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1. A Review and critique four journal articles
OKPARAUGO OBINNA JOSEPH
PG8/EDU/2020/0692
DEPARTMENT OF EDUCATION FOUNDATION,
FACULTY OF EDUCATION,
SCHOOL OF POST GRADUATE STUDIES,
FEDERAL UNIVERSITY, DUTSIN-MA,
KATSINA STATE.
MAY, 2021

2. PAPER ONE
Information and Communication Technology Literacy Level among
Student-Teachers in Universities in North Central Nigeria
Vivian Njideka Anunobi
Journal of Education and Practice, ISSN 2222-1735 (Paper) ISSN 2222-
288X (Online) Vol.5, No.39, 2014
REVIEW
This study investigated the information and communication
technology literacy level among student-teachers in universities in north
central Nigeria, as well as the influence of gender/areas of specialization on
the student teachers level of ICT literacy. The study was a descriptive
survey type. A total of 638 student-teachers were sampled using stratified
random sampling technique. Research question 1 was answered using
mean, hypothesis 1 was tested using t-test, while hypothesis 2 was tested
using analysis of variance (ANOVA). The findings of the research showed
that university student-teachers in North Central Nigeria are average in their
level of ICT literacy.
There was also no significant difference established in the level of
ICT literacy between male and female student-teachers and neither was
there any significant difference in the level of ICT literacy by student
teachers in Arts, Sciences, and Social Sciences. The implication of the
findings is that there is need for improvement in ICT literacy level of
student-teachers to enhance efficient use of ICTs in the discharge of their
duties as professional teachers. Based on the findings of the study, the
following recommendations are put forward: Since the level of ICT literacy

3. of student-teachers was found to be average, effort should be made by the
universities to provide facilities that enhance access. This would improve
the opportunities and possibilities of student teachers imbibing the culture
of integrating ICT into pedagogy and educational administration. The
average level of ICT literacy of the student teachers should not be a
hindrance to the deployment of ICT for instruction by lecturers; hence,
lecturers should utilize available 1CTs in their respective universities to the
fullest to improve the academic performance of the student-teachers. There
is need to improve the access of the student teachers to ICT in order to
improve their level of use, especially since they have an average literacy
level. Hence more ICT equipment should be made available to the students
by the various universities. Student teachers should be encouraged to
expand their ICT literacy to the level of being able to produce instructional
software for their own lessons.
CRITIQUE
Title
Pre-service teacher advisably should be used in place of student
teachers. The topic which constituted research titled is researchable though
ambiguous with it focus on universities in north central. A sampling of some
universities in north central would have been considered to give room for
test and treatment categories.
Abstract
Researcher captured the summary of their work as a whole with
adequate sequence organization.
Introduction

4. This is an excellent report dealing with significant technical matters.
I find no fault whatsoever with the methods, data analysis, or conclusions.
The work, as with all work coming from this particular group, is
fundamentally sound. My comments here are concerned solely with the
organization of the content. Consideration of these points will, I believe,
lead to an improved report that better illustrates the key concepts and
conclusions.
Literature Review
The researchers reviewed and literatures are succinct in relation to
the research topic and other terms under study. I commend the researcher’s
effort to have recent dated literatures the earliest been year 2000.
Statement of the Problem
Research problem is objective and stated clearly showing the gap
that exist and the topic is developed to fill it.
Purpose/Objectives of the Study
Having developed three objectives or purpose of the study, I
recommend the third which state thus “the influence of area of
specialization on student-teachers’ ICT literacy level” be changed or should
incorporate the influence of location on the pre-service teacher’s ICT
literacy level.
Research Questions
Focusing research question one on university students in north
central without sampling some universities from the whole makes the

5. research question one ambiguous and difficult of collect adequate datasets
for test and treatment.
Research Hypotheses
Also, researchers formulated two null hypotheses to guide the study,
which was subjected to analysis using two independent groups samples test.
Meanwhile, hypothesis consideration should be given the inclusion of
location and the extent of its influence on ICT literacy level.
Research Methodology
The researcher adopted descriptive research survey type. The
population of the study consist of all pre-service teachers in universities in
north central Nigeria with focus on 200, 300 and 400 level pre-service
teachers. There is a problem of sampling omission in this work which is the
base of the whole research. Yes, the gap is noted and a possible solution
have been proffered but the measures to test the solution and its application
is inadequate. The investigator-designed questionnaire adopted and
instrument named ICT Literacy Level Questionnaire (ICTLLQ) maybe
adequate with reference to its application in previous researches that yielded
good results on application but with the existence of gap posed by the
inadequacy of sampling some universities from north central region of
Nigeria, the instrument is questioned.
Hypotheses Testing
H0 1 was tested using T-test statistical tool at the level of
significance of p=0.05 with df = 1. While H0 2 was test using Analysis of
Variance (ANOVA).

6. Findings
H0 1 finding showed that there is no significant difference in the level of
ICT literacy between male and female student-teachers.
To test for this hypothesis, t-test was used to analyze the mean scores.
Therefore, hypothesis one, which states that there is no significant
difference in the level of ICT literacy between male and female student-
teachers was upheld. This implies that the student-teachers' level of ICT
literacy does not vary based on gender. The result of the data analyzed
showed that student-teachers in the North-Central zone of Nigeria were
average in ICT literacy (2.70(63.53%) out of 4.25.
The result of H0 2 There is no significant difference in the level of ICT
literacy of student-teachers in the Arts, Sciences and Social Sciences. The
results of the test of hypothesis two in table 2.0 revealed that the subject
area of specialization of the student teachers had no influence on their ICT
literacy level, since no significant difference was found in the level of ICT
literacy of student teachers in the Sciences, Arts, and Social Sciences. The
statistical analyses were discussed from summary tables of statistical tools
used in the study.
Recommendation
ICT accessibility by pre-service teachers should be adequately granted and
measures to aid the utilization of these resources in application through pre-
service course should be greatly encouraged and supervised. Perceived
limitations of pre-service teacher’s level of ICT literacy or gender should
be should be discarded as a measure of determining provision and
availability of ICT supported environment and equipment. The researcher
should conduct another research focusing in filling the same gap with more
primary focus on sampling some universities in the north central region of

7. Nigeria and also consider other criteria that influence or affect ICT literacy
among pre-service teachers
Citations and References
Research ethical conduct is adopted to save the work from
plagiarism. The citation and referencing of literatures dates from 1997 to
2010 considering the date when the research was conducted is
commendable.

8. PAPER TWO
Job Satisfaction among Educators in Colleges of Education in
Southern Nigeria
Rim-Rukeh Akpofure, Ikhifa, O. Grace, Imide, O. Israel and
Okokoyo, L. E
Journal of Applied Sciences 6 (5): 1094-1098, 2006. ISSN 1812-5654.
Asian Network for Scientific Information.
REVIEW
This study examined the level of job satisfaction among 230
academic staff of randomly selected Colleges of Education. Five variables
were considered: work load, promotion, supervision, payment and
coworkers of Job Descriptive Index (JDI) were adopted for the study. The
result of the examination showed that educators expressed a high degree of
dissatisfaction with their payment. Generally, educators were not satisfied
with their job. The correlation analysis showed that there was a significant
negative correlation between age, education level and academic rank and
the various facets that determined job satisfaction.
CRITIQUE
Title
The topic which constituted research titled is researchable. The term
educators should be replaced with academic staff since there are other staff
in the College community that are not academic focused.
Abstract

9. The research abstract is precise, detailed and succinctly presents the
whole research content summarized in few lines.
Introduction
This is an interesting study and the authors have collected a unique dataset
using cutting edge methodology. The paper is generally well written and
structured. However, in my opinion the paper has some shortcomings in
regards to some data analyses and text, and I feel this unique dataset has not
been utilized to its full extent.
Literature Review
The researchers reviewed literatures are concise to the research topic
and other terms under study. The citation of research reports as recent as
when the research was conducted makes the research work objective and its
results factual.
Statement of the Problem
Research problem is objective and stated clearly showing the gap
that exist and the topic is developed to fill it.
Research Methodology
The researcher created a questionnaire to collect data on the
demographic characteristics of respondents with criteria: Age, Gender,
Marital status, Highest Educational Level, Academic Rank and years of
working in the College. The population for the study consisted of academic
staff of Colleges of Education in southern Nigeria, using purely random
procedures, 250 was drawn from 3,186 academic staff in the stud area.

10. To measure the level of job satisfaction among randomly selected
educators in the colleges of education, a questionnaire was developed in line
with the Job Descriptive Index (JDI).
Findings
Of the 250 academic staff contacted, (study sample), 230 which represents
92% response rate was achieved. From the analysis presented by the
researcher, no data were treated as missing values. In relation to age, most
of the respondents were in the age group of 45 – 54 years representing
40.43%. it was followed by the age group of 35-44 year consisting of 31.31
and 16.25% of the respondents were within the age bracket of 25-34 years
while 11.74% of the respondents were within the age bracket of experienced
employees and are due for retirement from active service.
On the highest education level, all respondents (100%) were university
graduates 76.65% of the respondents have Master’s Degree and only
16.52% have first University Degree. This means that most of the
respondents do not possess the highest degree and to improve the situation,
policy makers should introduce in-service training to encourage academic
staff expand their knowledge and qualification.
To determine the level of job satisfaction among Colleges of Education
academic staff, statistical tool of mean, percentage and standard deviation
was applied. Result of the mean score shows that the educators appeared to
be satisfied with the work load (43.68 > 27), coworkers (21.27 > 13),
supervision (22.03 > 15) and promotion (18.31 > 13). The educators
expressed theor dissatisfaction with their pay with mean score of 0.067<7.
In same vain the educators are highly dissatisfied with their job with the
mean score of 10.12 < 15.

11. From the tabular analysis drawn, there is a negative relationship between
education level and all the factors (pay, promotion, supervison, coworkers,
work load and overall job satisfaction). Education status presented
significant difference in levels of satisfaction with present pay and
promotional opportunities. The highly educated and qualified ones expect
more from the factors of pay and promotion. Academic rank presented a
significant difference in levels of satisfaction with pay and promotion.
Recommendation
The research finding shows the level of dissatisfaction among academic
staff of colleges of education in southern Nigeria represented by the sample
presented. Adequate recommendation was given by the researcher with a
plus of further study with application on larger group.
Citations and References
Research ethical conduct is adopted to save the work from plagiarism. The
research citations and references have old dates that can invalidate the
research authenticity considering facts, reality and changes. Though with
the references drawn and examples pulled to shows relevance, the citations
are useful to the research report.

12. PAPER THREE
Paradigm Shift Toward Collaborative Learning in Implementation of
Secondary School Curriculum in Katsina State, Nigeria
Mohammed, Bawale & Torpev Terver Francis.
FUDJER Journal of Educational Foundations (FUDJER), Volume
3, Number 1. December, 2018. Pages; 119-126. (An Official Journal
Faculty of Education, Federal University Dutsin-ma, Katsina State, Nigeria.
REVIEW
Mohammed & Torpev (2018) investigated the Paradigm Shift
Toward Collaborative Learning in Implementation of Secondary School
Curriculum in Dutsin-ma Local Government Area, Katsina State.
Researchers poses two research questions to guide the study which was
conducted using descriptive survey design. The targeted population of the
study comprised of Three hundred and twenty-five (325) teachers in ninety-
nine (99) of were sampled from five public secondary schools in the study
area using purposive sampling technique. Data for the study was collected
using researcher's designed questionnaire. Also two research hypotheses
were formulated, tested and analyzed using chi-square statistical tool at
0.05 level of significance.
Therefore, results in study revealed that there was significant
difference in the opinion of secondary schools’ teachers on their
knowledge of collaborative learning based on gender. Similarly, the study
revealed that the attitude of secondary school teachers towards

13. implementation of school curriculum using collaborative learning was
negative. However, based on the findings, researchers recommended that
the Ministry of Education and Heads of schools should ensure that
teachers should strictly implement the use of collaborative learning
approach for all teaching subjects in the school for improvement of
teaching and learning skills in Nigeria schools. There is need for schools to
constantly organize debates among students to prepare learners improve
their communication skills in English language.
CRITIQUE
Title
The topic which constituted research titled was well framed and is
researchable.
Abstract
Researchers captured the summary of their work as a whole. Even
though, is wasn't sequentially organized
Introduction
The researchers gave a background report about the topic under
review especially schools administrators and quality assurance departments
can become aware of the benefits of paradigm shift towards collaborative
efforts to ensure successful implementation of school curriculum in the
daily routine activities.
Literature Review

14. In this portion, researchers reviewed and cited obsolete literature
sources of 1980s and 1990s instead of looking after most recent content say
of 2000s to update knowledge and skills in education. Similarly, only two
areas (viz: learner autonomy and cooperative learning emphasized and
discussed.
Statement of the Problem
Research problem precisely stated in clear terms.
Purpose/Objectives of the Study
Objectives of the study would have been expanded to contain other
important variables, to draw multiple findings and recommendations.
Research Questions
Researchers posed only two research questions in consonance with
the objectives.
Research Hypotheses
Also, researchers formulated two null hypotheses to guide the study,
which was subjected to analysis using two independent groups samples test.
Literature Review
Researchers reviewed the existing literature sources of different
materials relating to the work under study.
Methodology
Researchers adopted descriptive survey design with small
population of 325 teachers of five public secondary schools in Dutsin-ma

15. LGA from which a sample size of 99 respondents were sampled for the
study using purposive and proportionate sampling technique. Data was
collected using researcher's designed questionnaire for teachers as the
research instrument. data was analyzed using a Chi-square statistical tool.
(nonparametric test of independence).
Hypotheses Testing
Ho 1 and Ho 2 were tested using Chi-square statistical tool at the
level of significance of p=0.05 with df = 1.
Findings
finding revealed that there is no significant influence between
secondary schools’ teachers on their knowledge of collaborative learning
base on gender. Similarly, there is no significant difference between the
secondary schools’ teachers on their attitude towards implementation of
school curriculum using collaborative teaching base on experience. The
study therefore revealed that the result of hypothesis has significant
difference in the option of secondary schools’ teachers on the knowledge of
collaborative learning based on gender. The result of hypothesis two also
revealed that there is significant difference in the of secondary schools’
teachers towards implementation of school curriculum using collaborative
teaching base on experience.
Discussion
The statistical analyses were discussed from summary tables of
statistical tools used in the study.
Recommends

16. Researchers recommendation based on the research findings to
address the problem identified for the improvement of education. Quality
assurance departments to maintain prompt visits for monitoring and
evaluation of instruction. Recruitment of competent teachers and
appointment of schools heads should be based on merit.
Citations and References
The existing literature reviewed, researchers as much as possible
acknowledged sources borrowed from others works. However, researchers
used old literature, rather the researchers should have used the recent
sources available in different formats. Research ethical conduct is adopted
to save the work from plagiarism.

17. PAPER FOUR
Availability and Use of ICT in South-Western Nigeria Colleges of
Education (Pp. 315 331)
Tella, Adedeji
International Multidisciplinary Journal, Ethiopia Vol. 5 (5), Serial No. 22,
October, 2011 ISSN 1994-9057 (Print) ISSN 2070--0083 (Online) DOI:
http://dx.doi.org/10.4314/afrrev.v5i5.25
REVIEW
This paper investigated the level of availability and use of ICT in some
South-western Nigeria Colleges of Education. The study revealed low level
of usage of ICT gadgets and non-availability of some ICT equipment. The
data for the study were gathered through a two-page questionnaire
administered to 200 respondents who were accessible in the School of
Education in all the Colleges of Education in the South-Western part of
Nigeria. In total, 180 questionnaires were retrieved which represents 90%
return rate. At the same time, the data were analyzed quantitatively using
SPSS. The results of the survey on College of Education staff on the level
of availability, use of and perception of the impact of ICT on teacher
education in Nigeria revealed and suggested a low level of usage of ICT
gadgets; none availability of ICT equipment and that the respondents were
disgruntled with the sluggish use and integration of ICT.
CRITIQUE
Title

18. The topic which constituted research titled is researchable and
precise. With the topic focus on ICT as a broad concept, this topic poses to
be too ambiguous.
Abstract
Researcher captured the summary of their work as a whole with
adequate sequence organization with focus on ICT as a broad concept.
Introduction
The researchers gave a background report about the topic under
review with reference of scholarly definitions of ICT and its functions
applicable in various forms in education such as ICT as an Object, ICT as
an assisting tool, ICT as a medium of teaching and learning and ICT as a
tool for organization and management in school.
Literature Review
The researchers reviewed and literatures are succinct in relation to
the research topic and other terms under study. Reviewed literatures related
to the research topic are useful and adequate considering the date the
research was conducted.
Statement of the Problem
Research problem is objective and stated clearly showing the gap
that exist and the topic is developed to fill it. ICT is a broad concept with
varieties. The aspect of ICT was not streamed out in this research.
Purpose/Objectives of the Study

19. Research Questions
Objectives of the study is adequate considering its content of other
important variables. This will help expand findings and recommendations.
Research Methodology
Eight Colleges of Education were used in the zone under consideration. A
survey on the availability and use of ICT materials was carried out using
observation chat and interviews technique.
Findings
Less than 35% of the sampled Colleges use computers presently. Two
Colleges use computers for research/educational purposes. All the Colleges
use computers for administrative purposes and these computers are usually
found in the Provost, Registrar, Deputy-Provost offices. Not a single one
could be found in any of the H.O.D.’s offices except he offices of the
Departmental heads of Mathematics/Computers. Only one College is
connected to the internet and that lonely College is Oyo State College of
Education, Oyo in Oyo state. Predominantly most lecturers in School of
Science can operate computer and interview schedules shown that they
could this through self-development. Lecturers have no access to
Computers and the few computers that could be seen apart from offices
mentioned above are in the Dean’s office for administrative works only.
None of the Colleges, had standby generator and none was found to allow
their students to interact personally with the computer. Other findings
include that their General Studies in Education (GSE) on computer is taught
without student appreciation of the computer. Now that computer education
and appreciation is important in order to acquaint students with this tool and
also to prepare them for future jobs/assignments using computers, it is

20. important that computers in terms of Computer Assisted Instruction (CAI),
for example, be used as teaching aids in Colleges of Education. Presently
there is laxity in this area even though the National Commission for
Colleges of Education recommends one computer per lecturer but the
Government and the various College authorities do not provide ICT gadgets
in our Colleges that should help toward this gesture notwithstanding the fact
these various college authorities consider the provision as a laudable idea.
High cost of ICT materials and lack of technical know-how might be
another reason hence lecturers and students are
continuously being denied access to a powerful and effective teaching and
learning tool even for their research works (Nwosu, 1978, Okebukola, 1985;
Onwuakpa, 1998). Research studies have shown that Colleges that integrate
ICT into their curriculum package for teaching and learning yield positive
results both for students and lecturers (US Department of Education, 2003;
Fetherson, 2001). One advantage of ICT based learning is that they can be
made interactive, and can provide activity based teaching methods in which
students can fully involve in teaching/learning process whereby making
learning residence permanently in students’ memory than using texts or
listening to verbal teaching. Internet, a global source of information is the
most potent teaching tool of ICT gadgets. In country with few libraries
poorly stocked and poor student reading/study habit – the internet provides
the lecturers and students an easy access and up to date source of
information that would make research and learning richer, easier and of
world standard.
The study revealed that Government should provide Colleges of Education,
apart with computers, Internet access, Lecturer ICT training programs
should integrate ICT into Nigerian Teacher Education. NCCE should also

21. help to see to the implementation through support from Education Trust
Fund (ETF).
Recommendation
It is important that trainee teachers are well equipped to meet the challenges
of ICT teaching in schools and that they are familiar with resources that
impact on learning and teaching generally.
Tutors should make effective use of hardware such as computers,
projectors, wireless and portable devices, e.g. PC tablets and other handheld
devices including digital and video cameras, as well as the use of learning
platforms for learning and teaching. Within the context of the school
environment trainee teachers will be required to make effective use of a
wide range of resources and preparation for these experiences must be
systematically addressed. teacher educators within their assigned course
loads must find ways to create opportunities for preservice teachers to
experience and to learn how to design learning environments that integrate
technology in a way that enhances and extends learning.
Citations and References
Research ethical conduct is adopted to save the work from plagiarism.
Citations and reference are relevant and adequate to the study.

22. References
Vivian, N.A (2014). Information and Communication Technology Literacy
Level among Student-Teachers in Universities in North Central
Nigeria. Journal of Education and Practice, ISSN 2222-1735
(Paper) ISSN 2222-288X (Online) Vol.5, No.39, 2014.
Rim-Rukeh A, Ikhifa, O. Grace, I, O. Israel & Okokoyo, L. E. (2006). Job
Satisfaction among Educators in Colleges of Education in Southern
Nigeria. Journal of Applied Sciences 6 (5): 1094-1098, 2006. ISSN
1812-5654. Asian Network for Scientific Information.
Mohammed, B., & Torpev, F. T., (December, 2018). Paradigm Shift
Toward Collaborative Learning in Implementation of Secondary
School Curriculum in Katsina State. FUDMA Journal of
Educational Foundations (FUJEF) a publication of the Department
of Educational Foundations, Federal University Dutsin-ma,
Katsina State, Nigeria. Volume 2, Number 1, 119-126.
Tella, Adedeji. (2011). Availability and Use of ICT in South-Western
Nigeria Colleges of Education (Pp. 315 331) International
Multidisciplinary Journal, Ethiopia Vol. 5 (5), Serial No. 22,
October, 2011 ISSN 1994-9057 (Print) ISSN 2070--0083 (Online)
DOI: http://dx.doi.org/10.4314/afrrev.v5i5.25