Pattern of usage of ICT in academic exercise and perceived challenge among students

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Pattern of usage of ICT in academic exercise and perceived challenge among students of  college of health nnewi (CHS) Nnewi

ABSTRACT

This study employed correlational research design in investigating the Pattern of usage of ICT in academic exercise and perceived challenge among students of College of health nnewi (CHS) Nnewia. One hundred and eight (108) male and female CHS students made up the sample of this study. ICT usage scale and Academic Performance Scale were the instrument used for data collation. The data collected were analysed using and PPMC (r) and t-test. The findings of this study revealed that ICT usage has significant relationship on the students‟ academic performance as the higher the ICT usage, the higher the students‟ academic performance (r = 0.771, p= 0.011), significant relationship existed between those using ICT tools for academic purpose and those that are not using ICT tools among students  (r = 0.689, p = 0.037), significant differences exists between male and female ICT usage among students (t = 7.971, p = 0.0061) and significant differences existed between male and female ICT usage and academic performance among students of College of health Nnewi(t = 5.821, p = 0.007). Based on the findings and conclusion, recommendation were made that the school management should make ICT usage compulsory to all student to improve their academic performance, teachers should be encourage to teach and set a high standard, aspiration and expectation to students‟ who don‟t use ICT tools for studies to adopt it and make use of them so as to come out with an excellent academic performance and prepare them for future practice, the school management should make ICT tools available in school for students to make use of them in respective of gender so as to make good result outcome, seminars on how to make use of ICT effectively and positively should be organized to students in respective of male and female in order to have equal higher academic performance.

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