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GENDER
ISSUES
AND
ICT
SKILL
AWARENESS
AND
USES
DELTA
STATE
UNIVERSITY,
ABRAKA,
NIGERIA
ANHO,
Josif
Efe
efejosiffyahoécom.uk
08035413324
Department
of
educational
Administration
and
Policy
Studies,
Delta
State
University,
Abraka
Abstract
The
research
is
on
gender
issues
and
ICT
skill
awareness
and
uses
in
Nigerian
Universities.
The
descriptive
survey
method
was
used
as
the
research
design.
The
stratified
random
sampling
technique
was
used
to
sample
901
female
and 401
male from
200,
300
and
the
400
level
undergraduate
students
from
the
seven
(7)
faculties
in
the
Delta
State
University,
Abraka.
The
main
instrument
was
the
questionnaire.
Two
research
questions
were
raised
as
guides
and
two
hypothesis
were
tested.
The
mean
rating
of2.
50
and
above
was
established
as
acceptance
level
of
high
awareness/agreement.
The
Z-test
statistics
was
used
to
test
the
hypotheses.
The
findings
revealed
that
the
level
of
ICT
skill
awareness
and
uses
is
generally
distributed
among
male
and
female
University
undergraduate
students,
especially
in
tue
low/general
JCT
skills.
The
level
of
awareness
and
use
is
higher
in
these
low/general
ICT
skills
than
the
high/specific
skills.
There
is a
significant
difference
in
the
level
of
awareness
and
use
by
male
and
female.
There
are
gender
related
factors/issues
accounting
for
the
disparity
in
the
level
of
awareness
and
use.
It
was
recommended
that
there
should
be
spec
jf
Ic
budgetary
allocation
to
the
Ministry
of
Education
for
women
ICT
uses
and
Women
should
be
involve and
engaged
in
ICT
on
an
equal
footing
with
men.
Introduction
Information,
Communication
and
Technology
(ICT)
are
key
for
the
empowerment
of
both
women
and
men,
however,
women
have
more
to
gain
because
they
are
the
most
disadvantaged
where
development
opportunities
are
concerned.
This
assertion
is
supported
with
the
writings
of
Rahin
(2011)
when
she
noted
that
over
half
the
world’s
population
still
lives
on
less
than
S2
(dollars)
a
day.
Eighteen
percent
of
this
or 1.1
billion
people
live
in
extreme
poverty
on
Si
(dollar)
or
less
a
day.
Forty
percent
are
unemployed
and every
five
adults
are
illiterate.
The
writer
explains
further
that
more
than
70
million
children
are
out
of
school
and
a
larger
untracked
number
dropout
of
schools
even
before
their
primary
stages
of
schooling,
in
each
of
these
categories
women
and
girls
make
up
the
majority.
Therefore
attention
to
the
particular
needs
of
women
and
girls
is
hereby
advocated
given
their
position
of
relative
disadvantage,
we
have
to
create
a
world
of
equal
opportunities
and
develop
the
Human
Resources
of
our
Delta
State,
Nigeria,
African
and
the
World
through
equal
opportunities
through
the
use
of
Information
and
Communication
Technology.
It is
the
belief
of
this
writer
that
if
more
people-especially
women
and
girls
in
higher
levels
of
education
gain
access
to
Information
and
Communication,
the
better
they
will
become
placed
to
make
decisions
that
improve
their
own
lives
and
help
the
world
address
the
problem
of
social
and
economic
disparities.
Rahin
(2011)
note
that
while
digital
opportunities
are
spreading
to
both
men
and
women,
the
existing
gender
divide
that
runs
across
all
social
and
income
groups
has
been
amplified
where
ICT
is
concerned.
She
asserted
that
throughout
the
world,
women
face
serious
challenges
that
limits
or
prevent,
their
access,
use
and
ownership
of
ICT.
These
challenges
stern
from
economic,
social
and
cultural
obstacles,
which
must
be
tackled
for
the
sake
of
equitable
development
opportunities.
According
to
Haikin
(2011)
the
key
elements
of
knowledge
in
society
are;
ICT
use,
highly
educated
and
skilled
people,
progress
in
science
and
technology
and
innovation
in
the
development
of
small and
medium
sized
enterprises,
scientific
and
technological
knowledge.
Explaining
further
the
writer
noted
that
these
can
improve
the
lives
of
the
poor
in
many
ways,
such
as
through
better
nutrition
and
health,
higher
crop
yields,
cleaner
water,
and
providing
renewable
energy
sources.
ICT
will
bring
innovation
and
develop
national
capacities
and
leads
to
job
creation
and
poverty
reduction,
for
woman.
Therefore,
the
world
should
be
concerned
with
the
creation
of
socially
inclusive
knowledge
societies,
especially
including
women
who
have
been
bypassed
in
many
fields
and
in
many
countries.
Halkin
(2011)
concludes
that
knowledge
should
not
only
be
for
economic
growth
but
its
foremost
use
should
be
to
empower
and
develop
all
sectors
of
the
society
to
understand
and
use
knowledge
to
increase
the
quality
of
people’s
lives
and
to
promote
social
development.
A
socially
inclusive
knowledge
society
empowers
all
members
of
society
to
create,
receive,
share
and
use
information
and
knowledge
for
their
economic,
social
cultural
and
political
development.
Commenting
on
the
need
to
include
the
special
need
of
women
into
consideration
in
ICT
programme
Gupta,
(2011)
noted
that
gender
has
not
been
on
the
conscious
agenda
of
the
Information
and
Communication
Technology
for
Development
(ICE 4D)
domain
area.
It is
not
therefore
unusual
for
development
programmes
to
be
conceptualized
without
taking
into
consideration
the
key
or
special
needs
of
women.
He explains
further
that
even
when
development
programmes
have
addressed
access
issue,
like
this
telecasters,
infrastructure
development,
etc.,
they
have
been
put
in
place with
a
concern
for
reaching
the
unreached,
but
not
necessarily
developed
with
gender
sensitive
designs,
or
bearing
in
mind
the
language
and
social
needs
of
women.
It
is
therefore
important
to
note
that
the
GDP
contribution
of
women
to
the
national
growth
is
over
50
percent
of
the
agrarian
contribution,
as
they
are
engaged
in
most
of
the
economic
production
activities.
Also,
in
the
unorganized
sector,
women
contribute
substantially
to
services
being
rendered.
In
developing
countries,
particularly
in
South
Asia,
women
are
the
most
marginalized, having
to
confront
more
than
one
kind
of
discrimination
or
the
other.
They
are
usually
powerless,
often
head
households,
without
having
ownership
of
land
or
other
assets.
This
makes
it
almost
impossible
for
them
to
demand
any
access
to
infrastructures,
and
even
if
they
do
manage
to
organized
themselves,
they
often
do
not
have
sufficient
negotiating
powers
(Gupta,
2011).
With
the
advent
of
new
technologies
for
communication-telephones
or
mobile,
or
computers,
there
has
been
a
slow
but
steady
uptake
of
the
technologies
by
women.
The
involvement
and
engagement
of
women
in
the
information
and
technology
society
on
an
equal
footing
with
men
will
directly
contribute
to
improving
the
livelihood
of
people,
making
it
more
sustainable
and
thereby
promoting,
the
social
and
economic
advancement
of
societies
by
creating
new
opportunities
for
empowerment,
improving
in
livelihoods,
and
overall
well
being
of
the
families
that
women
nurture
(Gupta,
2008;
UNESCO,
2003).
Educational
institutions
all
over
the
world
are
by
their
nature,
generators
of
knowledge
through
research,
analysis,
information
integration
and
community
development.
Presently,
there
are
a
number
of
ICTs
for
education
initiatives
at
various
stages
of
development
being
carried
out
by
the
education
co-ordinating
agencies
of
government
and
the
ministry
of
education.
These
are:
-
The
Nigeria
Universities
Commission
Network
(NUNet)
Project
-
The
Polytechnics
Network
(Poly
Net)
Project
-
The
School
Net
Project
-
The
Nigerian
Education
Academic
and
Research
Net
Work
(NEARNet)
-
The
Teachers
Network
(Teach
Net) Project
-
National
Open
University
-
National
Virtual
(Digital)
Library
(Ministry
of
Education/NIC)
-
National
Virtual
Library
(Ministry
of
Science
and
Technology
JNITDA)
-
National
Information,
Communication
and
Education
Programme
of
the
Presidency
(Mac.
Ikemenjina,
2005).
In
all
these
no
specific
programme
has
been
designed
to
carter
for
the
needs
of
Women
and
ICT
uses.
Statement
of
Problem
Studies
have
shown
access
and
usage
treads
that
are,
on
overage,
higher
among
men
than
women
in
the
same
community
(Huyer,
Hafkin,
Erti,
&
Dryburgh,
2005;
Mitter
&
Rowbothan,
1995).
Furthermore,
disparities
in
formal
education
between
girls
and
boys,
as
well
as
between
women
and
men,
have been
shown
to
play
a
significant
collective
role
in
how
ICTs
are
appropriated
along
gender
lines
in
developing
countries
(Hafkin
&
Taggart,
2001;
Gurumurthy,
2003),
a
number
of
papers
have
been
written
on
the
role
that
ICT
play
in
addressing
gender
disparities
in
literacy
and
education
in
developing
countries
(Dighe
&
Reddi,
2006;
Huyer
et
al,
2005);
however,
limited
research
exists on
how
education
levels
influence
ICT
awareness
and
use
among
women
and
how
this
affect
gender
norms
and
relations
in
a
given
society.
This
study
therefore
examines
gender
issues
and
ICT
awareness
and
use
in
Education.
Purpose
of
the
Study
The
main
purpose
of
the
study
was
to
generally
examine
the
gender
issues
and
specially
examine
level
of
ICT
skills
awareness
and
uses
among
undergraduates
in
Delta
State
University,
Abraka.
Research
Questions
(1)
What
is
the
level
of
ICT
skill
awareness
and
uses
among
male
and
female
undergraduate
students
of
Delta
State
University,
Abraka.
(2)
Are
there
gender
related
issues
accounting
for
the
disparity
in
the
level
of
ICT
skill
awareness
and
uses
among
male
and
female
University
undergraduates
in
Delta
State
University,
Abraka?
Research
Hypothesis
One
Hol:
There
is
no
significant
difference
in
the
level
of
ICT
skill
awareness
and
use
among
male
and
female
undergraduates
in
Delta
State
University,
Abraka.
H02:
There
is
significant
difference
in
the
perception
of
male
and
female
undergraduate
students
on
gender
related
factors/issues
accounting
for
disparity
in
male
and
female
undergraduate
level
of
ICT
skill
awareness
and
uses.
Method
of
Study
The
study
use
a
descriptive
survey,
from
a
population
of25
,583
,.the
stratified
random
sampling
technique
was
used
to
sample
901
female
and 401
male
drawn
from
the
200,300
and
400
undergraduates
covering
all
the
faculties
in
Delta
State
University,
Abraka.
The
main
instrument
was
the
questionnaire
designed
to
find
out
ICT
skills
awareness
and
use
level
in
education
among
male
and
female
undergraduates
in
Delta
State
University,
Abraka.
The
questionnaire
which
was
validated
by
too
experts,
have
a
reliability
coefficient
of
0.80
using
the
person
product
moment
correlation
coefficient
statistical
tool,
through
test-re-test
method.
The
questionnaire
has
two
main
sections
A
and
B.
Section
A
deals
with
the
respondents
biographical
information,
it
contains
information
on
Faculty,
Department,
level
of
study,
gender
and
age.
Section
B
deals
with
items
related
to
student
awareness
and
use
of
ICT
skills
in
education,
it
contains
60
items
with
responses
of
Strongly
Agree
(SA),
Agree
(A),
Disagree
(D),
Strongly
Disagree.
The
data
collected
were
collated
and
presented
in
a
frequency
table
and
analyzed
with
mean.
Items
whose
mean
rating
range
from
2.50
and
above
were
accepted
as
high
level
of
awareness/use
for
ICT.
The
comparative
testing
of
significant
difference
in
level
of
awareness
and
use
of
ICT
in
education
and
the
indices
of
ICT
skills
among
male
and
female
undergraduate
students
was
done
by
the
use
of
the
Z-test
at
the
0.05
level
of
significance.
After
thorough
literature
review
some
low/general
skills
and
high/specific
skills
were
compiled
and
response
to
them
was
used
to
provide
answers
to
research
question
1
some
other
gender
related
issues
accounting
for
disparity
were
used
to
provide
answer
to
research
question
2.
Research
Question
One
What
is
the
level
of
awareness
ICT
skill
and
uses
among
male
and
female
undergraduate
students.
Tablet:
Mean
Rating
of
Undergraduate
Students
on
ICT
Skttl
Awareness
and
Use
in
Education
Items/Statements
Mean
Response
S/N}
A.
Low/General
ICT
Skill
Awareness
and
Male
|
Female
|
Result
Uses
(Items
1-28)
1.
|
ICT
aids
user's
skills
and
understanding
2.65 2.50
High
Awareness
2._}
ICT
promotes
in
the
user
interactive
learning
2.45
2.89
High
Awareness
3.
|
ICT
develop
user's
problem
solving
abilities
2.94
2.61]
High
Awareness
4._|
ICT develop
user's
ability
to
organize
work
2.50
2.52
High
Awareness
5.
|
[can
operate
computer
2.15
2.00
Low
Awareness
6.
|
ICT
provides
in
the
user
ability
to
perform
basic
}
1.89
2.42
Low
Awareness
data
processing
1.40
Low
Awareness
7.
|
ICT
provides
in
the
user
ability
to
perform
basic
|
2.02
2.95
High
Awareness
programming
2.68
High
Awareness
8.
|
Ihave
knowledge
of
fundamental
components
of
|
2.56
a
computer
2.64
High
Awareness
9.
JICT
provide
in
user
the
knowledge
and
|
3.42
2.50
High
Awareness
opportunity
to
communicate
with
people
in
2.85
High
Awareness
foreign
lands
2.92
High
Awareness
10.
|
Users
of
ICT
can
produce
documents
using
[CT
|
3.72
machines
2.89 __|_
High
Awareness
11.
|
Through
[CT
|
can
conduct
research
through
the
|
2.65
internet
2.79
High
Awareness
12,
|
Through
ICT
I
have
knowledge
and
use of
e-
|
2.84
library/ontine
13.
|
Knowledge
of
ICT
leads
to
user
have
effective
|
2.72
and
efficient
storage
and
retrieval
of
2.59
High
Awareness
information/data
2.45 2.95
High
Awareness
14.
]
Through
the
knowledge
and
use
of
ICT
I
can
send
2.79
High
Awareness
and
receiving
e-mail,
fox
messages
2.80
2.52
High
Awareness
15.
|
ICT
knowledge
and
use
create
access
to
good
and
2.68
High
Awareness
current
references
2,75
16.
|
The
use
of
ICT
increase
in
users
knowledge
of
certain
lat-orating
procedures
2.56
2.01
High
Awareness
17.
|
The
use
of
ICT provide
for
the
user
the
knowledge
2.64
High
Awareness
and
use
of
online
tutorials
2.80
2.59
High
Awareness_|
18.
|
ICT
aid
the
user's
learning
and
retention
visually
2.50
2.79
High
Awareness
19.
|
ICT
removes
in
the
user
classroom
tensions
and
1.52
Low
Awareness
pressures
3.42
1.76
Low
Awareness
20.
|
ICT
promotes
entrepreneurship
in
students
2.94
2.68
High
Awareness
21.
|
ICT
leads
to
the
developments
of
data
base
for
lecturers
&
students
2.72
22.
|
ICT
ensure
users
accuracy
of
work
and
eliminate
drudgery
295
Items/Statements
Mean
Response
S/N|
A.
Low/General
ICT
Skill
Awareness
and
Male
Female
Result
Uses
(Items
29-40)
23.
{ICT
aid
application,
registration
and
evaluation
of
|
2.75
students
24.
}ICT
eliminates
outside
and
peers
distraction
when
|
2.80
learning
25.
[ICT
promotes
users
individual
leaming
1.74
26.
}1
use
ICT
for
music,
film
sending
and
receiving]
1.82
messages
27.
{ICT
provides
the
user
with
detail
explanation
with
|
3.42
illustration
28.
|
ICT
promotes
affective,
efficient
university
management
&
administration.
29.
|
Lhave
the
knowledge
of
power
point
1.82
1.76
Low
Awareness
30.
|
[have
the
knowledge
of
word
processors
2.45
2.89
High
Awareness
31.
|
[have
the
knowledge
of
network
building
(internet,
|
1.74
1.52
Low
Awareness
entrant
and
satellite)
1.82
2.03
Low
Awarencss
32.
|
|
have
the
knowledge
of
Computer
Aided-Learning
|
2.06
2.35
Low
Awareness
(CAL)
1.56 1,87
High
Awareness
33.
|
[have
the
knowledge
of
te!e/video
conferencing
2.50
2.52
High
Awareness
34.
|
Thave
the
knowledge
of
archiving
).52
1,76
Low
Awareness
35.
|
[have
the
knowledge
of
editing
text
1.52
2.36
Low Awareness
36.
|
[have
the
knowledge
and
use
of
collating
machine
37.
|
Uhave
the
knowledge
and
use
of
program
languages
|
2.06
2.86
Low Awareness
(Assembles,
Interpreter
and
Computer)
38.
|I
have
the
knowledge
and
use
of
application}
1.85
2.20
Low
Awareness
packages
(graphic,
spread
sheet,
word
processing
|
1.74
1.52
Low
Awareness
and
data
base)
39.
|
[have
the
knowledge
and
use
of
[CT
error
messages
and
debugging
aids
40.
|
1
have
the
knowledge
and
use
of
animation
software.
Research
Question
Two
Are
there
gender
related
issues
accounting
for
the
disparity
in
the
level
of
ICT
skill
awareness
and
uses
in
male
and
female
University
undergraduate
student?
The
information
to
Research
Question
Two
is
contained
in
Table
IIT
Table
IJ:
Mean
and
standard
deviation
on
gender
related
issues
accounting
for
the
disparity
in
the
level
of
ICT
skill
awareness
and
uses
of
male
and
female
University
undergraduate
students
Male
Female
S/N|
‘Items/Statements
X
SD
|
Remark
X
SD
|
Remark
41.
|
Disparity
in
the
level of
formal
3.02
|
1.92
|
Agree
3.25
1.12
{Agree
education
between
male
&
female
42.
|
Burden
of
change
3.14
{2.20
|
Agree
3.15
|
0.72
|Agree
43._|
Western
ethnocentric
manner
3.40
|
2.48
|
Agree
3.45
1096
|Agree
44.
|
Time
constraints
on
women
than
|
3.10
|
2.10
|
Agree
3.40
|
2.15
|Agree
men
45.
|
Poverty
level of
women
3.48
|
2.44
|
Agree
3.30
2.30
[Agree
46.
|
Income
level
differential
of
women
}|
2.91
|]
1.21
|
Agree
|
2.90
|]
1.00
|Agree
47,
|
Cultural
restrictions
of
women
3.28
|
2.56_|
Agree
3.10
2.48
|Agree
48.
|
Barriers
of
uliteracy
of
women
3.14
| 2.20
|
Agree
3.15
0.72
__|
Agree
49._|
Women
marginalization
3.78
|
0.96
ee
3.00
|
242
[Agree
50.
|
Oppressive
socio-cultural
norms
|
3.48
|
2.44
|
Agree
3.30
|}
2.30
|Agree
and
practices
against
women
St.
|
Pre-occupation
with
survival
of
2.67
|
0.95
|
Agree
2.88
|
O80
[Agree
the
family
by
women
52.
{High
cost
of
ICT
hardware
and
2.40
|
1.07
|
Agree
2.00
1.09
|
Disagree
software
53.
}
Limited
amount
of
leisure
for
3.10
|}
2.10
}
Agree
3.40
|
215
|Agree
women
54.
|
Pre-dominantly
urban
domicile
of
|
3.14
|
2.20
|
Agree
3.15
0.72
|
Agree
ICT
facilities
55.
|
Lack
of
women
negotiating
power
|
3.33
|
2.30
|
Agree
3.48
|
2.44
|Agree
as
a
result
of
low
access
to
political
positions
56.
|
Male
dominated
intimidating
3.40
|
2.48
|
Agree
3.45
0.96
|
Agree
educational
environment
57.
|
Deep
rooted
negative
attitude
and
|
3.10
|
2.10
|
Agree
3.40
|
2.15
jAgree
perception
of
science
and
technology
being
for the
male
gender
58.
|
ICT
employment
opportunities
2.22
|
1.24
|
Disagree
|
2.20
1.37
|
Disagree
presently
dominated
by
men
59.
|
Poor
mentoring
by
few
women
3.45
|
2.48
|
Agree
3.45
|
0.96
|Agree
already
in
ICT
60.
|
Lack
of
legislation
and
law
to
3.10.
|
2.10.
|
Agree
3.40.
|
2.15
|Agree
correct
gender
imbalances.
Results
and
Discussion
From
table
I,
the
finding
reveal
levels
of
ICT
skill
awareness
and
use
in
Nigeria
undergraduates
in
the
area
of,
‘low/general
ICT
skills’
these
are;
aid
to
understanding,
promotes
interactive
learning,
problem
solving
ability
to
organize
work,
knowledge
of
fundamentals
components
of
a
computer,
knowledge
of
word
processors,
communication
with
others
in
foreign
lands,
producing
documents
using
ICT,
conducting
research
via the
internet,
knowledge
of
editing
text,
knowledge
and
use
of
e-library/online.
Others
are
effective
and
efficient
storage and
retrieval
of
informational
data,
knowledge
and
use
of
sending
and
receiving
emails,
sending
of
fax
messages,
creation
of
access
to
good
and
current
references,
increase
and
easy
knowledge
of
certain
laboratory
procedures,
knowledge
and
use
of
online
tutorials,
aid
learning
and
retention
visually,
promotes
entrepreneurship
in
students,
development
of
data
base
for
lecturers
and
students,
ensures
accuracy
of
work
and
elimination
of
drudgery,
aid
application,
admission,
registration
and
evaluation
of
students,
eliminates
outside
and
peers
distraction
when
learning,
promotes
individual
learning
and
promotes
effective,
efficient
university
management
and
administration.
15 of
the
40
ICT
skill
awareness
and
use
indices
were
of
low
awareness
under
high/specific
skills.
These
are:
operation
of
computer,
GSM,
ability
to
perform
basic
data
processing,
basic
programming,
knowledge
of
power
point,
network
building
(internet,
entrant
and
satellite,
computer-aided-learning,
tele-video
conferencing,
archiving,
use
of
collating
machine,
use
of
application
packages(graphics,
spread
sheet,
word
processing
and
data
base.
ICT
error
messages
and
debugging
aids,
animation
software,
film
sending
and
receiving
messages
only,
detail
explanation
with
illustration.
The
findings
indicate
more
low
level
of
ICT
skill
awareness
and
use
among
University
undergraduate
students
in
the
high/specific
level
skills.
Table
II
revealed
that
all
the
items
except
item
52;
high
cost
of
ICT
hardware
and
software,
and
item
58;
ICT
employment
opportunities
presently
dominated
by
men
have
mean
value
above
the
critical
value
mean
value
of
2.50.
Therefore
the
corresponding
items
are
factors/issues
accounting
for
the
disparity
in
the
level
of
ICT
awareness
and
uses
in
male
and
female
University
undergraduate
students.
These
are:
Disparity
in
the
level
of
formal
education
between
male
and
female,
Burden
of
change,
Western
ethnocentric
manner,
Time
constraints,
Poverty
level,
Income
level
differential,
Cultural
restrictions,
Barrier
of
illiteracy,
Women
marginalization,
Oppressive
socio-cultural
norms
and
practices,
Pre-occupation
of
the
survival
of
the
family,
Limited
amount
of
leisure
for
women,
Predominantly
urban domicile
of
ICT
facilities,
Lack
of
negotiating
power
as
a
result
of
low
access
to
political
positions,
Male
dominated
intimidating
education
environment, Deep
rooted
negative
attitude
and
perception
of
science and
technology
being
for
the
male
gender,
Poor
mentoring
by
few
women
already
in
ICT
and
Lack
of
legislation
or
law
to
correct
gender
imbalances.
Test
of
Hypotheses
Ho:
There
is
no
significance
difference
in
the
level
of
ICT
skill
awareness
and
use
among
male
and
female
university
undergraduate
students.
Table
III:
Analysis
of
male
and
female
level
of
ICT
skill
awareness
and
use
by
University
undergraduate
students
Group
N
xX
SD
|Df
Cal.Z-
|
Critical
|
Decision
Value
Z-Value
Male
401
21.7
|
4.69
Female
901
18.9
|
4.12
|
1300
|
-6.36
1.96
Significant
Reject
H,
Table
IT
showed
the
Z-test
analysis
between
male
and
female
University
undergraduates
ICT
skill
awareness
and
use
level.
401
male
with
the
21.7
mean,
4.69
standard
deviation,
and
the
female
901 with
18.9
mean,
412
standard
deviation,
and
all
with
1300
degree
of
freedom.
The
calculated
Z-value
is
-6.36
and
the
critical/table
Z-value
is
1.96.
Decision:
Since
the
critical/table
Z-value
is
less
than
the
calculated
Zvalue,
the
null
hypothesis
which
says
that
there
is
no
significant
difference
in
the
level
of
ICT
skill
awareness
and
use
of
male
and
female
University
undergraduate
students
is
therefore
rejected.
The
result
shows
a
significant
difference
in
the
ICT
skill
awareness
and
use
of
male
and
female
University
undergraduate
students.
Ho2:
There
is
no
significant
difference
in
the
perception
of
male
and
female
undergraduate
students
on
gender
related
factors/issues
accounting
for
disparity
in
male
&
female
undergraduate
ICT
skill
awareness
and
uses.
‘Table
IV:
Test
analysis
of
male
and
female
perception
on
factors/issues
accounting
for
disparity
in
male
and
female
undergraduate
level
of
1C1
skill
awareness
and
uses
Group
N
X
SD
Df
Cal,
Z-
Critical
|
Decision
Value
Z-Value
Male
40]
14.9
|
1.29
Female
901
14.8
|
1.16
1300
|
-0.82
1.96
Not
Significant
accept
Ho,
P
<
0.05
Table
IV
shows
the
Z-test
analysis
between
male
and
female
undergraduate
students
on
factors/issues
accounting
for
disparity
in
male
and
female
undergraduate
ICT
skill
awareness
and
uses
level.
The
mean
of
male
was
14.9
and
that
of
female
was
14.8.
The
calculated
Z-value
was
-0.82
while
the
critical
Z-value
was
1.96.
Since
the
calculated
Z-
value
is
less
than
the
critical
Z-value,
the
null
hypothesis
2
is
accepted.
That
means
there
is a
significant
difference
in
male
and
female
perception
of
factors/issues
accounting
for
disparity
in
male
and
female
undergraduate
level
of
ICT
skill
awareness
and
uses.
Findings/Discussion
>»
This
research
reveals
that
the
level
of
ICT
skill
awareness
and
uses
is
generally
distributed
among
male
and
female
University
undergraduate
students,
especially
the
low/general
ICT
skills.
The
level
of
awareness
and
use
is
also
higher
in
these
low/general
ICT
skills,
than
the
high/specific
ICT
skills.
>»
There
is a
significant
difference
between
the
male
and
the
female
students
mean
and
standard
deviation.
The
level
of
awareness
and
use
of
the
male
students
is
higher
than
those
of
the
females.
>»
There
are
gender
related
factors/issues
accounting
for
the
disparity
in
the
level
of
awareness
and
use
of
ICT
skills
among
male
and
female
undergraduate
students.
These
factors
include;
disparity
in
the
level
of
female
education
between
male
and
female,
Western
ethnocentric
manner,
time
constraints
on
women,
poverty
level,
income
level
differentials,
cultural
restrictions,
women
marginalization,
oppressive
socio-
cultural
norms
and
practices,
lack
of
negotiating
powers
as
a
result
of
low
access
to
political
positions,
male
dominated
intimidating
education
environment,
poor
mentoring
by
few
women
already
in
ICT,
and
lack
of
legislation
and
law
to
correct
gender
imbalances
and
bias
among
others.
>»
There
is
no
significant
difference
in
the
perception
of
male
and
female
respondents
on
the
factors/issues
accounting
for
the
disparity
in
the
level
of
ICT
awareness
and
use
by
male
and
female
graduate
students.
These
findings
are
supported
by
Hafkins’
(2008)
assertion
that
while
digital
opportunities
are
spreading
to
both
men
and
women,
the
existing
gender
divide
that
runs
across
all
the
social
and
income
groups
has
been
amplified
where
ICT
are
concerned.
Hafkins
(2008)
explains
further
that
throughout
the
world,
women
face
serious
challenges
stem
from
economic,
social
and
cultural
obstacles,
which
must
be
tackled
for
the
sake
of
equitable
development
opportunities
Meihern
(2008)
also
noted
that
ICTs
usage
and
production
by
females,
half
of
the
worlds
population,
reflects
a
deeper
set
of
socio-economic
stereotypes
and
taboos
related
to
women,
sciences
and
technologies.
These
findings
also
supports
the
works
of
Chaitah
(2009)
who
noted
that
ICT
as
tools
is
embedded
within
existing
social
and
gender
relations,
and
are
perceived,
used,
and
appropriated
in
ways
that
are
subject
to
asymmetries
in
power,
privilege,
opportunity,
and
choice,
of
the
writer
(Chaitah,
2009)
further
supports
his
views
that
indicative
of this
are
studies
examining
ICTs
in
developing
countries,
which
have
shown
access
and
usage
trends
that
are,
on
average,
higher
among
men
than
women
in
the
same
community
(Huyer,
Hafkin,
Erth
&
Dryburgh,
2005,
Mitter
&
Rowbothan,
1995).
Conclusion
Disparities
in
formal
education
between
girls
and
boys,
have
been
shown
to
play
a
significant
collective
role
in
how
ICTs
are
appropriated
along
gender
lines
in
Nigeria
and
other
developing
countries.
ICT
skill
level
of
awareness
and
use
is
generally
distributed
among
the
University
undergraduate
students,
especially
the
low/general ICT
skills
than
the
high/specific
skills.
However,
there
is
disparity
in
the
level
of
awareness
and
use
among
the
male
and
female
undergraduate
students.
There
are
gender
related
factors/issues
accounting
for
the
disparity
in
the
level
of
awareness
and
use.
Recommendation
>»
Provision
of
ICT
infrastructure/facilities
needed
in
primary,
secondary
and
tertiary
institution.
This
can
be
internet,
intranet
and
basic
computer.
»
There
should
be
specific
budgetary
allocation
to
the
Ministry
of
Education
for
women
ICT
uses.
>
Women
should
be
involve
and
engaged
in
ICT
on
an
equal
footing
with
men.
>
Women
and
girls
need
to
have
more
encouragement
and
structured
support
by
way
of
policy
and
programmes
to
use
and
appropriate
ICT.
The
planning
and
implementation
of
ICT
in
education
and
for
development
should
be
viewed
through
a
gender
levis
in
order
to
ensure
benefits
do not
perpetuate
gender
stereotypes
and
biases.
>»
Gender
disparity
in
education
and
life
in
general
leads
to
wastage
of
talent
time
and
treasure,
in-equality
of
opportunities,
high
rate
of
school
dropout
to
mention
but
a
few.
Gender
discrimination
bias
in
education
and
in
life
generally
should
therefore
be
totally
eradicated.
>»
Make
ICT’s
affordable
to
the
populace
through
drastic
reduction
in
tariff
and
reduction
waiver
of
import
duties
on
ICTs
equipment.
>
Design
and
implement
ICTs’,
training
programmes
for
all
University
staff
and
students,
women,
low-
income
groups,
minority
groups,
rural
dwellers
and
the
physically
challenged.
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Chaitali
Sinha
(2009). Effects
of
education
and
ICT
use
on
gender
relations.
Bhutan
Information
Technologies
and
International
Development
Journal
5,3.
Hafkin
N.
(2011).
Enabled
women
in
knowledge
societies:
Case
study.
USA:
The
Philippines
and
Thailand.
Huyer,
S.
and
Hafkin,
N.
(2008).
Knowledge
society
needs
all
the
women
it
can
get.
Http//www.
eqaumonitor
co.
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model.
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Gupta,
R.
(2006).
Empowering
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in
the
knowledge
society.
Case
Study.
The
Philippines
and
Thailand: Centre
for
Science
and
Development
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Mac-Ikemenjina,
D.
(2005).
E-Education
in
Nigeria:
Challenges
and
prospects.
Proceedings
of
the 8th
UN
ICT
Task
Force
Meeting,
Dublin,
Ireland,
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Meihem,
S.
(2008)
Global
initiatives
for
women
The
World
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Washington
D.C.,
U.
S.A:
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i4don
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Meihem,
S.
(2008).
Building
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