TECHNOLOGY

This study investigated the relationship between Information and Communication Technology (ICT)-based capacity building and the administrative competence of public senior secondary school principals in Edo South Senatorial District of Edo State. The study was motivated by the growing need for school administrators to possess adequate ICT competencies to effectively manage educational institutions in an increasingly technology-driven environment. Specifically, the study determined the level of ICT-based capacity building and administrative competence among principals, examined the relationship between ICT-based capacity building and administrative competence, and investigated whether the relationship varied based on principals’ sex, educational qualification, years of experience, and age. The study adopted a correlational descriptive survey research design. The population comprised 47 public senior secondary school principals in Edo South Senatorial District, while a sample of 24 principals were selected using a multistage sampling technique. Data were collected using a structured questionnaire that was validated by experts in Educational Management and Measurement and Evaluation. The reliability of the instrument was established using the Cronbach Alpha method. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation and t-test statistics were employed to test the hypotheses at the 0.05 level of significance. The findings revealed that the level of ICT-based capacity building (grand mean = 2.69) and the level of administrative competence (grand mean = 2.61) among public senior secondary school principals were high. The study further established a significant positive relationship between ICT-based capacity building and principals’ administrative competence. Significant positive relationships were also found based on principals’ sex, educational qualification, years of experience, and age. The study concluded that ICT-based capacity building is a significant predictor of principals’ administrative competence. It therefore recommended that the Edo State Ministry of Education should strengthen continuous ICT training programmes, improve the provision of ICT facilities in schools, and institutionalize regular professional development initiatives to enhance principals’ administrative effectiveness and improve the overall quality of secondary school administration.

This paper examine the level of application of information and communication technology for academic activities by the undergraduate of the university of Benin. Survey method was adopted to carefully collect data from 402 respondents in the University of Benin through three stages using the simple random, stratified and simple sampling procedure. The study anchored on the technological determinism and diffusion of innovation theories. The rationale behind the study is to find out whether students have access to ICT tools and the impact it have on students, ascertaining the most commonly use ICT gadgets and the challenges encountered in utilising such tools and to determine the usage expertises. Findings show that undergraduate students of UNIBEN have access to ICTs gadgets especially smart phones which remains the most commonly accessible ICTs, however data subscription, and poor Internet connection remain the highest hindrances to the operation of ICT as it was discovered that many could not access or possess the necessary ICT of their choices such as laptops due to financial hindrances and this have a negative effect on the academic performance of undergraduate students of UNIBEN academically and socially. Findings also reveal that Internet remains the most visited students zoom when preparing for exams whereas ARTIFICIAL INTELLIGENCE (AI) also gained momentum through the Internet as few or average percentage still leverage on textbooks and handouts materials. However, it was discovered that the university lacks proper infrastructure specifically loaded with ICTs gadget. Those that answers the availability of ICTs in their department express clear responses of it ineffectiveness. Findings also show that students, though have good operational intelligence, expertise of ICTs tools, yet, lacks good and balanced managerial intelligence as students spent much time on social media, gratifying self for pleasure. This affects the academic performance in no little measures. To this end, the study recommend that institutions should pay more attention to the development of ICT and flow with ICT trends. Also, free WiFi should be made available to aid Internet connectivity and more ICTs infrastructure should be considered with urgent response and attention. In conclusion, ICT user must take precautions measure to guide against addition to social media and the internet as this will have negative influence in their academics.

The security of land titles in Nigeria has long been a critical challenge, with issues such as fraudulent transactions, multiple claims to the same land, and inefficiencies in the registration process undermining investor confidence and economic development. Despite the existence of statutory frameworks like the Land Use Act 1978 and various state land laws, these challenges persist, often due to bureaucratic delays, inadequate record-keeping, and limited integration of modern technologies in land administration. This study aims to appraise the role of technology, particularly digital registration systems and emerging tools like blockchain and Geographic Information Systems (GIS), in enhancing the security of land titles in Nigeria. It seeks to identify how technological interventions can improve transparency, reduce fraud, facilitate efficient land transactions, and strengthen the protection of private and customary land interests. A doctrinal research methodology was employed, involving an extensive review of primary legal sources, including the Constitution, Land Use Act, relevant state land laws, and judicial decisions, complemented by secondary sources such as scholarly articles, policy documents, and case studies. Comparative insights from other jurisdictions, including Ghana and the United Kingdom, were also incorporated to contextualize the Nigerian experience. The findings reveal that technology-driven initiatives, such as digital land registries and electronic issuance of certificates of occupancy, have significantly improved record accuracy, accessibility, and verification processes. Blockchain and GIS applications offer additional opportunities to secure land records against manipulation, ensure traceability of transactions, and integrate spatial and ownership data for effective land management. However, challenges such as limited technical capacity, infrastructure constraints, and resistance to change remain barriers to full adoption. The study concludes that integrating technology into land administration in Nigeria holds substantial promise for enhancing title security, promoting investor confidence, and supporting sustainable land governance. It recommends that federal and state governments prioritize digital reforms, develop supportive legal frameworks for blockchain adoption, and provide capacity-building programs for land administration officials to fully realize these benefits.

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The research work investigated the impact of technology on academic development among pre school children in Oredo Local Government Area of Edo State. To guide this study four research questions were raised: What is the status of technology in the schools, what is the attitude of teachers to the use of technology, will the use of technology in early childhood education improve learning, will the use of interactive digital tools affect the social and emotional development of pre school children. descriptive survey research was adopted with the use of questionnaire to collect information from the respondents. The population of the study was two hundred and ten (210) private pre schools in Oredo Local Government Area. The sample size used for the study was 25% of the total population. ballot method was used to draw the sample in each school selected, twelve (12) private schools was selected and visited in Oredo Local Government Area. Ten (10) subjects from these schools was drawn through
purposive sampling technique giving a total number of one hundred and twenty (120) subject . The research instrument used in this study was a structured questionnaire titled Investigating the impact of technology on academic development among pre school children. It was divided into two sections: section A sought to elicit information about the bio-data of the respondents, while section B was on the Investigating the impact of technology on academic development among pre school children in Oredo Local Government Area, Benin, Edo state. This section consists of sixteen (16) items. The likert scale of four points was used, SA-4, A-3, D-2, SD-1 points respectively was used for the study. The reliability of the instrument was carried out using test
re-test method which gave the reliability score of 0.70. The data collected through the questionnaire was analyzed by the researcher using the simple percentage, frequency count, mean, standard deviation to interpret the result for the various findings and questions listed in the study. The study concluded that it is important that teachers beliefs, roles and experiences
are considered, if changes are to be made to foster and optimize opportunities for young children’s learning and how the roles and experiences influence and shape the ways in which teachers implement and integrate technology among pre school children context. The study also reveals the positive impact of technology and how it makes learning more fun and also helps in
enhancing children engagement in the classroom and also the negative impact of technology on pre school children if not handled well. Findings revealed that technology have significant impact in children learning outcome, based on the findings it was recommended that researchers and educators should encourage the use of technology in ECE from the perspectives of children
and families, technological resources center should be established in various early childhood education centers in Oredo Local Government Area of Edo State.

on the business performance of Small and Medium-sized Enterprises (SMEs) in the context of the COVID-19 pandemic. To address its objectives, the research formulated four research questions, four objectives, and two hypotheses. A sample of 100 respondents was surveyed using questionnaires. Data analysis was conducted using SPSS version 20.0 and Eviews 10, with descriptive statistics presenting the results and regression tests assessing the research hypotheses. The findings highlighted the substantial influence of ICT adoption on SMEs' business performance during the COVID-19 crisis. Various ICT tools were adopted, including telecommuting options, virtual communication platforms, cloud computing, CRM software, and e-commerce platforms. Regression analysis confirmed the positive relationship between ICT adoption and improved business performance. However, SMEs encountered challenges during this transition, such as limited internet access, financial constraints, power outages, inadequate employee technical skills, and a lack of awareness regarding ICT benefits. Notably, the study revealed that while resources and technological capability significantly influenced ICT adoption, perceived usefulness did not. The study recommends several actions based on these findings. Businesses should promote the use of ICT tools to enhance productivity, particularly during crises. Efforts should focus on improving internet infrastructure and affordability for SMEs, with a stronger allocation of resources toward ICT adoption and employee skill development. Comprehensive awareness programs should educate stakeholders on ICT benefits, and businesses should prioritize resource allocation and technological capability enhancement for successful ICT adoption. These recommendations can help SMEs leverage ICT effectively for sustained business performance.

This study examined the impact of a technology-enhanced approach to teaching and learning English Literature in secondary schools in Oredo Local Government Area of Edo State. The survey research design was adopted because data were collected from a sample population with specific characteristics. Four research questions were formulated and answered using simple percentage analysis. The population of the study consisted of English Literature teachers and senior secondary school students in public secondary schools in Oredo LGA, from which a total of 100 respondents were selected as the sample using a random sampling technique. The instrument used for data collection was a structured questionnaire designed to elicit information on the availability, usage, and effectiveness of technology-enhanced teaching approaches in English Literature classrooms. The study was anchored on the Constructivist Learning Theory and the Technology Acceptance Model (TAM). The Constructivist Learning Theory emphasizes that learners actively construct knowledge through interaction, exploration, and engagement, suggesting that technology-enhanced instructional tools such as multimedia texts, audio- visual resources, and digital platforms can promote deeper understanding of literary concepts. The Technology Acceptance Model explains how perceived usefulness and ease of use influence teachers’ and students’ willingness to adopt educational technologies. Together, these theories provide a strong framework for understanding how technology integration can improve teaching strategies, student engagement, and learning outcomes in English Literature