i

TITLE PAGE

EXTENT OF UTILIZATION OF CYBER-CAFÉ IN TEACHING AND

LEARNING IN HIGHER INSTITUTIONS IN

CROSS – RIVER STATE.

BY

ANGIB, MAURICE UDIE

PG/M.Ed /04/39068

A THESIS SUBMITTED TO THE DEPARTMENT OF VOCATIONAL

TEACHER EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA.,IN

PARTIAL FULFILLMENT OF REQUIREMENT FOR THE AWARD OF THE

DEGREE OF MASTER IN COMPUTER EDUCATION

NOVEMBER, 2008.

ii

APPROVAL PAGE

THIS THESIS HAS BEEN APPROVED FOR THE DEPARTMENT OF

VOCATIONAL TEACHER EDUCATION, UNIVERSITY OF NIGERIA, NSUKKA

BY:

__________________________ ________________________

DR. (MRS.) C. A. OBI DR. E. E AGOMUO

(THESIS SUPERVISOR) (HEAD OF DEPARTMENT)

____________________ ___________________

ETERNAL EXAMINER PRO. G. C. OFFORMA

(DEAN OF FACULTY)

iii

CERTIFICATION

I certify that Angib, Maurice Udie, a postgraduate student in the Department of

Vocational Teacher Education with Registration Number

PG/ .Ed / 04/39068 has satisfactorily completed the requirements for the award of the

degree of Master in Computer Education. The work embodied in this thesis is original

and has not been submitted in part or full for any diploma or degree of this or any

other university.

______________________ _____________________

PROF. (MRS.) C. A. OBI ANGIB, MAURICE UDIE

(THESIS SUPERVISOR) (STUDENT)

iv

DEDICATION

This thesis is dedicated to my beloved wife, Mrs. Patricia Ikelishi Angib and

my Children: Angib Julius Angib, Angib Mary-Glory Ashibebongye, Angib Godswill

Kiwhaunimye, Angib Regina Atiegwuye and Angib Silas Akpanke.

v

ACKNOWLEDGMENT

The researcher’s profound gratitude goes to his supervisor Prof. (Mrs.) C. A.

Obi for her constructive criticisms, understanding, encouragement and diligent

supervision of this work. He is equally grateful to the content reader of his work Prof.

E. C. Osuala and other Lecturers in the Department. His immeasurable gratitude also

goes to his dearest wife, Mrs. Patricia Ikelishi Angib and the children: Julius. A.

Angib, Mary – Glory A. Angib, God’swill K. Angib, Regina, A. Angib and Silas A.

Angib. Without whom the work would not have successfully completed.

The researcher is also grateful to his parents. Mr. Julius Angib Udie and Mrs.

Alice. I. Udie who saw the need for education and thus, laid a foundation for him to

have it. Also being recognized are the supports of the researcher’s Uncles, Aunts,

Brothers, and Sisters. Among them are Uncle Gabriel A. Udie, Uncle Clement A.

Udie, Sgt. Denis U. Atsuan, Richard A Udie, Jerome .A. Udie, Boniface Udie,

Clement U. Udie, John .A. Udie,Cecilia B. Udie and Theresa U. Udie.

The researcher also recognizes the roles played by the following people:

Ugbem Emmanuel, Ukpepi Martine, Anyang Fidelis, Agana Moses, Ebaye Aragom,

Dr. Anthony I Agbi, and Dr. Ekunke Ube. His inestimable gratitude

Goes to his course mates: Mrs. Eunice Onah, Kayode Taiwo and Amen

Clement.

Finally, he remains eternally grateful to the Almighty God for sustaining him

throughout the period of his study.

TABLE OF CONTENTS

vi

Title Page: … … … … … … … … … i

Approval Page … … … … … … … … ii

Dedication: … … … … … … … … … iii

Acknowledgement: … … … … … … … … iv

Table of Contents: … … … … … … … ... v

List of Tables … … … … … … … … ix

Abstract: … .. … ..,. … … … … … … x

CHAPTER ONE: INTRODUCTION … … … … .. 1

Background of the study… … … … … … … … 1

Statement of Problem… … … … … … … … 5

Purpose of the study … … … … … … … … 6

Significance of the study … … … … … … … 6

Research Questions … …. … … … … … 7

Hypotheses. . … … … … … … … … 8

Scope of the study … … … … … … … … 8

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Conceptual framework … … … … .. … … 9

Concepts of Internet and internet- café … … … … … 10

Constructivist Theory and Learning … … … … … 16

Antagonist Theory.. … … … … … … … … 17

Use of cyber – café in lesson preparation … … … … … 18

Cyber – café in instruction delivery … … … … … 20

Cyber – café in self – learning … … … … … … 23

Use of cyber – café in collaborative learning … … … … 26

Use of cyber café in evaluating learning … … … … … 28

Review of Related empirical studies … … … … … 30

Summary of Review of Related Literature … … … … 32

CHAPTER THREE: METHODOLOGY … … … … … 34

Design of the study … … … … … … … … 34

Area of the study … … … … … … … … … 34

vii

Population for the study … … … … … … … 34

Sample and sampling Technique … … … … … … 35

Instrument for Data Collection … … … … … … 36

Validation of the instrument … … … … … … 36

Reliability of the instrument … … … … … … 36

Method of Data Collection … … … … … … .. 37

Method of data Analysis: … … … … … … … 37

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 41

Research Question One … … … … … … … 39

Research Question Two … … … … … … … 41

Research Question Three … … … … … … … 42

Research Question Four … … … … … … … 43

Research Question Five … … … … … … … 45

Hypothesis One: … … … … … … … … 46

Hypothesis Two: … … … … … … … … 48

Hypothesis Three: … … … … … … … … 50

Findings of the Study … … … … … … … 52

Discussion of the Findings: … … … … … … 54

CHAPTER FIVE: SUMMARY, CONCLUSIONAND RECOMMENDATION 64

Restatement of problem … … … … … … … 61

Description of the procedure used … … … … … … 62

Principal Findings … … … … … … … … 63

Conclusion … … … … … … … … … 63

Implication of the Findings … … … … … … … 64

Recommendations … … … … … … … … 66

Suggestions for Further Studies: … … … … … … 66

REFERENCES … … … … … … … … 67

APPENDICES … … … … … … … … 72

Appendix A … … … … … … … … … 72

Appendix B … … … … … … … … … 78

viii

Appendix C … … .. … … … … … … 79

Appendix D … … … … … … … … … 79

Appendix E … … … … .. .. … … … 81

Appendix F … … … … … … … .. … 82

Appendix G … … … … … … … … … 83

LIST OF TABLES

ix

TABLE PAGE

Table 1: Population distribution of respondents

according to institution … … … … … 37

Table 2: Sample of respondents used according to institution … … .37

Table 3: Return rate of instrument … … … … … 41

Table 4: Result of extent of utilization of Cyber-Café in lesson preparation …

… … … … … 42

Table 5: Result of extent of utilization of Cyber-Café in instruction delivery…

… … … … … … … 43

Table 6: Result of extent of utilization of Cyber-Café in Self-learning 44

Table7: Result of extent of utilization of Cyber-Café in collaborative

Learning … … … … … .. … 46

Table 8: Result of extent of utilization of Cyber-Café in evaluation of 48

Table 9: Data for testing hypothesis One … … … … 49

Table 10: Data for testing hypothesis Two … … … … 51

Table 11: Data for testing hypothesis Three … … … … 53

x

Abstract

The major purpose of the study was to determine the Extent of Utilization of Cyber-

Café in Teaching and Learning in Higher Institutions in Cross River State.

Specifically, the study determined the extent of utilization of cyber – café in lesson

preparation, instruction delivery, self – learning, collaboration learning and

evaluation of learning. Five research questions and three null hypotheses were

formulated in line with the objectives to guide the study. Related literature and some

empirical (research) studies were reviewed. The study employed a survey research

design, and it was conducted in the three higher institutions in Cross River State. The

population for the study was 1485 respondents (lecturers). Out of this population, a

sample of 297 respondents was randomly drawn from the three higher institutions.

260 copies of the questionnaire (88%) were filled and returned. A 4-point Likert

Rating Scale made up of 46 structured questionnaire items was used for collecting

data for the study. The instrument was face validated by three experts. The reliability

of the instrument for the study was 0.65, 0.71, 082, 0.95 and 0.88, using Pearson

Product Moment Correlation Co- efficient (γ) formula. The data were analyzed in

tables, using mean score and standard deviation to answer the research questions.

While z- test and Analysis of Variance (ANOVA) statistics were employed to test the

null hypotheses. It was found among others that lecturers in higher institutions used

Cyber-Café in lesson preparation and self learning. It was also found that lecturers in

higher institutions rarely use Cyber- Café in instruction delivery, collaborative

learning and evaluation of learning. The study had implications for the present and

would be (potential) lecturers, students, National Commission for Colleges of

Education (NCCE), National Universities Commission (NUC), Government and the

general public. One of the recommendations based on the findings was that lecturers

and education administrators should adopt the use of Cyber-Café in teaching and

learning in higher institutions in Nigeria in order to remain competitive in today’s e-

world. Suggestions for further studies were also made.

1

CHAPTER ONE

INTRODUCTION

Background of the Study

There have been major innovations in the educational system at all levels at the

turn of the 21st century. Achuonye (2002) asserted that the school environment of the

21st century will be a centre of electronic marvels. She contended further that the

introduction of multimedia systems, television and computer called for changes in

teaching and learning processes in Nigeria both in pedagogical methods and

organization and administrative procedure. These innovations are global and Nigeria

has joined the global village to translate her educational system to achieve excellence

by providing diverse on-line projects in education for teaching and learning.

According to Osuala (2004), Internet, computer-based learning, tele-learning

and tele- tutoring are the day concepts in the new world of technology that promised

to become pillars of Networked knowledge society particularly at the higher

institutions level. Higher institutions in Cross River State consist of Universities and

College of Education. This is in consonance with Hornby (2001) who defined higher

education as education and training at colleges and universities.

Higher institutions play a leading role in the development of a nation through

high-level relevant manpower training. A change in the society influences higher

institutions and thus provides a reciprocal and dynamic effect on the social

environment. One of the forces interacting with higher institutions according to

Federal Republic of Nigeria, FRN (2004) is the Information Technology (IT).

Information Technology has been described as the collection, storage, processing,

disseminating and use of information (Mohammed, 2004). In the new millennium,

Information Techno logy has taken centre storage in man’s guest to make the entire

wor4ld a global village. The global market fueled by the convergence of computer,

communication and technologies have revolutionalized the way teaching – learning is

conducted.

According to Achounye (2002), information and everything about the quality

information has been a major concern in Nigeria education system. Teacher education

2

acknowledges this truth by incorporating into its programmes elements of information

technology in one or more courses. These courses emphasized on print/graphic

materials (e.g, carts, boards, realia, models, radio, television and film projectors).

However, times are rolling fast bringing with it new ideas, new materials, new people

and new intentions.

Today, the world is in the age of information technology transfer which is

facilitated by the use of computers. This has brought major innovations in the

Nigerian education systems particularly at the higher institution level. These

innovations as contended by the FRN (2004) include; Information and

Communication Technologies (ICTs), modification of Distant Learning to National

Open Universities of Nigeria, The Nigerian Virtual Library for Universities and other

Higher Institutions, etc.

ICT is a diverse set of technological tools and resources used to

communicate, create, disseminate, store, retrieve and manage information

(Ngurukwem, 2005) According to Achuonye (2002), ICT incorporates the use of

computer within the students learning and teacher delivery processes. She opined

further that, the successful integration of industries led to a global electronic resources

sharing mechanism often referred to as computer Network..ss Presently the biggest

most popular and widely used international computer network is the “Internet”.

Internet is an acronym for “International Network” super-highway that

enables users to share information or data via appropriate communication devices and

computers as the facilitators. Internet has become a veritable tool in Information

Technology (IT) because of the invaluable nature of information and diverse, fast and

efficient need for communicating such information (Agana and Gbaden, 2004). It has

become so user friendly that a user could almost become autopilot. In man’s evolution

of digital technology, the Internet performs a very important role. According to

Afolabi (2001), Internet remains the best tool for information storage and retrieval,

and serves as the gateway to the world. Access to Internet implies access to a number

of basic services. These services according to Daniel (1999) include; e-mail,

interactive conferencing, information resources (research and library services)

hypertext linking, telnet, file transfer protocol (FTP), etc.

3

It is pertinent to mention that because, internet provides wide access to

information and new instructional possibilities, it is altering the teaching, learning,

research and communication processes. For instance, the way we transmit knowledge,

learn, search and manipulate (National Universities Commission, NUC, 1999). In

Nigeria, especially Cross River State, educators, administrators, students and

researchers are seeking ways to effectively utilize internet to gather information,

construct knowledge, develop skills and collaborate globally for life-long learning and

work. Anne and Stewart (2003) maintained that, there is need to update skills and

knowledge, secure relevant information and share the information with others. As the

demand for internet access increases in all aspects of human endeavour, a new model

of commercial information dissemination has arisen-the “Internet-Café” otherwise

called “Cyber-Café”.

Stewart (1999) defined Cyber- Cafe as a shop open to the public where

computers can be hired for periods of one or more hours to access internet, write CV

or play games. Ogabu (2003) defined Cyber-Café as a public place where users can

use computers with Internet access for a fee. However, Ann and Stewart (2003)

opined that cyber-cafes are not the only public access points in the city. There are

ranges of cyber –centers. There are schools with ICT centers for local business,

libraries with internet and CD-ROM facilities, business centers offering internet

access and computer facilities, tele-cottages providing technology for business and

cultural projects, video stores width terminal and computer training centers. Even

banks offer a chance to surf the Net. There are also initiatives to open government

one-stop shops to provide on-line access to National and local Government services

through local tele-centres.

For the purpose of this study, cyber-café is seen as a virtual environment for

information access, new instructional possibilities, commercial information

dissemination and self-learning at all times and place. Cyber-Café has become a

household name among internet users, As if to confirm it, Anne and Stewart (2003)

noted that, Cyber-Café is fast becoming a household language, a subject of wide range

of discussions and studies and thus, making headlines on newspapers, workshops,

conferences, and seminars around the globe. According to them, Cyber-Café provides

4

an attractive setting for high quality internet access, internet tutoring and training and

the selling of Internet related merchandise in a friendly environment.

Cyber-Café, which is in the forefront of promoting new technologies, is changing

the nature of educational instruction. It is turning learning to open learning, Virtual

environment involving self-learning at any time and place via data nets not limited to

the boundaries of an institution (NUC, 1999). These changes have dramatic effects

on lecturers and students’ lives and knowledge pattern. Mathew (1999) regarded

Cyber–Café as an educational facility because both lecturers and students receive

learning experiences, instructions, messages and research materials in all fields of

discipline in the Cyber-Café.. NUC (1999) affirmed that Cyber –Café is very

important to all the higher institutions that are running teacher preparatory

programmes. Higher institutions therefore, have no option of turning away from

Cyber –Café but to embrace its utilization.

Ngurukwem (2005) explained utilization as putting to a useful purpose or

making use of. By this description, it means Cyber-Café can sbe used for various

purposes, specifically for achieving the objectives for establishing it – “global

integration.” Utilization of Cyber-Café in this study emphatically concentrates on

ways of establishing relevance Cyber –Cafés. It is synonymously being used to mean

the importance of Cyber-Café –a component of utilization.

In Nigerian higher institutions specifically, those in Cross River State where

technology is integrated, lecturers and students use cyber-café as a technological tool

to enhance all areas of teaching and learning. This is in line with the of FME (2004)

on the need for ICT proficiency and computer-based education at all levels of

education system to create instructional media and setting to facilitate teaching,

learning, research, communication and social life. This implies that lecturers and

students have to concern themselves with the didactic approach (utilization of cyber

café) to teaching and learning.

In spite of the various usage of Cyber-Café such as teaching, learning, research

and communication, the extent to which Cyber-Café is used in higher institutions is

yet to be determined. Premised on the foregoing, the researcher intends to determine

5

the extent of utilization of Cyber-Café in teaching and learning in higher institutions

in Cross River State.

Statement of Problem

Available research evidences (Stewart, 1999; Afolabi, 2001; Association of

African Universities, AAU, 2003; and Ann and Stewart, 2003) have shown that higher

institutions that have not adopted the use of cyber-café teaching and learning would be

out of competition in the educational market. Considering the on-going expansions in

Nigeria and the attendant explosion in students enrolments, it is obvious that available

infrastructure to higher institutions has become inadequate. Moreover, with current

advances in ICT, students’ expectations of learning formats are also shifting.

According to Corner (2004), it is therefore not clear how Cyber-Café can impact the

landscape of higher institutions. Moreso, perhaps due to the digital divide” that exists

among nations little is known about the impact of Cyber-Café in teaching and learning

in higher institutions in developing countries like Nigeria (UNESCO, 1998).

Furthermore, education berries are falling, global competition among higher

institutions as well as from the private sectors is intensifying world-wide and

higher-institutions seek more efficient ways to deliver training to a geographically

dispersed society. Many higher institutions today are using Cyber-Café strategy to

cope with some of these challenges, and the demand for Cyber-Café is likely to grow

fast. Thus, lecturers and students in the higher institutions are always challenged to

participate in order to stay up to date according to research reports (Achuonye, 2003).

These observed short-comings cast doubts on the efficiency of existing higher

institutions in Nigeria. There is therefore, a crisis situation that requires urgent

solutions. It was on the basis of this that the researcher decided to situate his study on

the extent of utilization of Cyber-Café in teaching and learning in higher institutions

in Cross River State.

Purpose of the Study

6

The purpose of the study is to determine the extent of utilization of Cyber-Café

in teaching and learning in higher institutions in Cross River State. Specifically, the

study sought to:

1. determine the extent of utilization of Cyber- café in lesson preparation in

higher institutions in Cross River State.

2. determine the extent of utilization of Cyber- café in instructions delivery in

higher institutions in Cross River State.

3. find out the extent to which Cyber-café is used in self – learning in higher

institutions in Cross River State.

4. find out the extent to which Cyber-café is used in collaborative learning in

higher institutions in Cross River State.

5. determine the extent of utilization of Cyber- café in evaluation of learning in

higher institutions in Cross River State.

Significance of the Study

The findings of this study would be of immense benefits to lecturers,

educational administrators, National Universities Commission, National Commission

for Colleges of Education and Federal Government. Determining the extent of

utilization of Cyber-Café in teaching and learning in higher institutions would be of

immense benefit to lecturers who would begin to see the need for knowledge update

through seminars, workshops and retraining on the current methods of delivery

instructions. They would begin to see the need for effective and efficient use of the

available Cyber-Café as a tool for instruction delivery.

Educational Administrators would also use the findings of this study to identify

areas of needs and make budgetary provision to incorporate such needs as the

provision of facilities, retaining of staff, curriculum review, etc to accommodate

Cyber-Café utilization in the school system. They would also see the need to expedite

efforts towards utilizing Cyber-Café as a tool for instructional delivery for fostering

7

learner-centric learning. The National Universities Commission and National

Commission for Colleges of Education would also gain insight into areas of

curriculum review as well as personal and facilities available to Cyber-Café for the

purpose of accreditation of courses/programmes.

The Federal Government would also benefit from the findings of this study by

gaining insight into the areas of infrastructure required, professional development or

capacity building and budgetary requirements to initiate and sustain Cyber-Cafes. This

would bring global collaboration in the teaching and learning processes based on

information and communication technology.

Research Questions

The following research questions were formulated and answered by the study;

1. What is the extent of utilization of Cyber- café in lesson preparation in higher

institutions in Cross River State?

2. To what extent is Cyber- café used in instruction delivery in higher institutions

in Cross River State?

3. What is the extent of utilization of Cyber- café in self – learning in higher

institutions in Cross River State?

4. To what extent is Cyber- café used in collaborative learning in higher

institutions in Cross River State?

5. What is the extent of utilization of Cyber- café in evaluation of learning in

higher institutions in Cross River State?

Hypotheses

The following were the null hypotheses formulated and tested at 0.05 level of

significance;

8

HO1. There is no significant difference among the mean ratings of lecturers on the

utilization of Cyber- café in lesson delivery/ presentation in higher institutions

in Cross River State.

HO2. There is no significant difference among the mean ratings of lecturers on the

utilization of Cyber-Café in self -learning in higher institutions in Cross River

State.

HO3. There is no significant difference on the mean responses of experienced

and non-experienced lecturers on the utilization of Cyber- Café in

evaluation of learning in higher institutions in Cross River State.

Scope of the Study

The study was delimitated to the extent of utilization of Cyber-Café in teaching

and learning in higher institutions in Cross River. It involved all the lecturers currently

lecturing in the three higher institutions in Cross River State where Cyber-Café is

installed.

CHAPTER TWO

LITERATURE REVIEW

The review of related literature was carried out under the following headings

1. Conceptual and theoretical framework.

2. Use of cyber –café in teaching and learning in:

� Lesson preparation

� Instruction delivery

� Individualized learning

� Collaborative learning

� Evaluation of learning

9

3. Related empirical studies

4. Summary of related literature

Conceptual and Theoretical Framework

Major innovations have emerged in the Nigerian education systems,

particularly at the higher institutions and educators and students are in the midst of

becoming more adept at using new education technologies in teaching, learning,

research, communication, etc. These innovations include ICT, modification of distant

learning to National Open Universities, Nigeria Virtual Library for Universities and

Other Higher Institutions and the virtual Institute of Higher Education Pedagogy

(VIHEP) (FRN, 2004). These are reflected in today’s changing language as virtual

learning, online communication, open learning, globalization and Internet

connectivity. All these now form parts of educators and students everyday lexicon.

These revolutionary trends have tremendous effects on the lives of lecturers

and students of higher institutions. Educators, administrators, students and researchers

all over the globe are seeking to become to grip with the human complexities of Web-

based technologies pedagogical tools and to impact the knowledge and skill required

in thee-encountered society.

Considering the complexities of the modern technology-driven society, Osuala

(2004) stressed the need for the type of education the will equip the individuals in the

society with relevant knowledge and skill that will enable them function effectively as

citizens. Sharing similar view, Angib (2005) contended that modern computer world

demand a well-informed citizenry. According to him education is complete and

meaningful only when it equips the citizens with the knowledge, skills and potentials

necessary to live a fulfilling life and function effectively in the society. Adamu (2003)

asserted that, there is life-long need to update knowledge, skills, and secure relevant

information and share the information with others. Internet –café is a portal to the

achievement of this goal. As if to confirm the above, FME (2004) expressed the need

for ICT proficiency and computer based education at all levels of education especially

at the higher institution level. This is to create instructional media and setting to

facilitate teaching and learning (Afolabi, 2002). Higher Institution plays a leading role

10

in the development of a nation in providing the students in all fields of studies with

those skills, knowledge and abilities necessary to live as functional citizens and

contribute to the development of the society. Higher institutions are dynamic in

nature, reflecting both personal and societal needs of the citizens. Therefore, it is

imperative that higher institutions adopt the technology that reflects the current

demands for technological competencies in order to meet the global society.

Concepts of Internet and Internet-Café

The world is changing in an ever increasing pace with an increased demand for

rapid and accurate acquisition of knowledge and skills essential to effectively create,

store, retrieves and disseminate information to individuals, groups of persons,

enterprises, corporate bodies and governments. Internet has emerged as a portal to the

new knowledge explosion thus given technology a new look. Education generally has

come term with the global language (Internet) due to the demand for globalization.

Globalization simply refers to electronic or digital world (e-world) where every

activity is based on digital network (Ajayi, 2000). According to him, this e-world is

characterized by application of ICTs. Mohnammed (2004) defined ICT as an

electronic based system of information processing, storage, retrieval and transmission.

Madu and Adeniran (2000) described ICT as the procedure for combing computer and

Telecommunication processes for handling information. According to Orimalage

(1999) in Ayeni (2005), ICT is the use of computers and telecommunication gadgets

in information processing. It is the use of computers and telecommunication devices

for the acquisition, processing, storage and distribution of various types of

information.

ICT is obviously influencing every facet of human activity, and from all

indications, its greater impact is yet to unfold. It increases productivity and improves

the quality of work whether in business, commerce, industry or education. According

to Ademiluye (2005), many offices now have ICT equipment which facilitate and

enable the productivity of workers. ICT has become a factor in successful

development of education especially at the higher institution level. This raises the

11

need to train students and retrain educators in the use of ICT. Ngurukwem (2005)

posited that ICT has become a working tool of most industries and commerce.

According to him, educators and students must possess ICT skills if they are to grow

professionally and remain functional; and relevant citizens.

According to Achuonye (2002), ICT incorporates the use of computer within

students training, the teacher delivery instructions, research, communication and

sociability. She further posited that, the successful integration of industries led to a

global resource sharing mechanism often referred to as computer network. Today, the

biggest most popular and widely used international computer network is the

“Internet”.

Internet is an acronym for “International Network”. According to Ikwun (2004),

Internet is an information supper- highway that enables users to share information or

data via appropriate communication devices and computers as the facilitators.

Mohammed (2004) defined Internet as a network of information sources brought

together under an authority and made accessible through the use of the computers.

Agana and Gbaden (2004) conceived Internet as the connection of all computers and

computer network in the world linked together through international phone system,

and all the systems in the network communicate in the same computer language

protocol. In this study therefore, Internet is conceptualized as a worldwide

interconnection of computer networks using common network standards and

protocols.

The Internet originated in the 1960’s as the Advanced Research Project Agency

Network (ARPANET) of the USA government and Army (Osuala, 2004). According

to him, this was needed to command and control network that would service a nuclear

war. As contended by Ikwun (2004), the National Science Foundation (NSF)

upgraded the network in 1980’s to offer more social services to the public. According

to him, the upgraded network (internet) links government super computers,

educational institutions and individual installations via a telecommunication super-

12

highway for sharing of ideas, knowledge, business transactions, research facilities,

various social services, etc.

Today Internet has miniaturized the whole world into a global village where

the system uses basic telephone and radio broad cast principles and allows message,

sounds, films, text, etc to be transmitted simply and simultaneously from one

computer anywhere in the world to another. Thus Ikwun (2004) posited that, Internet

is rapidly changing the methods and scope of collecting, processing, storing,

disseminating, receiving, retrieving and utilization of information. In the view of

Ayeni (2005), with internet people no longer consider how far away other people are

from them. According to her, internet has close the distance between people of

different continents of the world and thus making the entire world a global village.

She contended further that, with internet trade and commerce all over the world had

entered a booming era- import and export produces are made easy as things like

profoma invoice, bill of lading, price list and fund transfer can now be provided

electronically on the Net.

Internet is fast introducing new vocabularies, new access to information, new

instruction possibilities, new ethics, new crimes and new security measures. This

buttresses the assertion of NUC (1999) that, Internet is altering the teaching, learning,

research, communication and other social activities. For instance, the way we transmit

knowledge, learn, search and manipulate.

Internet has become a veritable tool in information Technology (IT) age. This

according to Agana and Gbaden (2004) is due to its invaluable nature of information

and diverse, fast and efficient need for communicating such information. Ikwun

(2004) in the similar view posited that internet technology provides the ability to

access information thereby enhancing the power to transform our destiny, power to

better our lives, power to transform institutions, etc. As opined by Afolabi (2001),

Internet remains the best tool for information retrieval and serves as the gateway to the

world.

Experience has shown that, the globalization of any nation depends on its

extensive Internet connectivity. This is born out of the fact that access to Internet

implies access to a number of basic services. Daniel (1999) posited that, access to

13

internet implies access to services such as e-learning, e-Mail, e-commerce e-shopping,

e-business, e-conferencing, information resources (Library and research services),

hypertext linking, telnet, file transfer protocol, etc. According to him, the internet

services have helped to enforce the principles of globalization, which has gone a long

way to standardize business operations across the world. As contended by Afolabi

(2001), Internet offers access to the following internet services, E-mail, Use Net, Wide

Web (www), File Transfer Protocol (FTP), Telnet, Gopher, e-commerce , etc.

The apparent need to connect a nation to the information super-highway (Internet)

has motivated the Federal Government of Nigeria to set up a body known as the

Nation Information Technology Development Agency (NITDA). According to

Afolabi (2001), the purpose of establishing the agency includes;

i. To integrate internet into education process.

ii. To produce 500,000 professional in the information Technology network

iii. To employ the emerging technology of satellite communications, wireless

technology and optical fibre to provide access to internet.

As the demand for internet access increases a new model of commercial

information dissemination has arisen-the “Internet-Café.” otherwise called “Cyber –

Café”.

Stewart (1999) defined Cyber-café as a shop open to the public where

computers can be hired for a period of one or more hours to access Internet, write CV

or play games. Cyber–café according to Hornby (2001) is conceived as a café with

computer on which customer can use the Internet, send electronic mail, etc. Ogabu

(2001) defined Cyber-café as a public place where users can use computers with

internet access for a fee. Cyber-café appears to have been developed in United States

of America (USA) in the early 1990s often as an extension of existing attempts to

democratize access to computer and media in general (Ikwun, 2004). Today, cyber-

café is fast becoming a household name and subject of wide range of discussions, and

studies, making headlines in newspapers and magazines and major themes in

conferences, workshops and seminars around the world (Anne and Stewart, 2003).

Cyber –café provide an attractive setting for high quality internet access, internet

tutoring and training and the selling of internet related merchandise in a friendly

14

environment. Cyber-café has become a leading tool for promoting new technologies

thereby changing the nature of educational instructions.

Cyber- Café is the most attractive ICT tool and infrastructure for the young

generation to facilitate the awareness and actual craftsmanship in business for local

institutions. NUC (1999) affirmed that Cyber-café is fast turning learning to open

learning, virtual environment involving self-learning at any time and place via data

nets not limited to the boundaries of an institution. The celebration of cyber-café as an

ICT tool has been a myth to many organizations and educational institutions in the

developing countries of which Nigeria is not an exception. Cyber-café came into

existence as a result of factors like increase in population, advancement of civilization,

information overload; need to keep abreast with relevant information anxiety as well

as the ability to pass information across to related bodies and other changing fields of

technology. All these revolutions in education has resulted to a heavy reliance on

computer (Adewwale, 2002).

In Nigeria, the traditional education goal has migrated towards gaining locally

relevant goals, skills and establishing networks for economic partnership. This is in

line with the expression of the FME (2004) on the the need for ICT proficiency and

computer –based education at all levels to create instructional media and setting to

facilitate teaching, learning, research, communication, etc In recognition of the

indispensability of cyber-café as an ICT tool in teaching –learning process, Njoku

(2007) contended that relevant authorities have recently made the acquisition of basic

internet skills and capabilities part of the National minimum standard for teacher

education at both levels of the Nigeria Certificate in Education and First Degree

education. Based on this development, intensive pressures are being mounted on

teachers through the country by the National Commission for Colleges of Education,

the Teachers’ Registration Council of Nigeria and National Universities Commission

to catch up wit6h the rest of world in terms of ICT because it impinges on the quality

and accuracy of the information, skills and orientations impart on the students.

In order to succeed this, the Federal Ministry of Education recommended the

establishment of cyber-café in Nigerian higher institutions. This agrees with the

assertion of Anne and Stewart (2003) that, there are ranges of cyber-centers today.

15

There are schools with Information Technology centres for local business, libraries

with Internet and CD-ROM facilities, business centers offering Internet access and

computer facilities, tele-cottages providing technology for business and cultural

projects, banks offering chances to surf the Net, etc. There are also initiatives to open

government one-stop shops to provide on-line access to national and local government

services through local tele-centre.

From the foregoing, cyber-café can be conceptualization as a virtual environment

for information access, new instructional possibilities, commercial information

dissemination and self –learning at all times and place.

The Constructivist Theory and Learning:

Individuals understand learning in different ways and conceive of learning on

the bases of internal and external factors. Internal factors include the learner’s

previous experiences, motivation, prejudices and level of individual social and

emotional development. External factors refer to the learner’s immediate learning

environment such ass opportunities, constraints and circumstances influencing the

individual’s learning – including other people (Forsnot, 1996). Thus, the internal

conceptions imply a difference between learning and training in the learning is

something that one does in order to understand the real world rather than something

by someone or something to the learner.

This is in line with the constructivist learning theory which core principle is

that learners actively construct their own knowledge and meaning from their

experience (Forsnot, 1996; Steffe and “Ale, 1995). The emphasis is on knowledge

construction and learner autonomy (Larocheli, Bednarz and garrison, 1998). Miriogu

(2007) also outlined the case for constructivist on-line education. As knowledge is

based on different experiences and interpretations by the learners, cyber-café can be

used to help them make meanings and vital information available on the Net by

providing the tools by which they can surf the Net (a global village). Miriogu used

Pagiet’s processes for knowledge construction to the affordance of On-line learning

networks. For instance the only curriculum can be used to solicit problems from

students to act as a stimulus for learning activities. The content can be modularized so

16

as to scaffold learning. Collaborative projects can engage students in designing

authentic tasks and case studies can be presented to challenge misconceptions of

particular theories. Miriogu found that participants in online training shifted towards a

more constructivist orientation, seeing online courses as offering more opportunities

for students’ participation. He also found that to promote teaching, teachers need to be

adequately prepared to effectively teach online; they need to experience constructivist

approach first-hand in order to order to better understand the value of learner-centered

instruction.

Cyber-café therefore allows learners to displace the teacher at the centre of

learning experience and take responsibility for their own learning. This permits

learning to be learner centered.

The Andragogist Theory:

The constructivist theory is closely related to the Andragogist theory or the

theory of adult learners proposed by Knowles (1992). Knowles posited that adult

learners needs to know why they have to learn something before undertaking it; they

should be ready to learn the things they need to know, they need to make use of their

experience in learning, they should be motivated to learn to the extent that they

perceive that it will help them perform tasks they confront in their life situations such

as work.

The relationship between these theories and cyber-café is that learners are

encouraged to take responsibility for their own learning. Corner (2004) argued that

technology based – learning environment are based on a constructivist approach to

learning in which emphasis is no learning as a process of personal understanding and

meaning making which is active and interpretative. Following from this, the

characteristics of these approaches to learning are settings and activities that see

learners assuming much of the responsibility for them in terms of what is learned and

how it is learned, following also the andragogist view of learning.

Cyber-café and Lesson Preparation:

17

Preparation is quite vital for the successful accomplishment of any task. In

teaching more time is spent in preparing any good lesson than presentation. Lesson

preparation involves the selection of appropriate and effective learning activities.

During lesson preparation, the teacher takes a close look at the context, the objectives,

the learning experiences his hope to offer the learners and those resources his hopes to

use for teaching (Akinseinde, 1998). According to Bolarinde (1999) in preparing any

lesson to be taught to the students, the teacher consults the course of study for the lists

of topics to his covered, the course content, objectives of the lesson, students

activities, equipment and material. Bolarinde explained that lesson preparation ensures

that the teacher takes time to think about the topic of the lesson, how he is going to

present it to the students and the resources (materials) needed, etc. The teacher

consults different reference materials (textbooks, journals, newspapers, magazine, etc)

in the library preparing the lesson.

Today, major advancement in lesson preparation has emerged. Internet has

become a vital tool in all areas of lesson preparation. Afolabi (2001) posited that

internet is a gateway to libraries that looked for the purpose of co-operation in

interlibrary lending and other co-operative activities. According to him, the

inadequacies libraries in Nigeria in relation to availability and accessibility of lesson

information resources compelled many teachers to turn to the internet for lesson

information needs. Gupfa (2002) in supporting this posited that information virtually

in any lesson can be obtained easily on the internet. He further contended that, a

teacher can have a good browse at textbooks, newspapers, magazines, academic

papers, government document famous, speeches, novels, etc.

In the forefront of promoting easy access to the connected library (internet) is

the Cyber-café. Cyber-café has provided a plat-form that enables teachers to reach out

to other sources knowledge. Teachers use cyber-café to retrieve information in

preparing a lesson to be taught from the virtual library. Mathew (1999) contended that

the role of internet in locating information exchanging information and disseminating

information between teachers and other users in increasingly possible with cyber-café.

According to Afolabi (2001), Cyber-café enables teachers located in different

geographical regions to gather information in preparing a lesson. Uwaje (2000)

18

contended that the utilization of cyber-café in accessing ICT infrastructure such as

internet has revolutionaries the practice of preparing lectures in higher institutions.

According to him, through the advance of cyber-café lecturers can gather information

in preparing lecture easily with regard to geographical location.

According to Adebayo and Adajunodo (2001), lecturers use cyber-café to

access World Wide Web (WW W) facilities in internet to browse or surf Websites of

authors or other institutions abroad for learning experiences in preparing lectures.

They pointed out that, lecturers of higher institutions use cyber-café to access the File

Transfer Protocol (FTP) facility in the internet to download or update lecture materials

such as textbooks, handouts, articles, etc. Daniel (1999) maintained that with internet-

cafe lecturers have unprecedented opportunities to access document that will help

them sole problems and answer questions in the class. Anne and Steward (2003) noted

that with internet-café, much more often cheaper and more up-to-date information

available on the net can be obtained in preparing any lesson.

According to Frank, Raschke, Wood and Yang (2001), in preparing any lesson

to be taught to students, the teachers use cyber-café to:

(i) Obtain lesson materials

(ii) Obtain original source document

(iii) Reach out to wider world information at any time of the day and night.

In the same view, AAU (2003) summarized the relevance of Cyber-café in

preparing lesson as follows:

(i) It improves access to remote resources for preparing any lesson in any area.

(ii) It enables teachers to locate interchange and disseminate data or information

for preparing any lesson.

(iii) It enables teachers to collect academic information available on the Net

(eg. WWW, On-line catalogues, etc.)

(iv) It enables teachers to obtain varieties of printed materials such as textbooks,

workbooks, standard books, magazines journals, etc.

(v) It gives the teachers the opportunity to obtain variety of audio-visual materials

such as pictures, posters, films, transparencies, video topes and computer

equipment available on the Net.

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(vi) It gives teachers the opportunity to surf the Net for manipulative aid such as

specimens, models, experiments, simulators, and learning kits.

(vii) It enables teachers to reach out to relevant and suitable resources for a given

topic and subject available on the Net.

(viii) Teachers use Cyber-café to design a structured learning experience.

Cyber-café enables educators to access the internet which provide the use with

a uniform and convenient means of accessing the wide variety of resources (pictures,

text data, sound and video) available on the internet popular software interfaces such

as Mosaic and Netscape.

Use of Cyber-café in Instruction Delivery

Instruction delivery is the core of every lesson. It deals with the interaction of

the teacher with the students in the classroom. Any prepared lesson has to be put into

operation. No plan will teach itself no matter how wonderful it looks on paper.

Instruction delivery is what makes the lesson exciting and interesting. Instruction

delivery contains two interwoven elements. These include an outline that arranges the

exact content in order to that will be taught and ways to teach various parts of the

lesson.

The emergence of ICT has revolutionaries the practice of instruction delivery.

Anne and Stewart (2003) posited that the growing of ICT as an instructional media is

changing many of the strategies employed by lecturers in instruction delivery. ICT is a

fulfillment of a predicted era. Thus Gbobamyi (1999) contended that many education

authorities in most advanced countries had predicted that computer would pave the

way for a new era in education. In which teaching processing and methodology would

enhance the dreams of individualized instruction fulfilled and chaotic system of

reporting learners performance restored in order.

Mohammed (2004) pointed out that terminologies in higher institutions have

changed. The role of a teacher has become that of a tutor, mentor, accompanier or

mediator and no longer the only holder of knowledge. In the forefront of promoting

ICT integration for global resource sharing is the internet which is now a new

paradigm of instruction delivery. This however, has given teaching a global approach.

20

Internet has turned the role of a teacher to a learning guide. As a portal to the new

paradigm, Cyber-café has emerged.

According to Mohammed (2004), the greatest strength of cyber-café as it is

related to teacher education is that it enables the teacher to reach out to large

population of the trainees (students) on the Net Afolabi (2001) opined that with the

use of cyber-café teachers have access to the World Wide Web (WWW) server which

provides a form of lecture presentation. He further pointed out that, through cyber-

café teachers can access an e-mail list server which provides a form of a tutorial group

discussion to complement lecture presentation. As noted by Daniel (1999), Cyber-café

enables teachers to deliver their instructions to students at any time and place without

geographical bounds on the Net. Esther (2003) postulated that, many teachers have

explored the technology (internet-café) to offer internet education where learning

experiences are packaged and deliver to students on the Net. Through Cyber-café

teachers can disseminate learning materials to their students at any time of the day or

night without geographical bound on the net.

Ezama (2007) contended that many instructors use cyber-café to give learners a

role play scenario, send them off to work in pairs, visit the pairs to coach them and

answer questions, and then bring everyone back for a group discussion. It is a virtual

equivalent of “turn to the person next to you and take the role of …” As noted by

Umar (2003), many instructors use cyber-café to access web conferencing streaming,

video narrated power point presentations and facilitated discussions. Cyber-café

enables teachers to deliver a lesson entirely online over several days or even several

weeks period. According to him, teachers use cyber-café to deliver and create

resources online to learners. In higher institutions where technology is fully

integrated, instructors use cyber-café to access bulletin boards available on the Net

which provides a discussion forum for instruction delivery. Hughas (2004) posited

that many teachers use cyber-café to access World Wide Web. (WWW) which is

described as a “Wide area hypermedia information retrieval initiative” which provides

universal access to a large universe of document. Educators use cyber-café to access

central organizing feature of the WWW to create home page that contains whatever

information they want to present to their students. The hypertext capability of the

21

WWW facilitates linking of information within the educators’ home page and with the

students’ home pages on the WWW. As summarized by Ezema (2007) instructors use

cyber-café to:

(i) Access e-mail to deliver messages information or instructions to learners at

their convenience and easily store them for later reference.

(ii) Establish a classroom bulletin board on the Net for instruction delivery.

(iii) To post all message information or instructions to the class schedule.

(iv) To engage in dialogue with students on the Net.

(v) To develop a classroom home page which cover information about the class

including the syllabus, exercises, literature, references and instructor’s

biography.

(vi) To provide link to information super-highway.

Mathew (1999) contended that in the area of internet content and application in

instruction delivery, Nigeria Web-space continuous to expand. According to him,

almost every higher institution has some forms of local or internationally hosted Web-

servers officially representing the institution with varying degree of

comprehensiveness. Adebayo and Adagunodu (2001) posited that some higher

institutions have launched sites to announce tenders. They further contended that a

large number of institutions now have “brochures” Website with basic descriptive and

conduct information with which they deliver significant quantities of instructions. In

the opinion of Daniel (1999), interaction with educators in the global world heavily

depends, on internet-café which enables them to deliver instructions to their distant

learners.

Holding similar view, AAU (2003) summarized that educator’s use cyber-café

to:

(i) Deliver instructional experience to many students from around the globe at

time.

(ii) Hold virtual class with colleagues and students

(iii) Have collaborative on-line lectures with other faculties and students from

around the globe.

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(iv) Access Web conferencing, streaming, video narrated power point presentations

and facilitated discussions.

(v) Deliver lessons actively on-line over several days or weeks.

(vi) Receive on-line compiled content from the presenters (instructors).

(vii) Create and deliver online resources to learners.

(viii) Improve teaching and students’ performance.

Utilization of Cyber-café in Self-Learning

Learning is a core process of higher institutions. As explained by Paul (1996),

learning is a process by which a learner acquires knowledge, skills, attitude, concepts,

traditions, values and the ability to comprehend in the process which ultimately leads

to his mental, social, spiritual and physical growth and development. Learning is a

change in human disposition or capability which persists over period of time, and

which is not simply ascribe to processes of growth (Igbo, 2000). He explained further

that the change must have more than momentary permanerice.

Unachukwu (1990) contended that learning is a relatively permanent change in

the behaviour of the learner and is expressed in terms of knowledge, skills and

attitudes. He further maintained that learning involves training and constant practice

and all these are to be reinforced. According to him, learning is gradual and

progressive and leads to the acquisition of new knowledge, attitude and skills. In the

opinion of Ngodo (1990), learning involves an extension of mental awareness – an

extension of consciousness.

Knowledge is a major asset and product of the society, upon which continued

economic well being and social development depend in today’s e-education, learning

strategies have changed. Students can now decide on what to learn, when to learn,

where to learn and how to learn. According to Ezema (2007) a new technology has be

introduce in today’s e-education to facilitate the process of learning. This agrees with

Azuka (2005) who contended that education for new emerging society requires ICT

tool to facilitate self learning (individualize learning). The most recent and popularly

used ICT tool in modern philosophy of education is the “internet”. This buttresses the

postulation of Afelabi (2001) that internet as an ICT tool emerged as a source of

23

learning. It is often regarded as a virtual classroom because it allows for self learning.

Self learning is a new educational technology. It is based on well designed computer –

based course ware that allows students to teach themselves. It is the facilitation of live

teaching with streaming lectures, whiteboards, downloadable slide sets and discussion

forums. It is a learner-centred educational approach Ezema, (2007). In the forefront of

promoting self-learning available on the internet is the internet-café. Internet – café

gives opportunity to learners to access several options available on the Net for Web

based learning. Thousands of students’ at the secondary and higher institution levels

of education in different parts of the globe get easy access to internet through cyber-

café.

Corner (2002) asserted that in a learning environment where technology is truly

integrated and not disjoint, learners use cyber-cafés to enhance self-learning.

According to him learners use cyber-cafes to access, organize analyzed a vast world of

rich source – whether to download original source document from the library of

congress or taking a virtual tour of a museum. This is supported by Anne and Steward

(2003) who contended that cyber-café offers access to a virtual class/school, - a form

of Web-based education which uses web-based technology to build an integrated

learning environment that supports self-paced learning. This also agrees with the

position of NUC (1999) that cyber – café is turning learning to open learning, virtual

environment involving self-learning at any time and place via data network not limited

to the boundaries of an institution.

Stewart (1999) posited that internet – café has the tendency of making students

form part of the on-going learning and to be so much in relax form. According to him,

cyber-café shortens the training duration as the learner leans at his/her own convenient

time and speed. Afolabi (2001) opined that cyber-café gives the learners the

opportunity to make decision about what section to study and what paths to follow

through the interactive material. If given them the opportunity to determine when

instruction will occur and at what pace. He posited further that cyber-café enables

learners to have control over learning activities and hence promoting learning

autonomy.

24

In the opinion of Hughes (1994) educators and students use cyber-café to

access World Wide Web (WWW) an exciting and innovative front-end to internet for

large universe of learning experiences. Ezema (2007) posited that in higher

institutions where cyber-café is fully integrated, educators and students use it to access

USENET (a collection of thousands of topically organized newsgroups covering

everything from supper computer design to burgee cord jumping and ranging in

distribution from the whole to single institutions) for individualized learning.

As noted by Umar (2003) many instructors and students use cyber-café to

improve learning focus and self-directed learning. According to him they use it to

reach out to learning experiences on the Net independent of a teacher. He posited

further that, learners use cyber-café to explore different options at their own pace

thereby increasing their understanding of the learning activity. Being in direct contact

with the learning material on the Net through the use of cyber-café makes the learners

to be more critical of their learning.

In the opinion of Ezema (2005), cyber-café gives learners a certain amount of

pride as they can take extra step on their own without asking for help. He contended

that learners use cyber-café to have autonomy over their own learning. According to

him, most learners use cyber-café for self-analysis learners to gain self motivation.

Utilization of Cyber-café in Collaborative Learning

Cyber-café has become an ambiguous buzzword. In many instance, the concept

has become synonymous with online discussion board and chat room. When put into a

learning context, however, cyber-café can be viewed as a vehicle for connecting

people to other people’s stories, experiences and mentoring these results in accelerated

learning and the sharing of tacit” knowledge within an organization. Approximately

what teachers and students need to know for success is learned outside formal training

(e.g. on the job, through mentoring etc). Cyber-café extends learning by creating a

structure whereby people an learn from inform interactions.

Knowledge about how things really get done around us and ultimately how to

be successful is extremely difficult to capture, codify and deliver through discrete

learning objects and traditional training programs. Cyber-café is a ported to elicit and

25

share practical know – how that would otherwise remain untapped (Kaplan, 2008).

Cyber-café is increasingly creating and structuring opportunities to people to sort the

Net, communicate, mentor and learn form each other. It enables people to formalize

and discuss knowledge and thus accelerate collaborative learning and institutional

effectiveness.

Corner (2003) posited that, through cyber-café learners and educators can

overcome the constraints of physical separation and the limitations of distance

learning technology. According to him, many educators and learners use cyber-café

for successful interactivity in synchronous distance learning. Anne and Stewart (2003)

contended that many people use cyber-café to manage and engage in an online class

discussion – a curriculum design that emphasizes learner input and feedback, and

technology make everything seamless and fluid. According to him, cyber-café enables

instructors and participants to predetermine pairings, ensuring that participants have a

chance to meet online and with nearly every other members of the class.

Stewart (1999) contended that cyber-café enables learners to collaborate on a

strategic plan, ensuring that participants understand what they are expected to do from

the beginning to the discussion. He further posited that both educators and learners use

cyber-café to achieve a dynamic interactive learning environment in which

participants could achieve mastery of the material while building relationship with one

another. According to him, both educators and learners use cyber-café to engage in a

collaborative and interdisciplinary progress aid curse.

Collaborative classrooms have many distinct features. Most instructors

recognize that when learners are engaged with one another and with the course

content-when they own their learning process, they learn and retain more. To enhance

learning, instructors use cyber-café to develop pedagogical and curricular strategies

such as group projects and learners – led discussion group which increase learners

opportunities to work collaboratively and to actively construct the knowledge they

gained from their course. Afolabi (2001) posited that many instructors use cyber-café

for interdisciplinary study, team – teaching and many forms of coordination among

several instructors.

26

Cyber-café use to access a boundary less village (internet) for knowledge and

relationships that can be used to increase individual effectiveness and instituting

overall competitive advantage. According to Kaplan (2998) cyber-café promotes

virtual collaborative that is focused on addressing a specific topic area, usually

supported by one or more online learn tools and media. For instance, a group of

learners may be assigned to a cohort that meets together in a one hour web

conference. They may be assigned to view an interactive CBT some time during the

following three day, this is then facilitated through a process where the work together

online to address questions and issues raised by the CBT and learns from each other

stories and experiences.

Schuyler (2005) contended that learners and instructors use cyber-café to

engage in structured web learning, online learning which accelerate openness, sharing

and collaborative learning. According to him, they use cyber-café to keep engaged,

connected and productive for a designed period of time sharing ideas, discussing ideas

and receiving mentoring from peers and instructors. He posited further that, many

users of cyber-café use it to engage in collaborative learning to become independent,

self-directed learners etc.

Ajayi (2000) opined that students and educators at different campuses can use

cyber-café to collaborate in online project, share and accommodate their diverse

perspective. He maintained that educate can communicate what they have learned to

the outside world, using cyber-café. Thus, motivating them to learn more. Afolabi

(2001) noted that, educators use cyber-café to participate in online project that put

them in touch with the others in the same field from around the globe. As summarized

by media link (2005) in higher institution where cyber-café is fully integrated, both

students and educators use it to engage in tutorial group discussion, collaborative

teaching and learning with students conferences, workshops, collaborative online

experiment (or project team), collaborative on-line research work etc.

Utilization of Cyber-café in Evaluating Learning

Evaluation is basically supposed to produce desirable changes in the recipient.

These changes could be directly or indirectly observably or could be unobservable. In

27

other words, the ultimate purpose of an educational process is not only he award of a

certificate but also the acquisition of knowledge or skills which can be used in a real

life situation for the benefits of the individual, and that of the society of the (Skinner,

1996, Hans – Gunner, 1998; Abanikannda, 2002 and Ogunboyede, 2003).

The real test of the quality of any educational programme is how the people

trained perform and can perform their place of employment (i.e. self actualization and

sustainability. Thus, the sponsors of educational programmes need to find out if the

intended changes or behavioral outcomes have equally taken place. Hence, the need

for evaluation of teaching – learning process to determine academic achievement.

Evaluation according to Okoro, (1991) is the appraisal of the worth or value of

a thing or action and the making of appropriate decision on the basis of such appraisal.

It is been as the process of passing judgment on the score obtained through judgment

(hans-crunner, 1998). It involves making assessment of the quality of an educational

program by interpreting the data collected. Evaluation is important to determine the

effectives of the process of teaching/learning and development in order to plan wisely

for the next step(s) of interaction (Skinner, 1996). These appraisals should be made

periodically during the teaching-learning period as well as at its completion. The

reports from the evaluation find wide application in current guidance, future guidance,

transfer of students, and many functions of the school. Therefore, regular classroom

evaluation is necessary for the learner to realize his/her future dreams as it would

enable the teacher to identify and plan remedial actions for the weak points or areas in

the teaching and learning processes.

Today Internet-café has miniaturized the whole education system into a global

institution. Now the system uses basic telephone and radio broad cast principles and

allows evaluation of the training program to be transmitted simply and simultaneously

from one computer anywhere in the world to another. According to Mohammed

(2004), Internet is rapidly changing the methods and scope of evaluation. As it is

contended by Gbobaniye (1991), many educational authorities in most technologically

advanced nations had predicted that internet-café would pare the way for a new era

education which evaluation process would enhance the dreams of chaotic system of

28

administering questions to students and reporting students performance restored to

order.

According to Corner (2002)both students and educators in different institutions

or part of the globe can use cyber-café to access e-mail services which could be used

to route assignment to students, submit completed assignment to teachers and make

enquiries and receive responses for teaching and learning.

Afolabi (2001) posited that learners use cyber-café to access the website of an

institution or examination bodies like West African Examination Council (WAEC),

National Examination Council (NECO), Joint Admission and Matriculation Board

(JAMB), etc from different parts of the globe for results of assignment, exercises or

examinations. In the option of Anna and Stewart (2003), many develop a capacity for

self- evaluation.

Review of Related Empirical Studies

This is concerned with the review related empirical researches. It suffices to

state that no study has been carried out in Cross River State of Nigeria on the extent of

utilization of Cyber-Café in teaching and learning in higher Institutions. Most

previous studies were conducted on the assessment of Teachers and Students

knowledge of Information Technology in Tertiary Institutions: Possibilities of the

Computers as Instruments of Nation Building: Implications to tertiary Institutions.

Based on this fact, some related empirical studies reviewed are those conducted

outside Cross River State.

Lucy (1987) conducted a study on the Assessment of Teachers and Students

knowledge of information Technology in Tertiary institutions. The study was aimed at

determining the level of awareness of teachers and students on information technology

in tertiary institutions in Ondo State. Three levels of awareness were identified and

these include; level of awareness of teachers and students regarding the meaning,

nature, scope and importance of information technology, level of awareness of

teachers and students relative to instructional materials and equipment being used to

effect information technology and the level of training received by teachers and

students of information technology. The findings of the study show that teachers and

29

students need all the awareness to improve their teaching and learning process. This

study is related to this research work as far as Cyber-Café is in the forefront of

promoting information Technology.

Alueyi (1995) conducted a research on the possibilities of the computers as

instrument for Nation Building: implications to Tertiary institutions. The study was

aimed at the uses of computer and its implications to tertiary institutions. These

include; Word Processing text Editing, Electronic Mail, Voice Processing and

Graphics Design. These uses of computers are very crucial to economic and national

development. The study enumerated factors limiting the effectiveness of the computer

as a developmental tool as inadequate educational system, massive computer illiteracy

and lack of technology-based computer curriculum in schools. This study is very

much related to the present research in that the use of computer as an instructional

medium enhances Students life-long learning.

A study was carried out by Stewart (1999), in United Kingdom on the Cyber-

Café and the Community. The study was aimed at finding out who uses the Cyber-

Cafes and the reasons of using the Cyber-Cafes. Men and women, adult and youth,

teachers and students were identified to be the users of Cyber-Cafes. Convenience,

sociability, learning, teaching and communication were also identified to be the

purpose of using Cyber-Cafes. The study is highly related to the present research as it

shows that utilization of Cyber-Café is of immense important to lecturers and students

in higher institutions in Cross River State.

Osunbor and Sammy (2002) carried out a study on “An Assessment of

academic staff utilization of Internet facilities in tertiary institutions. The purpose of

the study was to assess the level of Internet awareness and utilization of the facilities

in tertiary institutions. The findings of the study showed that;

1. Internet has a strong impact on the development of Information Technology

(IT) due to its vast information super-high way that facilitates easy

communication both nationally and internationally.

2. There are various information facilities on the internet that are very useful

especially to the lecturers and students of tertiary institutions understudied.

30

Such facilities include; electronic mail (e-mail), Telenet, Usenet, search

engines, yahoo, Google, electronic commerce (e-commerce) etc.

3 The knowledge of information processing through internet working system

will further help to improve productivity in tertiary institutions. This shows

that utilization of Internet facilities is very vital in higher institutions including

those in Cross River State.

Summary of Related Literature Review

Cyber-Café has emerged in response to the global demand for the provision of

internet facilities and connectivity to facilitate the integration of ICT in every facet of

human endeavour. ICT has caused new concepts to develop in the logistics of

instructions educational paradigm. The review of literature was focused on the

utilization of Cyber-Café in teaching and learning in higher Institution. The literature

examined the concepts of Internet and Internet-Café. Various areas of utilization of

Cyber-Café as a technology-based innovative pedagogical tool for teaching and

learning were also examined. These areas include; lesson preparation, instruction

delivery, self – learning, collaborative learning and training evaluation.

The literature shows that both the teachers and students in higher institutions are

concerned with Cyber-Café as an innovative measure for teaching and learning. It is

revealed that educators use Cyber-Cafes in teaching and learning in higher institutions

as a new paradigm to reach out to instructional experiences in preparation for a lesson.

They also use it as a new paradigm of instructional delivery that is capable of

sustaining a life long, flexible and learner-centric process of knowledge acquisition.

This gives teaching a global approach. It is also revealed that Cyber-Café is fast

turning learning to open-learning, virtual environment involving self-learning at all

time, and place via data nets not limited to the boundaries of an institution. It is

equally revealed that booth educators and learners use cyber-café to engage in

collaborative learning, teaching, research; etc w3hich improves the spirit of team work

and sharing.

The literature shows that both lecturers and students use Cyber-Café as an

innovative measure that will revolutionalize the process of evaluation, thus giving

31

them the opportunity to evaluate a training programme. Various authors were

congruent in the use of Cyber-Café as an innovative measure that will revolutionalize

education system and bring about a change in the role of the teachers as accompaniers,

mediators, facilitators, guides, mentors and coaches and no longer the custodians of

knowledge and culture. The literature also shows that, cyber-café can take

Constructivist and Androgogist approaches to learning in technology based-learning

in which emphasis is on learning as a process of personal understanding and meaning

making which is active and interpretative.

The critical analogy given to the literature on the utilization of Cyber-Café

reveals that despite the various advantages derived from using Cyber-Cafes in

teaching and learning such as lesson preparation, instruction delivery/presentation,

self-learning, collaborative learning and training evaluation, the extent to which

Cyber-Café is used by lecturers in higher institutions in teaching and learning is yet to

be determined. This is the gap that this research intends to fill.

CHAPTER THREE

METHODOLOGY

This chapter describes the procedure that was used in carrying out the study.

The procedure was discussed under the following sub-headings: design of the study,

32

area of the study, population for the study, sample and sampling technique, instrument

for data collection, validation of the instrument, reliability of the instrument, method

of data collection and method of data analysis.

Design of the Study

The study adopted a survey research design. This is because survey design

according to Osuala (2004) is appropriate for studies dealing with people’s opinion,

beliefs, attitude, motivation and behaviour.

Area of the Study

The study was carried out in Cross River State. It covered all the three (3)

higher institutions in the state that have Cyber-Café installed. This was to ensure

effective co-ordination of the process of data collection. These institutions include;

University of Calabar, Calabar (UNICAL), Cross River University of Technology

(CRUTECH) and Federal College of Education (FCE) Obudu.

Population for the Study

The population for the study comprised 1485 lecturers currently teaching in the

three higher institutions in Cross River State. The distribution of the population is

shown in the table 1 below:

Table 1 - Population Distribution of respondents according to institutions

S/N Institution No of Lecturers

1 University of Calabar, Calabar (UNICAL) 746

2 Cross River University of Technology (CRUTECH) 446

3 Federal College of Education (FCE) Obudu. 293

33

Total 1485

Source : Establishment of each institution.

Sample and Sampling Technique

A stratified random sample of 20% of lecturers per institution was used for the

study. A total of 297 respondents was therefore used for the study. The 20% sample of

the lecturers per institution was obtained by grouping the entire population of lecturers

based on institution and then simple random selection was made within each

institution. The adoption of stratified random sample was to ensure that a true

representative of the entire population is drawn (Ali, 2006). The choice of 20%

lecturers is because Nwana (2005) recommended 20% of the total population to be

appropriate for population of few thousands for survey study.

The sample used for the study is shown in table 2 below:

Table 2 – Sample of respondents used according to institutions

S/N Institution Lecturers

Sub-pop 20%sample

1 University of Calabar, Calabar (UNICAL) 746 149

2 Cross River University of Technology (CRUTECH) 446 89

3 Federal College of Education (FCE) Obudu. 293 59

Total 1485 297

Instrument for Data Collection

A structured questionnaire was used as the instrument for data collection. The

items were generated based on the five (5) research questions formulated to elicit

information from lecturers of the institutions involved. The questionnaire was divided

into two parts. Part one was for respondents’ bio-data. While part two was sub-divided

into 5-sections; A, B, C, D and E each corresponding to a research question organized

for respondents’ opinion on the extent utilization of Cyber-Café in teaching and

34

learning in higher institutions. Section “A” items (1-8) related to the extent of

utilization of Cyber-Café in lesson preparation. Section “B” items (9-18) related to the

extent of utilization of Cyber-Café in instruction delivery. Section “C” items (19-28)

related to the extent of utilization of Cyber-Café in self learning. Section “D” items

(29-37) related to the extent of utilization of Cyber-Café in collaborative learning and

section “E” items (38-46) related to the extent of utilization of Cyber-Café in training

evaluation in higher institutions in Cross River State. All the 46 items were arranged

under a 4-point scale of often used (OU), used (U), Rarely used (RU) and Not used

(NU).

Validation of the Instrument

The instrument was face-validated by three experts from the Department of

Vocational Teacher Education, University of Nigeria Nsukka. The experts assessed

the instrument to ensure its clarity and appropriateness of the questionnaire items. The

experts’ judgments on the items were reflected in the final copy of the instrument

before administration for reliability testing.

Reliability of the Instrument

The reliability of the instrument was determined using Test-Re-Test Method. A

pretest of the instrument was carried out using thirty (30) respondents drawn from

College of Education Katsina-Ala, Benue State. After two weeks, the same instrument

was re-administered on the same respondents. The data obtained from the two

administrations was co-related using Pearson Product Moment Correlation. The

correlation co-efficient (r) obtained for the various sections of the instrument were as

follows

Section (r)

A 0.65

B 0.71

C 0.82

D 0.92

35

E 0.88

In summary, the questionnaire had a high level of reliability co-efficient

indicating corresponding high level of consistency among the items of the instrument

Method of Data Collection

The questionnaire was administered personally by the researcher with the

assistance of three experienced lecturers (one in each institution). The choice of this

group of assistants was considered because of their professional training. A total of

297 copies of questionnaire were distributed to the respondents. 260 copies out of this

number were retrieved after one week of the administration

Method of Data Analysis

Data collected was analyzed using Mean, Standard Deviation, z-test and

Analysis of Variance (ANOVA). The Mean and Standard Deviation were used to

answer the research questions. While the z- test statistic was used to test the null

hypothesis 3. One way Analysis of Variance (ANOVA) was used to test hypotheses 1

and 2 at 0.05 level of significance. The boundary limits for interpreting mean scores of

the questionnaire items in order to answer the research questions were as follows:

Often Used 3.50 - 4.00

Used 2.50 –3.49

Rarely Used 1. 50 -2.49

Not used 0. 50 -1.49

The mean score for each item was determined by multiplying the frequency of each

response option with the corresponding value of the response category and dividing by

the number of respondents to each item.

From the above, a mean of 3.5 - 4.00 was accepted as often used, 2.50 -3.49

was accepted as used, while 1.50 -2.49 was accepted as rarely used and 0.50 -1.49

shows not used. From the above, the cut-off point for used was 2.50 and above.

Therefore, any item that scored a mean value of 2.50 and above was accepted and was

judged according to the scale response option. While any item that scored below 2.50

was rejected. With respect to the hypotheses, the hypothesis was accepted if the

36

calculated z- value and F-ratio of the items are less than the table values. If otherwise,

the null hypothesis was rejected at .05 level of significance.

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

Data are presented and analyzed in this chapter. The finding are presented and

discussed based on the research question and null hypothesis tested. The return rate of

the questionnaire is presented on table 3

Table 3: Return Rate of Instrument.

S/N Institution No. of Questionnaire distributed

No. of questionnaires returned

1. University of calabar, calabar (UNICAL) 149 130

2. Cross River University of technology

(CRUTECH)

89

79

37

3. Federal College of Education (FCE) Obudu 59 51

Total 297 260

A total of 297 copies of the questionnaire were distributed to the respondents 260

copies out of this number were returned, representing 88% of the entire

population.

Analysis of Data Collected:

Tables 4- 8 represent the respondents’ mean responses on the extent of

utilization of cyber- café. The extent of utilization was ranked accordingly as shown

by mean scores.

Research Question 1

What Is the extent of utilization of cyber- cafe’ in lesson preparation in higher

institution in Cross River State? Items 1-8 on the questionnaire were used to answer

this research question.

Table 4

Results of extent of utilization of cyber –cafe’ in lesson preparation in rank order.

N = 260

S/

N

Statement

X

SD Ran

k

Remark

1. Locating learning materials available on the Net.

2.87

0.84

3

U

2. Accessing file transfer protocol (FTP) facility on

the Net to download or update lecture materials.

2.80

0.86

5

U

3. Collecting academic information available on 3.07 0.92 2 U

The Net (e .g..WWW, on – line catalogue, etc.)

4. Obtaining variety of printed materials like text-

books, work books, standard books, magazines,

journals etc.

2.85 0.93 4 U

5. Obtaining variety of audio- visual materials 2.46 1.00 8 RU

38

such as picture, posters, film, transparencies,

video tapes, etc.

6. Surfing the Net for manipulative aids like

specimens, models, experiments, simulators and

learning Kits.

2.48 0.98 7 RU

7. Obtaining relevant and suitable resources for a

given topic and subject available on the Net.

3.15 0.89 1 U

8. Designing and retrieving structure learning

experiencing.

2.54 0.94 6 U

U= Often Used: U =Used: RU = Rarely Used: NU = Not Used X=Mean Score:

The data presented in table 3 revealed that six out of eight items listed show

mean responses more than the cut- off of 2.50. This shows that cyber- café’ is used by

lectures in higher institution in respect of these items in order to enable them Collect

academic materials for lesson preparation. On the other hand, two out of the eight

items listed recorded mean responses below the cut- off point (items 5 and 6). This

shows that cyber – café’ in the two items. The Use of cyber- café in obtaining relevant

and suitable resources for a given topic and subject available on the Net recorded the

highest mean (3.15) and SD of 0.89.

Research Question 2:

What is the extent of utilization of cyber- café, in instruction delivery in higher

institution in Cross River State? Ten items (9-18) on the questionnaire were used to

answer this research question.

Table 5: Result of extent of utilization of cyber- café in instruction delivery

N = 260

S/N Statement X SD RANK

REMARK

9. Accessing web conferencing,

steaming video narrated poser point

presentation and facilitated discussio

2.42 0.94 1 RU

10. Delivery of lessons entirely on-line

over several days or weeks.

1.97 1.10 8 RU

11. Delivering package content practical

resources and other information to

large population of learners

anywhere and at any time without

1.79 0.74 10 RU

39

geographical bounds

12 Creating On-line resources 2.35 1.06 2 RU

13 Accessing an e-mail list server which

provides a form of tutorial group

discussion for lesson.

2.13 1.03 6 RU

14 Accessing bulletin boards which

provide a discussion forum for

instruction delivery.

2.26 1.03 3 RU

15 Accessing WWW to create home

pages to deliver structured learning

experiences to learners.

2.24 0.93 4 RU

16 Holding virtual classes with

colleagues and students from around

the globe.

2.24 1.14 5 RU

17 Managing and engaging in an On-

line class discussion.

1.88 0.88 9 RU

18 Providing basis for more cost-

effective delivery models for both

teachers and learners.

2.10 0.96 7 RU

OU = Often Used: U = Used: RU = Rarely Used: NU = Not Used:

X = Mean Score: SD = Standard Deviation.

As indicated on table 6, all the responses on the utilization of cyber – café in

instruction delivery were rated rarely used. The result show that the respondent are not

using cyber – café in delivering instruction

Research Question 3:

What is the extent of cyber utilization of cyber –café in self –learning?

Ten items (19-28) on the questionnaire were used to answered this research question.

Table 6:Results of extent of utilization of cyber – café in self –learning .

NB:N = 260

S/N

Statement

X

SD Rank Remark

19. Accessing a virtual classroom for learning

material at any time and place

2.30 0.90 10 U

40

20. Downloading original source document for

self –learning.

3.15 0.86 I U

21. Taking a virtual tour to web –based

education for learning materials for self-

learning pace learning

2.66 0.89 9 U

22. Accessing use Net for individualize learning 2.93 0.87 4 U

23. Accessing a well –designed computer

courseware for self - learning.

3.05 0.86 2 U

24 Accessing contents i.e. accessing information

and new instruction possibility or self-pace

learning.

2.67 0.86 8 U

25 Improving learning focus and self directed

learning.

2.99 0.80 3 U

26 Controlling learning activities in order to

promote learning autonomy.

2.91 0.88 5 U

27 Exploring the Net for learning experiences

independent of the teacher.

2.78 0.65 6 U

28 Taking extra steps into learning on one’s

own.

2.76 0.94 7 U

OU = Often Used: U = Used: RU = Rarely Used: NU = Not Used:

X = Mean Score: SD = Standard Deviation.

The data presented in table 7 revealed that out of ten items, nine had their

means rating from 2.66 to 3.15 which fall within the boundary limit that indicates

used. This indicated that the respondents agreed they used Cyber- Café in those

activities for self- learning in higher institutions in Cross River State. However, the

first item on the above table (i.e. table 6) had a mean value of 2.30 which is within the

boundary limit for rarely used. This indicated that the respondents rarely used Cyber-

café in the items in self – learning. The item is accessing a virtual classroom for

learning material at any time and place. The standard deviation of all ten items ranges

from 0.65 to o0.94. This shown that their responses were close to the mean and that

they were not very far from one another in their options.

Research Question 4:

41

To what extent is cyber_ café used in collaborative learning in higher

institutions in Cross River State?

To answer the research question items showing areas of utilization of cyber_

café in collaborative learning were presented to the respondents (lecturers) to indicate

the extent of their usage based on their disposition. The mean scores of the response

for each items are presented on table 7 below:

Table 7 : Results of extent of utilization of cyber – café in collaborative learning .

NB:N = 260

S/N Statement X SD Rank Remark

29. Engaging in structured Wed-learning

which accelerate openness, sharing and

collaborating learning.

2.81

0.93

1

U

30. Keeping engaged, connected and

productive for a designed period of time

in group projects, discussion and

receiving mentoring from peers On

instructors

2.39

0.88

6

RU

31. Engaging in collaborative learning for

self- dependence and self directed

learning.

2.65 1.10 2 U

32. Developing on –line pedagogical and

curricular strategies

2.40 1.07 5 RU

33. Participating in an on-line student led

discussion group.

2.12 1.15 7 RU

34. Active construction of knowledge on net. 2.43 0.92 4 RU

35. Interdisciplinary on – line study. 2.55 1.01 3 U

36. Collaborative on - line team teaching. 1.82 0.79 9 RU

37. Co-ordinating on – line study programs 1.88 0.88 9 RU

OU = Often Used; U = used: RU = rarely Used: NU =Not Used: X =

Mean score: S.D = Standard deviation.

The data presented in table 8 revealed that out of nine items, three had their mean

scores ranging from 2.81 which fall within the boundary limit that indicates use. This

42

indicates that respondent accepted they cyber café in items in collaborative learning.

Among these items are engaging in structured Web –learning which accelerates

openness, sharing and collaborative learning, engaging in collaborative learning for

self- dependence and self directed learning and

interdisciplinary on – line study.

While six items had their mean scores ranging from 1.82 to 2.43 which fall

within the boundary limit for rarely used. This indicated that the respondents

disagreed cyber café was used in the items for collaborative learning. The items

include keep engaged, connected and productive for a designed period of time in

group objects, discussion and receiving mentoring from peers or instructors,

developing, on-line pedagogical and curricular strategies , participating in an online

student – led discussion, active contraction of knowledge on Net, collaborative online

team teaching and co-coordinating on-line team teaching and co-coordinating on-

studies programs. The standard deviation of all the nine

items ranges were close4 to the mean and that they were not very far from

one another in their opinions.

Research Question 5:

What is the extent of utilization of cyber – café in evaluation of learning in

higher institutions in Cross River State ?

To answer the research question, nine (38-46) showing the utilization of cyber-café in

evaluation of leaning were presented to the respondent to indicate their response based

on their disposition. The mean score of the response for each item are presented in

column 6 of table 8 below:

Table 8 : Results of extent of utilization of cyber – café in evaluation of learning .

NB:N = 260

S/N Statement - X

SD

Rank

38. To access e-mail services for on-line mailing

of assignment, enquiries, exercises, etc to

2.66 1.13 2

43

students

39. On-line submission of completed assignment,

class Work or examination to teachers.

1.96 1.00 8

40. Collaborative on-line assignment/ class Work. 1.87 0.81 9

41. To access the web for result of assignment,

class work or examination.

2.47 1.16 3

42. Developing a capacity for elf- evaluation 2.43 1.04 4

43. Publishing of evaluation report on the Net e.g.

WWW,e-publishing

2.37 1.06 5

44. Advertising and publishing report of

experiment(s)

2.23 0.98 7

45. Providing immediate feedback and positive

reinforcement.

2.70 0.85 1

46 Providing easy measurement of the training

process and results

2.34 0.99 6

OU= Often Used: RU=Rarely Used: Not Used: X =

Mean Score: S.D= Standard Deviation.

The data present in table 9 above revealed that two out of nine items had their

mean scores more the than cut-off point of 2.50. These mean scores are 2.66 and 2.70

which fall within the boundary limit that indicate used. This indicated that the

respondents accepted that items we used in evaluation of learning. While seven items

had their mean scores ranging from 0.81 to 2.47 which fall within the boundary limit

for rarely used. This indicated that the respondents rejected they used Cyber-Café in

the items for evaluation of learning. The standard deviation of all the nine items

ranges from 0.81 to 1.16. This showed that their responses were close to the mean

and that they were not very far from one another in their opinions.

44

Hypothesis One:

There is no significance difference among the mean responses of respondents

on the extent of utilization of cyber-café in instruction delivery in higher institutions

in Cross River State.

The data for testing the hypothesis were presented in 7

Table 7; analysis of variance on the mean rating of response on the extent of

utilization of cyber-café in instruction delivery in higher institutions.

N/B; N=2, dfw=257

S/N Item statements SSB SSW F-ratio F-table Rmk

1. Accessing web conferencing

streaming video narrated power

point presentation and facilitated

discussion.

3.7553 29965.57

`

o.o104 3.00 NS

2. Delivery of lesson online over

several days or weeks.

0.0045 255.77 0.0020 3.00 NS

3. Delivering package content,

practical resources and other

information la large population of

learner anywhere and at any time

without geographical bounds.

01166 31169.35 0.00048 3.00 NS

4. Creating 0n-line resources. 0.0025 3632.70 0.00084 3.00 NS

5. Accessing an e-mail list sever

which provides a form of tutorial

group discussion for lesson.

0.0061 29925.64 0.00026 3.00 NS

6. Accessing bulletin boards which

provide a discussion forum for

instruction delivery

0.0025 37565.72 0.00086 3.00 NS

7. Accessing WWW to create home

page to deliver structured

learning experience to learners.

0.1799 38704.13 0.00060 3.00 NS

8 Holding virtual classes with

colleagues and students from

around the globe.

0.0005 40219.15 0.00016 3.00 NS

45

9 Managing and engaging in an on-

line Class discussion.

0.0165 36320.92 0.00008 3.00 NS

10. Providing basis for more cost

effective delivery models for both

teachers and learner.

0.0011 34731.50 0.00004

4

3.00 NS

Keys:

SSB= Sum of squares between, SSW= Sum of squares within F= ratio= Calculated

valve of ANOVA, F-tab= Critical or valve of F NS= Not significant/.

As shown in table 7, the F-ratio valve for all the 10 items were less than the F-

critical of 3.00 at 0.05 level of significance and 2 and 257 degrees of freedom. This

means that the hypothesis in respect of these items was accepted. This implies that

respondents did not differ significantly in their responses on extent of utilization of

cyber-café in instruction delivery in higher institutions in Cross River State.

Therefore, the null hypothesis is accepted.

Also since the between group variance for all the items we not substantially

greater than their corresponding within group variance, this indicated that the

difference between means is probably a reflection of sampling error. Therefore, the

conclusion is that there is no significant difference, among the three groups in respect

of institution of working. Regarding their opinions on the extent, of utilization of

cyber-café in instruction delivery in higher institutions in Cross River State.

Hypothesis two:

There is no significance difference among the mean responses of respondents on

the extent of utilization of cyber-café in self-learning in higher institution in Cross

River State. The data for testing the hypothesis we presented in table 8.

Table 8: Analysis of variance on the mean rating of response on the extent of

utilization of cyber-café in self- learning.

NB: N= 260, dfb = 2, dfw = 257

S/N Item statements SSB SSW F-ratio F-table Remark

1. Accessing a virtual classroom 0.0006 65199.94 0.000012 3.00 NS

46

for learning materials at any

time and place.

2. Downloading original source

document for self learning.

0.0032

103085.87

0.0020

3.00

NS

3. Taking virtual tour to web-

based education for learning

materials for self- space

learning.

0.00050

56822.15

0.000011

3.0

NS

4. Accessing UseNet for

individualized learning.

0.0051 79435.65 0.000085 3.00 NS

5. Access a well for self

learning.

0.0045 255.77 0.0020 3.00 NS

6. Accessing content i.e.

Accessing information and

new institution possibility for

self-learning.

0.0061 29925.64 0.000026 3.00 NS

7. Improving learning activities

in order to promote learning

autonomy.

0.0025 37565.72 0.000086 3.00 NS

8. Controlling learning activities

in order to promote learning

autonomy.

0.0165 36320.92 0.000058 3.00 NS

9. Exploring the Net for learning

experiences independent of

the teacher.

0.0045 255.77 0.0020 3.00 NS

10. Taking extra steps into

learning on one’s own

0.0011 34731.50 0.000044 3.00 NS

KEYS:

47

SSB = Sum of squares between, SSW = Sum of squares with F-ratio =

calculated valve of ANOVA, F- tab = critical or table valve of F NS = Not

significant.

As shown in table 8, the F-ratio valve for the ten items were less than the F–

Critical of 3.00 at 0.05 level of significant and 2 and 257 degree of freedom. This

means that the hypothesis in respect of these items was accepted. This implies that

respondents did not differ significantly on the extent of utilization of cyber – café in

self – learning in higher institution in Cross River State. Therefore, the null hypothesis

is accepted. Also since the between grouped variance for all the ten items were not

substantially greater than their corresponding within group variance; this indicated

that the difference between means is probably a reflection of sampling error.

Therefore the conclusion is that, there is no-significance difference among the three

respondents groups in respect of environment regarding their opinion on the extent of

utilization of cyber-café in self- learning in higher institutions in Cross River State.

Hypothesis three:

There is no significant difference between the mean rating responses of

experienced and inexperienced lecturers on the extent of utilization of cyber-café in

evaluation of learning in higher institutions in Cross River State. The data for testing

the hypothesis were presented in table 9.

Table 9: The Z- test analysis of mean rating of responses on the extent of utilization

of cyber-café in evaluation of learning.

SN Item statement Experienced

N = X1

152

S21

Inexperienced

N = X2

108 S22

Z - cal

Z-

tab

Rmks

1. To access e-mail

services for on-

line mailing of

assignment,

enquiries,

exercises, etc to

students.

2.78 0.0029 2.49 0.00039 1.25 5.00 NS

48

2. Assignment,

assignment,

class work or

examination to

teachers.

2.00 0.0015 1.90 0.0038 2.64 5.00 NS

3 Collaborative-

line

assignment/class

work

1.82 0.0033 1.93 0.0033 -1.38 5.00

4 To access the

web for result of

assignment,

Class work or

examination.

2.39 0.00040 2.56 0.00096 -0.15 5.00 NS

5 Developing a

capacity for self

evaluation.

2.45 0.00020 2.36 0.0000 0.034 5.00 NS

6 publishing of

evaluation report

on the Net e.g.

WWW, e-

publishing, etc.

2.41 0.00007

8

2.30 0.00078 0.035 5.00 NS

7 Advertising and

publishing

reports of

experiment (s)

2.24 0.00015 3.35 0.00031 -0.34 5.00 NS

8 Providing

immediate

feedback and

positive

reinforcement.

2.73 0.0027 2.69 0.0030 53.77

3

5.00 NS

9 Providing easy

measurement of

the training

process and

results.

2.31 0.0018 2.29 0.00010 0.002 5.00 NS

KEYS:

X1 = Variance of group one, X2 = Variance of group two

S12= Variance of group one, S2

2 = Variance of group two

Z – Cal = calculated – value, Z – tab = Critical or table value of Z

S = Significant, NS = Not Significant, df = Degree of freedom

49

Data presented in table 9 revealed that eight out of nine items had calculated Z –

value less than the Z – critical of 5.00 (two tail test) at 0.05 level of significance and

258 degree of freedom. This indicate that there was no significant deference in mean

rating of the two groups of respondents (Experienced and inexperienced) on the extent

of utilization of cyber-café in evaluation of learning in higher institutions in cross

river state. With this result the null hypothesis in respect of he eight items was up

held.

However, item 8 of the same table 9 recorded calculated Z – value above the

critical Z – values of 5.00. This indicated that there was significant difference in mean

rating of the responses of the two groups of respondents (Experienced and

inexperienced) on the extent of utilization of cyber – café in evaluation of learning in

higher institution in Cross river state. With this result, the null hypothesis was rejected

for item 8.

It was observed that some Z – calculated values yielded negative sign may be

ignored and that only the absolute magnitude of

Z – Should be considered. For this reason therefore, the negative sign of Z in the table

above were ignored.

Findings of study:

The following findings emerged from the study based on the research questions

answered and the hypotheses tested.

A. The respondent agreed that cyber – café is used by the lecturers in lesson

preparation activities as mentioned in higher institution in Cross River State

except items number 5 and 6 which include hand “rarely used” option. This

statement includes;

1. btaining variety of audio – visual materials such as pictures, posters, films

transparencies, videotape, etc.

2 Surfing the Net for manipulative and like specimens, models,

experiments, simulators and learning kits (see tale 5).

B. Extent of utilization of cyber – café is rarely used by lecturers in higher

institutions in Cross River State.

50

The respondents agreed that cyber – café is rarely used by lecturers in higher

institutions in all the instruction delivery procedures mentioned.

C. Extent of utilization of cyber – café in self – learning in higher institutions in

Cross River State

The respondents agreed that cyber – café is used in all the activities as

mentioned for self – learning by lecturers in higher institutions in Cross River state

except item number 19 which is accessing a virtual classroom for learning materials

at any time and place (see table 7)

D. Extent of utilization of cyber – café in collaborative learning:

The respondents agreed that cyber is used in the following activities for

collaborative learning. These items recorded a used option:

1 Engaging in structured web – learning which accelerates openness, sharing and

collaborative learning.

2 Engaging in collaborative learning or self – dependence and self – directed

learning and

3 Interdisciplinary on – line study.

However, the respondents agreed that cyber –café is rarely used in other

activities for collaborative learning. Prominent among such activities include:

1. Keeping engaged, connected and productive for a designed period of time in

group projects discussion and receiving mentoring from peers on instructions.

2. Developing on – line pedagogical and curricular strategies.

3. Participating in an on-line student-led discussion group

4. Active construction of knowledge of the Net

5. Collaborative on-line team teaching and

6. Co-ordinating on-line studies program.

D. Extent of utilization of cyber –café is rarely used in all the activities mentioned

for evaluation of learning by lecturers in higher institution in Cross River State

except items number 1 and 8 of table 9 which is:

1. To access e-mail services for on-line mailing of assignment, enquiries,

exercise, etc to students and

51

2. Providing immediate feedback and positive reinforcement. These recorded a

used response option (see table 9).

Hypothesis one:

The finding from this hypothesis tested revealed that there was no significant

difference in the mean of responses of respondents on the extent of utilization of cyber

– café in instruction delivery in higher institutions in Cross River State (see table 7)

Hypothesis two:

The study shown that there is no significant difference among the mean rating

of responses of respondent on the extent of utilization of cyber café in self-learning in

higher institutions in Cross River State (see table 8).

Hypothesis three:

The study shown that there was significant difference in the mean rating of

responses of respondent that are experienced and those that are inexperience only one

out of nine items on the extent of utilization of cyber-café in evaluation of learning.

The statement is “Providing immediate feedback and positive reinforcement” (see

table 9).

Discussion of Findings:

The findings of the study are discussed under the subheadings with respect to

the research questions and hypothesis. The subheadings include:

� Extent of utilization of cyber- café in lesson preparation in higher institutions in

cross river state.

� Extent of utilization of cyber-café in instruction delivery in higher institution

in Cross River State.

� Extent of utilization of cyber-café in collaborative learning in higher

institutions in Cross River State.

Extent of utilization of cyber-café in lesson preparation in higher institution in

Cross River State

52

The study reveals (as shown in table 5) that some aspects of utilization of

cyber-café in lesson preparation had used response option while others aspects had

rarely used response option. Among the aspects of utilization of cyber-café in lesson

preparation with materials available on the Net, accessing file transfer protocol (FTP)

facility on the to download or update lecture materials, collecting academic

information available on the Net (e.g. WWW, on – line catalogue, etc. obtaining

variety of printed materials like textbooks, workbooks, standard books,

magazines, journals, etc. obtaining relevant and suitable resources for a given topics

and subject available on the Net and designing and retrieving structured learning

experiences. Also prominent among aspect of utilization of cyber – café in lesson

preparation were rarely used response option are: obtaining variety of audio – visuals

materials such as pictures, posters, films transparencies, video tapes, etc. and surfing

the Net for manipulative aids like specimens, models experiments, simulators and

learning kits.

Though the grand utilization mean on extent of cyber – café in all the activities

for lesson preparation was used, the used response opinions were inline with the

opinion of Afolabi (2001) who contended that cyber – café enables lecturers/Teachers

located in different geographical regions to gather information in preparing lesson.

The findings also supported Uwaji (2000) who stated that the

utilization of cyber –café in accessing ICT infrastructure such as internet has

revoutionalized the practice of lesson preparing lesson. Reaffirming the above,

Adebayo and Adagunodo (2001) pointed out that lecturers of higher institutions use

cyber – café to access file transfer protocol in the internet to download or update

lecture materials such as handouts, textbooks etc.

Extent of utilization of cyber –café in instruction delivery in higher institutions in

Cross River State

E. The findings of this study reveal (as shown in table 6) that cyber –café is rarely

used by lecturers in higher institutions in Cross River State in all the activities

stated for instruction delivery. The findings oppose the view of Afolabi (2001)

who opined that teachers use cyber –café to access WWW server which provides a

53

form of lecture presentation and tutorial group discussion to complement lecture

presentation. The finding also oppose the position of Hughas (1994) that many

teachers use cyber – café in higher institutions in Cross River State to access

WWW which is discussed as a wide area hypermedia information retrieval

initiative which provides universal access to a large universal document. Also the

findings are in opposition to Ezema (2007) who summarized that instructors use

cyber – café to:

a. access e-mail to deliver message, information or instructions to learners at their

convenience and easily store them for later reference.

b. Establish a classroom bulletin board on the Net for instruction delivery.

c. Post all messages information or instructions to the class schedule.

d. Engage in dialogue wit students on the Net.

e. Develop a classroom home page which covers information about the class

including the syllabus, exercise, literature references and instructor’s biography.

f. Provide link to information super-highway

The Null Hypothesis one (H01) formulate in line with research questions two

was accepted in all the ten instruction delivery activities via the use of cyber –café.

The result of analysis of variance (ANNOVA) in table 7 revealed that there

was no significant difference among the respondents in the three institutions regarding

their opinions on the extent of utilization of cyber –café in instruction delivery in

higher institutions in Cross River State. This finding contrast the position of Mathew

(1999) who contended that every higher institution in Nigeria has her won form local

or internationally hosted web-servers officiating representing the institution with

varying degree of comprehensive.

Extent of utilization of cyber –café in self-learning in higher institutions in Cross

Rive State

The findings of this study reveals (as shown in table 7) that only one of the ten

activities state for self-learning that cyber –café was rarely used. This activity is

accessing a virtual classroom for learning materials at any time and place. This finding

54

oppose the view of Corner (2001) who contended that in a learning environment

where technology is truly integrated and not disjoint, learners use

cyber –café to enhance self-learning by accessing, organizing and analyzing a vat

world as rich source – whether to download original source document room the library

of congress of taking a virtual of a museum. The findings equally oppose the views of

Anne and Stewart (2003) who contended that cyber–café offer access to a virtual

class/school – a form web – based education which uses web – based technology to

build and integrated learning environment that supports self-placed learning. The

finding of this study also contrast the position of NUC (1999) that cyber –café is

turning learning to pen learning, virtual environment involving self learning at

anytime and place via data network not limited to the boundaries of an institution.

However, the remaining nine activities as stated for self-learning via the use of

cyber –café recorded “used response option”. The grand mean indicated a used

response option supported the position of Umar (2003) that many instructors and

Students use cyber-café to explore different options at their own pace thereby

increasing their understanding of the learning activity. The finding also supported the

view of Ezema 92007) who posited that both instructor and students of higher

institution use cyber-café to access USENET (a collection of thousands of topically

organized news groups covering everything from super computer design to budget

coed jumping and raging in distribution from the whole to single institutions) for

individualized leering. The findings of the study also reaffirmed the position of Umar

(2003) that many instructors and students use cyber-café to improve learning focus

and self-directed learning by reaching out to learning experiences on the Net

independent of the teacher.

The Null Hypothesis two (H02) formulated in line with research question three

was accepted on all the ten items on the extent of utilization of cyber-café in self-

learning in higher institutions Cross River State. This is because the calculated F-

valves for all the ten items were below the table F-value. These findings oppose the

higher institutions where cyber – café is fully integrated educators and students would

be more exposed to the use of cyber-café especially for self ;earning than those with

local Network Area Connection.

55

Extent of utilization of cyber-café’ in collaborative learning in higher institution

in Cross River State.

The finding of this study revealed (as shown on tale) that cyber - café’ was used

in only three out nine activities as state for collaborative learning. These activities

include; engaging in structure web leaning which accelerates openness, sharing and

collaborative learnin, engaging in collaborative learning for self dependence and self-

directed learning and interdisciplinary on-line study. The finding of this study

supported the views of Anne and Stewart (2003) who contented that many people use

cyber-café’ to manage and engage in an on-line class discussion- a curriculum design

that emphasizes learner input and feedback, and technology that makes everything

seamless and fluid. Thus, enabling instructors and participants to predetermine

pairing, ensuring that participants have a chance to meet on-line the finding are also in

line with the position of Stewart (1999) that cyber-café’ enable learners and instructor

to findings of study also supported. The submission of Schuyler (2005) that learner

and instructor use cyber-café’ to engage in structures web-learning on-line learning

which accelerates openness, sharing and collaborative learning.

However, six out of nine activities for collaborative learning via the use of

cyber-café’ as state recorded “rarely used” response option. This finding opposes the

position of Kaplan (2008) that cyber-cafe’ promote virtual collaborative that is

focused on addressing a specific topic area, usually supported by one more on-line

learning tools and media. The finding of this stdy also contrast the view of Ajayi

(2000) who asserted that learners and instructors use cyber-café’ to engage in

collaborating on-line projects and programmes which accelerates openness, staring

and collaborative learning.

Extent of Utilization of Cyber-Café’ in Evaluation of learning in

Higher institution in Cross River State.

The findings of this study revealed (as shown in table 9) that cyber-café’ was

used in only two evaluation activities out of nine as state prominent among these

56

evaluation activities include accessing e-mail services for on-line making of

assignment, enquiries, exercises, etc to students, and provision of immediate feedings

of this study is in line with corner (2002) who state that student and educators in

different institutions or part of the globe use cyber-café’ to access e-mail service

which could be used to route assignment to students, submit completed assignment to

teachers and make enquiries and receive responses for teaching and learning. The

finding of the study also supported the position of Anne and Stewart (2003) that many

instructors and students’ use cyber-café’ to develop a capacity for self- evaluation.

However, the remaining seven activities for evaluation of learning via the use of

cyber-café’ as state was rarely used by lectures in higher institution in Cross River

State. The grand mean showed a rarely use response options. The finding of the study

oppose the view of Afolabi (2001) who posited that learners and instructors use cyber-

café’ to access the web-sites of an institution or examination bodies like West African

Examination Council (WAEC) National Examination Council (NECO), joint

Admission and matriculation Board (JAMB), etc from different parts of the study also

oppose views of Anne and Stewart (2003) who contented that< many instructors and

students’ cyber café to develop a capacity for self- evaluation.

The Null Hypothesis three (HO3) formulated in line with research question five

was accepted on eight of the nine items on the extent of utilization of cyber-café’ in

evaluation of learning in higher institution in Cross River State. This is because the

calculated Z-values for the eight items statement were below the table Z-value. The

null hypothesis was however reject on providing immediate feedback and positive

reinforcement since the calculated Z-value was greater than the table Z- value at the

accepted significant level. The finding is in line with corner (2002) who stated that

both experienced and in experienced teacher used cyber-café’ in evaluating students’

progress.

Also the result of analysis of variance (ANOVA) in table 7 revealed that there

was no significant difference among the three groups of respondents (lecturers of

UNICAL, CRUTECH and F.C.E) regarded their opinion on the extent of utilization of

Cyber-Café in instruction delivery in higher institutions in Cross River State. This

finding oppose the position of Mathew (1999) Who contended that every higher

57

institution in Nigeria has her own form of local or internationally host web servers

officially representing the institution with varying of comprehensiveness.

58

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter summarizes the study by highlighting re-statement of the problem,

summary of procedures used, implications of the study, conclusion, recommendation

and suggestion for further studies

Re-statement of the problem

Available research evidences (Stewart, 1999; Afolabi, 2001; A.A.U, 2003 and

Ann and Stewart, 2003) have shown that higher institutions that have not adopted the

use of Cyber-Café in teaching and learning would be out of competition in the

educational market. Considering the on- going expansions in Nigeria and the

attendant explosion in students enrolments, it is obvious that available infrastructure to

higher institutions has become inadequate. Moreover, with current advances in ICT,

students’ expectations of learning formats are also shifting. According to Corner

(2004), it is therefore not clear how Cyber-Café can impact the landscape of higher

institutions. Moreso, perhaps due to the “digital divide” that exists among nations little

is known about the impacts of Cyber-Café in teaching and learning in higher

institutions in developing countries like Nigeria (UNESCO, 1998).

Furthermore, education berries are falling, global competition among higher

institutions as well as from private sectors is intensifying and world- wide. Higher

institutions seek more efficient ways to deliver training to a geographically disperse

society. Many higher institutions today are using cyber-café strategy to cope with

some of these challenges, and the demand for cyber-cafe is likely to grow fast. Thus,

lecturers and students in the higher institutions are always challenged to participate in

order to stay update according to research reports (Achuonye, 2003).

These observed short – comings cast doubts on the efficiency of existing higher

institutions in Nigeria. There is therefore, a crisis situation that required urgent

solutions. It was on the basis of this that the researcher decided to situate his study on

59

the extent of utilization of cyber-café in teaching and learning in higher institution is

Cross River State. The purpose of the study includes;

1. to determine the extent of utilization of cyber-café in lesson preparation in

higher institution in Cross River State.

2. determine the extent of utilization of cyber-café in instructions delivery in

higher institutions in Cross River State.

3. to find out the extent to which cyber-café is used in self-learning in higher

institutions in Cross River State.

4. to find out the extent to which cyber-café is used in collaboration learning in

higher institutions in Cross River State.

5. to determine the extent of utilization of cyber-café in evaluation of learning in

higher institutions in Cross River State.

Summary of Procedures Used

The researcher investigated the extent of utilization of cyber-café in teaching

and learning in higher institution in Cross River State. Relevant literature was

reviewed according to the specific objective of the study. The study employed a

survey research design. The population of the study consisted of 1485 respondents

(lecturers) drawn from the three higher institutions in Cross River State. This

population was considered quite large so a sample of 297 respondents was used for the

study.

A4 – point likert scale made up of 46 structured questionnaire items were used

for the purpose of collecting data for the study. The instrument was subjected to face

validation by three experts from Vocational Teacher Education University of Nigeria

Naukka. The reliability co-efficient of the instrument obtained for each section of the

questionnaire was, 0.65, 0.71, 0.82, 0.95 and 0.88 using person product moment

correlation. The questionnaire was administered by personal contact with the aid of

three research assistants. 260 out 297 copies administered were completed and

returned, showing 88% returns. The five research questions were answered using

mean scores and standard deviation, while Z-test and analysis of variance (ANOVA)

were used to test the three null hypotheses at 0.05 level of significance. Discussion

60

was made based on findings of the study where as conclusion, implication;

recommendation and limitation of the study were presented finally suggestions for

further studies were made.

Principal Findings

Based on the data analyzed, it was found out that,

1. Respondents agreed that the overall extent of utilization of cyber-café in lesson

preparation was used irrespective of the fact that some individual extent of

utilization of cyber-café in lesson preparation was used while other rarely used.

2. Cyber-café was rarely used in instruction delivery in higher institutions.

3. Cyber-café was used in self-learning in higher institutions in Cross River State.

4. Lecturers of higher institutions rarely use cyber-café in collaborative learning.

5. Cyber-café was rarely in higher institutions in evaluation of learning.

6. There was no significant difference among the mean ratings of respondents in

the extent of utilization of cyber-café in instruction delivery in higher

institutions.

7. There was no significant difference among the mean rating of respondents on

the extend of utilization of cyber-café in safe-learning.

8. There was significant difference in the mean rating of experienced and

inexperienced teachers on the extent of utilization of Cyber-Café in evaluation

of learning in only one item out nine items.

Conclusion

Based on the results or findings of this study, the following conclusion were

made

1. Cyber-café was used in all the activities stated in lesson preparation in Cross

River State except in obtaining variety of audio visual materials such as

pictures, posters films transparencies, video tapes, etc and surfing the Net for

manipulative aids like specimens, models experiments, simulators and learning

kits.

61

2. Cyber-café was rarely used in instruction delivery in higher institution in Cross

River.

3. There was no significant difference among the mean rating of respondents on

the extent of utilization of cyber-café in instruction delivery in higher

institutions in Cross River State.

4. Cyber-café was used in higher institutions in Cross River State in all the

activities stated for self-learning except in accessing a virtual classroom for

learning materials at any time and place.

5. There was no significant difference among the mean rating of respondents on

the extent of utilization of cyber-café in self-learning in higher institution in

Cross River.

6. Only 2 out of the 9 items stated on the extent of utilization of cyber-café in

collaborative learning were recorded used. The rest had rarely used response

option.

7. Only 2 statements on the extent of utilization of cyber-café in evaluation of

learning recorded used. The remaining of items had rarely used response

option.

8. No significant difference was observed in the 9 items on the extent of

utilization of cyber-café in evaluation of learning exception item number 8

where the opinion of the respondents differed.

Implication of the Study

The findings of this study have far-reaching implications. The result reveals

rarely used and used extent for individual aspects of utilization of cyber-café in lesson

preparation. The rarely used extent of cyber-café in some aspects of lesson

preparation is an indication of the fact that measures for effective utilization of cyber-

café in lesson preparation is poorly implemented in the area of the study. This

naturally suggests necessary technical packages to ensure of the used extent of cyber-

café in all aspects of lesson preparation. This could be achieved through co-ordinates

and integrated efforts of the ministries of education. It is believed that the ministries of

62

education should refocus their diffusion strategies to enhance effective utilization of

cyber-café in lesson preparation.

Cyber-café was rarely used by lecturers in higher institutions in instruction

delivery. This place a requisition on the lecturers and lecturers and administrators to

see the need for knowledge update through seminars, workshops and retraining on the

current methods of delivering instructions. Government should sponsor lecturer to

attend seminars and workshops so use to increase their exposure on the use of cyber-

café in learning and teaching in higher institutions.

The government has important roles to play such as provision of appropriate

incentives for lecturers, encouraging lecturers to make use of the available cyber-café

in teaching and learning, provision of effective cyber-café in each institution of higher

learning. Education administrators should thoroughly study and understand the factors

responsible for poor usage of cyber-café in teaching and learning in higher institutions

with a view to make budgetary provision to incorporate such needs as the provision of

facilities, retraining of staff, curriculum reviewer, etc to accommodate cyber-café

utilization in teaching and learning in education system.

The federal government should through the various ministries of education

study the areas of infrastructure required, development, or capacity building and

budgetary requirement to initiate and stain cyber-café for collaboration in teaching

and learning self-learning and evaluation of learning.

Recommendation

From the findings, the following recommendations were made.

1. The Federal Government should draw up appropriate policies based on this

study in faviour of cyber-café utilization in teaching and learning in higher

institutions.

63

2. The Federal and State Ministries of Education should draw up a uniform

training programme based on utilization of cyber-café in teaching and learning

in higher institutions.

3. Utilization of Cyber-café in teaching and learning should be included the

NCCE, and NUC curriculum for vocational and technical Education.

4. Seminars and workshops should be organized by the ministry of Education for

lecturers on the use of cyber-café in higher institution.

5. National Commission for Colleges of Education (NCCE) and National

Universities Commission (NUC) should initiate and develop regular seminars

and workshops to train their staff in the area of utilization of cyber-café.

6. Lecturers should see the need for adopting the current methods in teaching and

learning using ICT tools such as cyber-café for global collaboration.

Suggestions for Further Studies

The following suggestions have been made.

1. The study should be replicated in other states of the federation.

2. A study should investigate the factors responsible for poor usage of cyber-café

in higher institutions in teaching learning.

3. Further research study on the strategies for effective utilization of cyber-café be

conducted.

4. A study on the skills required for effective utilization of cyber-café be

conducted.

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68

APPENDIX A

REQUEST FOR COMPLETION OF QUESTIONNAIRE

Dept. of Vocational Teacher Education

University of Nigeria,

Nsukka

Date ……………………….

Dear Respondent,

Letter of Introduction

I am a postgraduate student determining the extent of utilization of cyber-cafes in

higher institutions in Cross River State. I am soliciting your co-operation in providing

the needed information for the study.

69

Kindly therefore, assist by completing the questionnaire, by supplying the

required information to the best of your knowledge. Please be frank as much as

possible, since your responses would be treated confidentially.

Thanks for your anticipated co-operation

Yours faithfully

Signed

Angib, Maurice Udie.

QUESTIONNAIRE FOR LECTURERS

This questionnaire is designed to determine the event of Utilization of Cyber-Café

in Teaching and Learning in Higher Institutions in Cross River State.

Part 1 --- Personal Data

Please complete the information below as applicable.

Sex: Male ( ) female ( )

Name of Institution ………………………………………………….

Years of experience: 1-5years ( ) 6-10years ( )

11 and above ( )

Part 11

70

The items in this part are organized in sections: A - E, and are presented in five

(5) clusters;

Extent of utilization of Cyber- café in lesson preparation

Extent of utilization of Cyber- café in instructions delivery

Extent of utilization of Cyber-café in self –learning.

Extent of utilization of Cyber-café in collaborative learning

Extent of utilization of Cyber- café in evaluation of learning

For each item please, indicate by checking (�) the option which most

satisfies your conscience. The following scale options are given to you.

Often Used ------- OU (4)

Used ------ U (3)

Rarely Used ---- - RU (2)

Not Used --- NU (1)

SECTION A: EXTENT OF UTILIZATION OF CYBER- CAFÉ IN LESSON

PREPARATION

Please indicate the extent to which cyber-café is used in the following activities in

preparation of lesson:

S/N Statement OU U RU NU

1 Locating learning materials available on the Net.

2 Accessing file transfer protocol (FTP) facility on the

Net to download or update lecture materials.

3 The Net (e .g..WWW, on – line catalogue, etc.)

4 Obtaining variety of printed materials like text-

books, work books, standard books, magazines,

71

journals etc.

5 Obtaining variety of audio- visual materials such as

picture, posters, film, transparencies, video tapes,

etc.

6 Surfing the Net for manipulative aids like

specimens, models, experiments, simulators and

learning Kits.

7 Obtaining relevant and suitable resources for a given

topic and subject available on the Net.

8 Designing and retrieving structure learning

experiencing.

SECTION B: EXTENT OF UTILIZATION OF CYBER- CAFÉ IN

INSTRUCTIONS DELIVERY

Please indicate the extent to which cyber-café is used in the following activities in:

instructions delivery procedure:

S/N Statement OU U RU NU

9. Accessing web conferencing, steaming video

narrated poser point presentation and facilitated

discussion.

10. Delivery of lessons entirely on-line over several days

or weeks.

11. Delivering package content practical resources and

other information to large population of learners

anywhere and at any time without geographical

bounds

72

12 Creating On-line resources

13 Accessing an e-mail list server which provides a

form of tutorial group discussion for lesson.

14 Accessing bulletin boards which provide a

discussion forum for instruction delivery.

15 Accessing WWW to create home pages to deliver

structured learning experiences to learners.

16 Holding virtual classes with colleagues and students

from around the globe.

17 Managing and engaging in an On-line class

discussion.

18 Providing basis for more cost- effective delivery

models for both teachers and learners.

SECTION C: EXTENT OF UTILIZATION OF CYBER- CAFÉ IN SELF

LEARNING:

Please indicate the extent to which cyber-café is used in the following activities in

following self –learning procedure:

S/N Statement OU U RU NU

19. Accessing a virtual classroom for learning material at

any time and place

20. Downloading original source document for self –

learning.

21. Taking a virtual tour to web –based education for

learning materials for self-learning pace learning

22. Accessing use Net for individualize learning

23. Accessing a well –designed computer courseware for

self - learning.

24 Accessing contents i.e. accessing information and

73

new instruction possibility or self-pace learning.

25 Improving learning focus and self directed learning.

26 Controlling learning activities in order to promote

learning autonomy.

27 Exploring the Net for learning experiences

independent of the teacher.

28 Taking extra steps into learning on one’s own.

SECTION D: EXTENT OF UTILIZATION OF CYBER- CAFÉ IN

COLLABORATIVE LEARNING:

Please indicate the extent to which cyber-café is used in the following collaborative

approaches to learning:

S/N Statement OU U RU NU

29. Engaging in structured Wed-learning which

accelerate openness, sharing and collaborating

learning.

30. Keeping engaged, connected and productive for a

designed period of time in group projects, discussion

and receiving mentoring from peers or instructors

31. Engaging in collaborative learning for self-

dependence and self directed learning.

32. Developing on –line pedagogical and curricular

strategies

33. Participating in an on-line student led discussion

group.

34. Active construction of knowledge on net.

35. Interdisciplinary on – line study.

36. Collaborative on - line team teaching.

37. Co-ordinating on – line study programs

74

SECTION E: EXTENT OF UTILIZATION OF CYBER- CAFÉ IN

EVALUATION OF LEARNING:

Please indicate the extent to which cyber-café is used in the following

Evaluation procedure:

S/N Statement OU U RU NU

38. To access e-mail services for on-line mailing of

assignment, enquiries, exercises, etc to students

39. On-line submission of completed assignment, class

Work or examination to teachers.

40. Collaborative on-line assignment/ class Work.

41. To access the web for result of assignment, class

work or examination.

42. Developing a capacity for elf- evaluation

43. Publishing of evaluation report on the Net e.g.

WWW,e-publishing

44. Advertising and publishing report of experiment(s)

45. Providing immediate feedback and positive

reinforcement.

46 Providing easy measurement of the training process

and results

APPENDIX B1

RESULTS OBTAINED DURING THE FIRST TEXT ( X)

S/N OU U RU NU TOTAL X REMARKS

1. 10 9 11 - 30 2.97 U

2. 7 15 7 1 30 2.93 U

3. 11 10 8 1 30 3.03 U

4. 8 11 8 3 30 2.80 U

5. 5 9 10 6 30 2.43 RU

6 5 7 11 7 30 2.33 RU

7. 13 11 5 1 30 3.20 U

75

8. 5 11 9 5 30 2.53 U

APPENDIX B2

RESULTS OBTAINED DURING SECOND THE TEXT (Y)

S/NO: OU U RU NU TOTAL Y REMARKS

1. 11 10 9 - 30 3.07 U

2. 5 17 8 - 30 2.90 U

3. 10 10 9 1 30 2.97 U

4. 11 9 6 4 30 2.90 U

5. 4 8 11 7 30 2.30 RU

6. 6 4 12 8 30 2.33 RU

7. 15 10 5 - 30 3.33 U

8. 5 10 10 5 30 2.50 U

76

APPENDIX C

RELIABILITY OF INSTRUMENT

Section A to E of the administrations of research instrument obtained text- retest

Result that yield the following reliability with person product moment correlation

Coefficient (r) formula

r = ∑(x - x )( y – y )

√∑(X- x)2 ∑(y-y)

2

Where ; x = results obtained during the first test

y = results obtained during the second test

x = mean of 5the results obtained during the first test

y = mean of result obtained during the second test

∑ = summation of sign

Section r

A 0.65

B 0.71

C 0.82

D 0.95

E 0.88

APPENDIX D

CALCULATION OF PERSON PRODUCT MOMENT RELIABILITY TEST

FOR SECTION “A” OF THE INSTRUMENT

X

Y

X-X

Y- Y

(X- X)(Y- Y)

(X -X)2

(Y- Y)2

2.97 3.07 0.19 0.28 0.0532 0.0361 0.0783

2.93 2.90 0.15 0.11 0.0165 0.0225 0.0121

3.03 2.97 0.25 0.18 0.0450 0.0625 0.0324

2.80 2.90 0.02 0.11 0.0022 0.0004 0.00121

2.43 2.30 -0.35 -0.49 0.01715 0.1225 0.2401

77

2.33 2.33 -0.45 -O.46 0.2070 0.2025 0.2116

3.20 3.33 0.42 0.54 0.2268 0.1764 0.2916

2.53 2.50 -0.25 -0.29 0.0725 0.0441 0.0625

∑x=22.22

x=∑fy

N

= 22.22

8

= 2.78

X =

2.78

∑y =

22.30

Y=∑fy

N

= 2230

8

= 2.79

Y=2.79

∑(X-X)

= 0.02

∑(Y- Y)

= - 013

∑ (X-X)(Y-Y)

= 0.3447

∑ (X –

X)2

=0.6670

∑ (Y-Y)2

=0.9408

r = ∑ (X –X) (Y-Y)

∑ (X-X)2 ∑( Y- Y)

2

Where, ∑ (X-x) ( Y-Y) = 0.3447

∑ (X- x)2 = 0.6670 and ∑ (Y-Y)2 = 0.9408

∑ (Y –Y )2 = 0.9408

Hence, = 03447

0.6275136 = 03447 = 0.65

0.5284

r = 0.65

APPENDIX E

COMPUTATION OF MEAN AND STANDARD DEVIATION

78

Mean X =∑ fx, SD =

∑f(X1 )2

n-1

Example for item 1, n = 260

Response

option

x f f x x-x=x, f(x1)2

OU 4 87 348 1.13 111.0903

U 3 65 195 0.13 1.0985

RU 2 96 192 -.0.87 72.6624

NU 1 12 12 -1.087 419628

∑f=260

∑fx = 747 ∑f(x1)2

= 226.814

X = 747 = 2.87

260

S.D =

226.814 = 0.94

260 – 1

.

. . X = 2.87 and S.D = 0.9

APPENDIX F

COMPUTATION OF ANOVA

79

EXAMPLE FOR ITEM 9

UNICAL (GROU9P A) CRUTECH (GROUP

B)

F.C.E. (GROUPC)

Response

option

X FA XA XA2

FB XB XB2

FC XC XC2

Often

Used

4 17 68 4624 14 56 3136

8 32 1024

Used 3 44 132 17424 25 75 5625 19 57 3249

Rarely

Used

2 45 90 8100 25 50 2500 18 36 1296

Not Used 1 24 24 576 15 15 225 10 10 100

NA= ∑XA = ∑XA2

=

130 314 30724

NB= ∑XB ∑XB2

79 = 195 = 11486

NC= ∑XC ∑XC2

51 = 135 = 5669

X A= ∑XA =314 = 2.42; XB = ∑XB = 196 = 2.408

Na 130 NB 79

X C = ∑Xc = 135 = 2.65

Nc 51

Xt =2.42+2.48+2.65 = 7.55 =2.52

3 3

dft = k-1, k = nA + nB +nc = 260 – 1 =259

dfb = N – 1 = 3-1 = 2

dfw = K –N =260-3 =257

SSB = ( ∑ XA - Xt )2n

= ( 2.42- 2.52)2

+ (2.48-2.52)2

+ ( 2.65-2.52)2

- 0.01 + 0.0016 + 0.0169 = 0.0285

SSW = (∑ XA) 2 = 30724 – (314)

2

nA 130

SSWB = ∑XB2 – ( ∑ XB )

2

nB

80

= 11486 – (196)2

79 =11486- 486.25=1099 72

SSWc= ∑Xc2 (∑Xc)

2 =5669- (135)

2

Cn 51

=5669-357.35 = 5311.65

SSW= 29965.57+ 1099.72+5311=46276.94

VB = SSB_ = 0.0285 = 0.0145

dfb 2

VW = SSW = 46276.94 = 180.0659144

,

dfw 257

F = VB = 0.01425 = 0.000079137

VW 180.06591144 = 0.0000791

APPENDIX G

Z – TEXT FORMULA FOR TESTING HYPOTHESIS 3

Z = X1 – X2

S2 1 + S

2 2

n! n2

Where; Z = Z-test statistics ( calculated value)

X1 = mean of the first group (Experienced lecturers)

X2 = mean of the second group (inexperienced lecturers)

S21 = Standard deviation for the first group

N1 = Number of respondents in the first group

N2 = Number of respondents in the second group.