybercafé and valid infor- mation contained from the Internet were their major motivating factors for surfing the Inter- net. It also found that the respondents strongly agreed that the purposes for their surfing the Internet were to register courses, enroll for ex- ams, gather information for literature review, send and receive mails, amongst others. Dede, Salzman & Loftin (2013) estab- lished that limited access to technology in sec- ondary schools may contribute to a lack of technology usage in schools. Soetan, Ogun- lade, Fakomogbon, and Bolaji (2014) recom- mended more provisions need to be made concerning the availability of ICT tools for teaching at the early childhood education level. Similarly, Shehu, Urhefe and Promise (2015) noted that Internet will level the edu- cational activities due to its availability to everyone, everywhere and any time, irrespec- tive of gender, race, income or other socio-de- mographic characteristics. Furthermore, Dan- iel and Oghal (2015) stated that, Internet is the network of interconnected networks and Websites containing files; every website is also identified using an address for easy loca- tion. In similar finding, Osuafor and Ofor (2015) reported that there was no significant difference between male and female lecturers on utilization of e-learning facilities in teach- ing in colleges of education. Similarly, Makewa, Kuboja, Yango and Ngussa (2014) reported that there was no significant differ- ence in application of ICTs and research be- tween male and female lecturers of Arusha University Tanzania. Moreover, Ogunlade, et al. (2015) reported that there was no signifi- cant difference between male and female re- spondents in the use of internet facilities. Fur- thermore, Nwankwoala, (2015) reported that, gender of university lecturers did not predict their usage of ICTs and also revealed that ICTs usage contribute to the national devel- opment. Nigeria’s education system contempo- rary still faces challenges on the quality of ed- ucation provided for students. National Policy on Education (Federal Republic of Nigeria, 2013) identified obsolete facilities as one of the numerous indicators of the poor state of education in Nigeria. Most primary and sec- ondary schools have inadequate support ser- vices that enhance teaching and learning. Also, federal government recognized low funding for capital investment projects such as classrooms, ICT facilities, laboratories and so on. Various challenges are facing adequate implementation of ICT policy, dysfunctional telephone lines, and low level of internet con- nectivity amongst others. Emmanuel (2013) established most schools in Kwara state does not have internet facilities. Ministry of educa- tion and other government agencies still rely heavily on paper-based system in their daily activities. Although previous studies have ex- amined availability of internet facilities among teachers or students for teaching and learning in either secondary schools or uni- versities but none of these studies known to the researchers focused on its accessibility in Ilorin, Nigeria. To fill these identified gaps, this study therefore assessed the accessibility of internet facilities for instruction among secondary school teachers in Ilorin, Nigeria. The purpose of this study was to accessed the internet facilities available for secondary school teachers; whether secondary school teachers are able to access the internet facili- ties; and determined whether gender of teach- ers influence the accessibility of internet facil- ities in secondary schools in Ilorin. In order to conduct the research, the fol- lowing research questions were raised and an- swered: (1) Are there internet facilities in sec- ondary schools in Ilorin; (2) Are secondary school teachers in Ilorin able to access Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 89 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria internet facilities in their schools; and (3) Will teachers’ gender influence the accessibility of internet facilities in secondary schools in Ilorin. Research Hypotheses This following hypothesis was raised and tested at 0.005 level of significance in this study. Ho1: there is no significant difference in teacher’s accessibility of internet facilities based on gender 2. Method This chapter presents the method and procedures that was employed in the process of collecting necessary and useful data for this research. This study employed a descriptive survey method. It involved the use of ques- tionnaire; the response to which produce the required information from the teachers. The questionnaire was used to collect necessary information on secondary school teachers’ ac- cessibility of internet facilities. The popula- tion for the study consisted of all secondary school teachers in Ilorin, Nigeria. The target population consisted of the entire secondary teachers in Ilorin by purposive sampling. Over two hundred and fifty secondary school teachers based on their availability were ran- domly selected. An adapted questionnaire from the study of Ogunleye (2012) was used to elicit information from the respondents. It consisted of two sections. Section A required bio data of the respondents’ personal infor- mation to know if their genders can have in- fluence on their accessibility of internet facil- ities, Section B consisting ten items was on availability, accessibility of internet facilities among secondary school teachers which an- swer the research questions 1- 5. Likert re- sponse mode of Strongly Agreed (SA), Agreed (A), Disagreed (D), and Strongly Dis- agreed (SD) was used. The instrument was validated for the face validity and content validity by the re- searcher’s supervisor and three other lecturers in the department of Educational Technology in University of Ilorin. The various sugges- tions after the validation were used to modify the instrument. In order to ascertain the con- sistency of the instrument, the instrument was pilot tested on twenty-five teachers in Ogbo- moso, Oyo State which do not consist part of the study sample. Internal consistency of the instrument at 0.81 was tested using Cronbach alpha. After, obtaining letter of introduction to the appropriate departments, the school principals’ permission was sought before the instruments are being administered with the help of a research assistant from each of the schools of the study. Data was collected through the questionnaire that were distrib- uted to the respondents’ schools within Ilorin, Nigeria. The questionnaire were collected imme- diately from the teachers after filling them. The respondents were not coerced in filling the questionnaire as they will be given the op- portunity to fill it at their own convenient time. Also, all authors cited in this work were properly referenced. Data collected through the questionnaire was subjected to descriptive and inferential statistics. Descriptive statistics (percentage, count and mean) was used to an- swer research questions. While in inferential statistics of t-test was used for the hypotheses. All the hypotheses were tested at 0.05 level of significance. 3. Result and Discussion This chapter presents the analysis and re- sults obtained from the data based on research questions and research hypotheses stated in chapter one. The results are preceded by the demographic information of the respondents. Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 90 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria Table 1 Percentage Distribution of Respondents by Gender Gender Frequency % Male 119 47.4 Female 132 52.6 Total 251 100 The distribution of secondary school teachers involved in the access and utilization of internet facilities for instruction according to gender showed that there was a difference in the distribution along gender lines. The re- sults in Table 1 shows that 119 (47.4%) were males while 132 (52.6%) were females in all the schools. This part presents the result of the anal- yses on access and utilization of internet facil- ities for instruction among secondary school teachers in Ilorin metropolis. Research Question 1: Are there internet facilities in secondary schools in Ilorin? Table 2 Teachers’ Response towards the Availability of Internet Facilities in Secondary Schools Availability of Internet Facilities in Secondary Schools Yes No There is an e-library in the school. 79 (31.5%) 172(68.5%) Teachers are allowed to use the e-library at any time. 75 (29.9%) 176(70.1%) The school provides other means for teachers to access information online. 148 (59.0%) 103(41.0%) The government supplies computers and its accessories to the school for helping teachers enhance their instruction skills. 136 (54.2%) 115(45.8%) There are sufficient internet centers in schools. 70 (27.9%) 181(72.1%) The responses on the availability of inter- net facilities in Secondary Schools were in- vestigated and the result presented in Table 2. It indicated that 31.5% of the respondents agreed that there was an e-library in their school and just a few of the respondents agreed to the statement that teachers are al- lowed to use the e-library any time. However, the majority of the respondents agreed that the school provides other means for teachers to access information online. Also, the govern- ment supplies computers and its accessories to the school for helping teachers enhance their instruction skills. But there are not suffi- cient internet centers in Nigerian secondary schools. On the whole, the study established that schools make no provision for internet fa- cilities, likewise, the government does not supply computers and its accessories to the school for helping teachers enhance their in- struction skills and as a result of this, the re- spondents’ response on the availability of e- library and sufficient internet centers in the school was low, and thereby teachers are not allowed to use the e-library any time. Research Question 2: Are secondary school teachers in Ilorin able to access inter- net facilities in their schools? Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 91 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria Table 3 Teachers’ Response on the Access of Internet Facilities by Secondary School Teachers in Ilorin Access to Internet Facilities in Secondary Schools Yes No Teachers have been allowed to teach with the internet in their classroom practice. 103(41.2%) 148(58.8%) Information is very difficult to source from the internet so I don’t like using it. 84(33.5%) 167(66.5%) I use the internet to communicate so- cially than for instruction. 221(88.0%) 30(12.0%) There is little access to the internet in school. 211(84.0%) 40(16.0%) The cost of accessing the internet is too expensive. 220(87.7%) 31(12.3%) Table 3 presents the result of teachers’ re- sponses to their access to internet facilities by Secondary school teachers in Ilorin. The find- ings revealed that 41.2% of the respondents agreed to the statement that teachers have been allowed to teach with the internet in their classroom practice while 58.8% disagreed with the statement. Also, it was revealed via the study that the majority of the respondents don’t have access to internet facilities thereby making the information very difficult to source from the internet. Furthermore, it was deduced from the study that most of the re- spondents (221, 88.0%) use the internet to communicate socially than for instruction. Besides, there is little access to the internet in the school. Lastly, 220 (87.7%) majority of the respondents agreed that the cost of access- ing the internet is too expensive. The findings indicated that most teachers use the internet to communicate socially than for instruction, many teachers admitted that the cost of ac- cessing the internet is too expensive and that there is little access to the internet in the school. Hypothesis One Ho1: there is no significant difference in teacher’s accessibility of internet facilities based on gender. Table 4 T-test of Male and Female Secondary School Teachers’ Level of Accessibility of Internet Facilities for Instruction Gender N X SD df T Sig. (2 tailed) Remarks Male 119 13.99 2.64 249 .998 .319 Not Sig. Female 132 13.68 2.27 From Table 4, it can be deduced that there was no significant difference between male and female secondary school teachers’ level of accessibility of internet facilities for in- struction in Ilorin. This is reflected in the re- sult: t (249) = .998, p > .05. That is, the result of t-value of .998 resulting in .319 significance value was greater than 0.05 alpha value. Thus, the hypothesis is not rejected. This implies that there was no significant dif- ference between male and female secondary school teachers’ level of accessibility of inter- net facilities for instruction. The benefits of ICT being nature-protecting, non-polluting, Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 92 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria less energy consumption and above all, more human-friendly, it is applications are becom- ing indispensable parts of contemporary cul- ture, spreading across the globe through gen- eral and vocational education (Ogunlade, Olafare, & Udom, 2013). Similarly, ICT func- tions as a change agent on learning process, it impacted on place ‘when’ and ‘where’ to learn, improve quality of education and en- hanced educational management (Kaur, 2015). The result obtained indicated that schools make no provision for internet facilities, like- wise the government does not supply comput- ers and its accessories to the school for help- ing teachers enhance their instruction skills and as a result of this, the respondents’ re- sponse on the availability of e-library and suf- ficient internet centres in the school was low, and thereby teachers are not allowed to use the e-library any time. Bola and Ogunlade (2012) established that students did not have as much access to Internet service. Dede, Salzman & Loftin (2013) established that limited access to technology in secondary schools may con- tribute to a lack of technology usage. The influence of gender on teachers’ ac- cessibility of internet facilities for instruction examined. The results of the t-test established no significant difference was established be- tween secondary school male and female teachers’ use and accessibility of internet. In support of these findings, Shehu, Urhefe and Promise (2015) noted that Internet will level the educational activities due to its availabil- ity to everyone, everywhere and any time, ir- respective of gender. Habib, Enite, and Aworo, (2015) con- ducted an empirical study on the accessibility and utilization of internet service in Nigeria Libraries, the outcome of the study reveals that majority of the participants asserted that internet was very accessible to them while some indicated that internet was not accessible to them at all. It also found that the participants strongly agreed that the reasons for which staff used the internet in Nigeria li- braries are for research purpose, for current awareness services/ update of knowledge and to develop personal competencies among other. Professor S. A. Onasanya of the depart- ment of educational technology, University of Ilorin, Nigeria, who delivered a paper entitled, ‘Educating for the next generation,’ stated that teaching in the 21st century had under- gone a typical shift and stated that education must prepare pupils especially in Ilorin for success in a fast-changing and inter-con- nected world (Nwogu, 2016). Furthermore, Apuke and Iyendo (2017) stated that the internet is a technology that has reshaped tertiary educational practice in terms of improving academic learning. It also re- vealed that lack of search skills, information overload, power outage, irrelevant infor- mation, difficulties in the navigation of the website, inaccessibility of some sites and un- availability/inaccessibility of the internet ser- vices were some of the challenges faced by the staff in Nigeria libraries. Olokoba, Abdul- lahi, Omosidi (2014) established that the non- availability of ICT facilities will continue to hinder teachers from using the resources. The findings have strong implication on the teaching process in Nigeria. It is an indi- cation that there would be great improvement in the teaching and instruction process gener- ally at all secondary schools if teachers could have access to internet facilities and fully uti- lize those facilities. Therefore, if schools and government make provision for internet facil- ities in schools, it could be of great help for teachers to be more competent in their use of the internet irrespective of their gender. 4. Conclusion The result indicated that internet facili- ties are not available in secondary schools. It Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 93 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria was also revealed that since there is low avail- ability of internet facilities in the schools, teachers’ use of internet facilities is low be- cause they are not available despite the fact that teachers have knowledge of computer. This implies that more attention should be given to what can be done to positively im- prove the availability level of internet facili- ties in schools and seminars or training that will make them access the facilities for in- struction regardless of their gender. Based on the findings and conclusions of this study, the following recommendations were hereby made; Government, NGOs, and schools should organize conferences, train- ings, and workshops to educate teachers on the benefits of using internet facilities and ICT generally for instruction; School owned internet centres should be established for easy access to the internet by the students; and In- ternet Service Providers (ISPs) should be al- lowed to establish centres on campus in order to bring online services close to teachers and the cost of accessing the internet at this centre should be affordable. 5. References Abdulrahman, A. B. (2016). Effective Utili- zation of ICT for Repositioning of Li- brary and Information Science Educa- tion in Tertiary Institutions in Nigeria. European Journal of Basic and Applied Sciences, 3 (2), 19-26 Adebo, G. M., Adekunmi, A. O. & Daramola C. F. (2013). Gender Assessment of Computer and Internet Usage among Student Teachers in Ekiti State Tertiary Institutions. Journal of Education and Practice. 4(1), 23-36. Adeyemo, S. A (2011). The Effect of Teach- ers “Perception and Students” Percep- tion of Physics Classroom Learning En- vironment on their Academic Achieve- ment in Senior Secondary Schools Physics. International Journal of Educa- tional Research and Technology, 2 (1), 74– 81. Adeyemo, S. A. (2010). The impact of Infor- mation and Communication Technology (ICT) on Teaching and Learning of Physics. International Journal of Educa- tional Research and Technology, 2(1). 48-59. Available at http://www.soegra.com. Amoo, A. T. (2019). Assessment of Second- ary School Teachers’ Utilization of Mo- bile Learning Devices for Instructional Purposes in Iwo Local Government Area, Osun State. Apuke, O. D., & Iyendo, T. O., (2017). “Two Sides of a Coin: Revisiting The Impact of Social Networking Sites on Students’ Performance in Selected Higher Educa- tional Settings in Nigeria”. Sci. Int. 29(6), 1265-1275. Aremu, A & Fasan, O. (2011). Teachers Training Implication of Gender and Computer Self-Efficacy for Technology Integration in Nigeria Schools. The Afri- can Symposium; An Online Journal of The African Educational Research Net- work 11(1),178-185. Augustine, N., Daud, S. M., & Kamaruddin, N. S. (2018). Teachers Use of ICT in Teaching and Learning in Aba North District Secondary Schools. Journal of Humanities and Social Science, 23 (4), 30-40. Bian, C. D., & Rice, M. L. (2014). The Influ- ence of Gender on Attitudes, Perceptions and Uses of Technology. Journal on Re- search in Technology in Education, 39(2),119-132. Bola, O. O., Ogunlade, O. O. 2012. “Accessi- bility and Utilization of Internet Service by Graduate Students in University of Lagos, Nigeria”. International Journal of Humanities and Social Science, 2(1), 254-258. Retrieved from http://www.ijhssnet.com/jour- nals/Vol_2_No_17_Septem- ber_2012/28.pdf. Briggs, T., Ololube, N. P., Kpolovie, P. J., Amaele, S., & Amanchukwu, R. N. (2012). Evaluating The Quality of Public Early Childhood Education and Vision Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 94 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria 20: 2020: The Role of Government. Af- rican Journal of Economic and Sustain- able Development, 1(3), 243–264. Daniel, A. & Oghal P. J. (2015). Awareness, Use and Impediments of Search Engines by Undergraduate Students in Delta State University, Abraka-Nigeria, Jour- nal of Emerging Trends in Computing and Information Sciences, 6(12), 685- 692 Dede, C., Salzman, M.C. & Loftin, R.B. 2013. “Science Space: Virtual Realities for Learning Complex and Abstract Scien- tific Concepts”. In Proceedings of IEEE Virtual Reality Annual International Symposium, pp. 246-253. http://www.vetl.uh.edu/Scienc- eSpace/absvir.html Emmanuel, U. (2013). ICT in Education: Cat- alyst for Economic Growth in Nigeria. International Journal of Education and Research (IJERN) 1 (10), 233-239.. Federal Republic of Nigeria (2013). National Policy on Education. 4 Year Strategic Plan for the Development of the Educa- tion Sector: 2011-2015. 51 & 81. Habib, S., Enite, A. U., Aworo, P. (2015). “Accessibility and Utilization of Internet Service in Nigeria Libraries: An Empiri- cal Study”. International Journal of Ac- ademic Research and Reflection, 3 (5), 78-89. Retrieved from https://www.id- publications.org/wp-content/up- loads/2015/05/accessibility-and-utiliza- tion-of-internet-service-in-nigeria-li- braries.pdf. Herath, C. T. & Hewagamage, C. (2015). Analysis of ICT Usage for The Teaching and Learning Process by The Academ- ics. International Journal of Computer and Information Technology, 4(5), 803- 808 Juliani, A., Mustadi, A., & Lisnawati, I. (2020). “Make A Match Model” for Improving the Understanding of Concepts and Student Learning Results. Indonesian Journal on Learning and Advanced Education (IJOLAE), 3(1), 48-56. Kamara (2010). Availability and the use of Computer and Internet by Secondary School Teacher. www.academicjour- nals.org/article/ar... Kaur, N. (2015). Using ICT in empowering teachers for quality education. Interna- tional Journal of Scientific Research En- gineering and Technology, 2(3), 8-12. Khalil, A. J. & Alrub, F. K. A. (2013). A Comparison of Search Engine's Features and Mechanizms. For Advanced Database Systems, 1, 1-8 Lavanya, J. & Santharooban, S. (2018). “Us- age of Online Resources by The Under- graduates Attached To The Faculty of Agriculture, Eastern university, Sri Lanka“. Journal of the University Li- brarians Association of Sri Lanka, 21(2), 89-105. Makewa, L. N., Kuboja, J. M., Yango, M. & Ngussa, B. M. (2014). ICT Integration in Higher Education and Students’ Behav- ioural Change: Observation at Univer- sity of Arusha Tanzania. American Jour- nal of Educational Research, 2(11), 30- 38 Nwankwoala, H. N. (2015). An Investigation of Lecturers' and Students' of Icts In Ni- gerian University Education As A Pana- cea for National Development. Research on Humanities and Social Science, 5 (20), 1-10 Ogunlade, O. O., Fagbola, O. F., Ogunlade, A. A. & Amosa, A. A. (2015). Assess- ment of Utilization of Internet Facilities Among Pre-Service Teachers in Univer- sity of Ilorin, Nigeria. Malaysian Online Journal of Educational Technology, 3(3), 1-10 Olajede, J. C. (2016). Perceptions and Attitu- dinal Behaviour of Lecturers in The Use of Information and Communication Technology Tools in Teaching/ Learning in Michael Okpara University of Agri- culture Umudike. Scientific Papers Se- ries Management, Economic, Engineer- ing, Agriculture and rural Development, 16 (1), 207-210 Olanikawu, A. S., Omiola, M. A., & Aboyeji, B. O. (2017). Integration of information and communication technology (ICT) in Indonesian Journal on Learning and Advanced Education (IJOLAE)| p-ISSN 2655-920x, e-ISSN 2656-2804 Vol. 3 (2) (2021) 86-95 95 Secondary School Teachers’ Accessibility to Internet Facilities for Advanced Instruction in Nigeria the Open and Distance learning in the 21st Century Nigeria. Conference Pro- ceedings Association for Innovative Technology in Education (AITIE 2017) (pp. 233-238). Ilorin: Association for Innovative Technology in Educa- tion. Olokoba, A. A., Abdullahi, A. M., & Omo- sidi, S. A. (2014). Impact of Information Communication Technology (ICT) on The Management and Performance of Secondary School Teachers in Kwara State, Nigeria. International Journal of Education Learning and Development 2 (3), 60-67. Osuafor, A. M. & Ofor, N. A. S. (2015). In- fluence of Gender and Subject Speciali- zation on Science Educators’ Use of E- Learning Facilities for Teaching in Nige- rian Colleges of Education, Interna- tional Journal for Cross-Disciplinary Subjects in Education, 5(4), 2649-2655. Owolabi, T. O, Oyewole, B. K., & Oke, J. O. 2013. The Role of Information and Com- munication Technologies in Nigeria. American Journal of Humanities and So- cial Sciences 2(3), 34-38. Sanni, T. A., Amosa, A. A., & Danmaigoro, H. (2017). Technology Education Stu- dents' Use of Web-Based Instruction for Learning: A Case Study of University of Ilorin, Nigeria. Conference Proceedings Association for Innovative Technology in Education (AITIE 2017) (pp. 231- 328). Ilorin: Association for Innovative Technology in Education. Shehu, H., Urhefe, E. A. & Promise, A. (2015). Accessibility and Utilization of Internet Service in Nigeria Libraries: An Empirical Study. International Journal of Academic Research and Reflection, 3(5), 78-89. Soetan, A. K., Ogunlade, O. O., Fakomogbon, M. A., & Bolaji, H. O. (2014). Availabil- ity and Utilization of Information and Communication Technology (ICT) in Early Childhood Education in Ilorin, Ni- geria. Journal of Science, Technology, Mathematics and Education (JOSTMED), 10(3), 186-192. Wadi, D. & Sonia, J. (2002). ICT for Educa- tion: Potential and Potency. In W. Had- dad & A. Drexler (Eds.), Technologies for Education: Potentials, Parameters, and Prospects (Washington DC). Yusuf, M.O. (2005). Information and Com- munication Technologies and Educa- tion: Analyzing the Nigerian National Policy for Information Technology.