Kate Nkem C. Nwaiwu, Harrieth N. Nwokorie


The study empirically investigated the extent of adverse effects of substandard computer laboratories on ICT skills acquisition of HND students of Office Technology and Management in public polytechnics in Ebonyi State. Two research questions and one null hypothesis guided the study.  Descriptive survey research design was adopted.  A population of 60 consisting of HNDII OTM students of Akanu Ibiam Federal Polytechnic Unwana, Afikpo was studied without sampling because the size was not too large.  A four-point rating scale questionnaire containing thirty-seven items in two clusters which was validated by two experts, one from the Department of Office Technology and Management and the other from Computer Science Department, was used for data collection.  Mean and standard deviation were used to answer the research questions and determine the homogeneity of the respondents’ means respectively while analysis of variance (ANOVA) was used to test the null hypothesis at 0.05 level of significance.  The findings showed that computer laboratories equipped with modern ICT facilities are required to a high extent, for effective ICT skills acquisition by HND OTM students in Ebonyi State.  It also found that, to a great extent, substandard computer laboratories affect ICT skills proficiency of HND OTM students in Ebonyi State.  Result from the test of the null hypothesis revealed that the gender of the respondents did not significantly influence their mean ratings on the extent substandard computer laboratories affect ICT skills proficiency of HND OTM students.  Based on the findings, it was concluded that a well-equipped computer laboratory is essential to the success of OTM programme.  Sequel to the findings, it was recommended that institutions running OTM programme should, as a matter of urgent priority, ensure the provision of well-equipped computer laboratories for effective teaching and learning in OTM. It was also recommended that government should increase the annual budgetary allocation to education.

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