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Information technology literacy among Nigerian microbiology studentsand professionals
R.D. Isokpehi1,*, B.N. Thomas1, A.K. Ojo2, A.B. Sofoluwe2 and A.O. Coker1
1Department of Medical Microbiology and Parasitology, College of Medicine, University of Lagos,PMB 12003, Lagos, Nigeria2Department of Computer Sciences, Faculty of Science, University of Lagos, Akoka, Lagos, Nigeria*Author for correspondence: Tel.: +234-1-5453760 (ext. 2138), Fax: +234-1-5851432,E-mail: [email protected]
Received 15 March 2000; accepted 20 March 2000
Keywords: Computer literacy, computers, information literacy, information technology, microbiology education,Nigeria
Summary
Education and research in the discipline of microbiology is set for change as a result of computers being used asteaching and learning tools. In order to catalyse this change in Nigeria, previous computer experience, knowledgeand attitude to computers of Nigerian microbiology students and professionals was determined. Our results indicatethe need to increase the awareness of use and potentials of computers in microbiological research and education.
Introduction
`Computer literacy' is de®ned as `using basic informa-tion-handling tools for daily activities, such as wordprocessing, electronic mail, library access, and statisticalanalysis and understanding the limitations of computersfor clinical and education tasks' (Ball & Douglas 1989).The concept of `information literacy' is also emerging,which is de®ned as `the ability to locate, evaluate andapply information in critical thinking and problemsolving' (Wallace et al. 1999). This concept becomeseven more relevant with the ever-growing informationbase available on computer networks such as theInternet. Putting all together the term `informationtechnology (IT)-literacy' may be used (Selwyn 1997).Microbiologists study microscopic life. They seek to
understand bacteria, viruses and how other microor-ganisms behave and a�ect our world for the good or bad(Dixon 1997). They generate the data on microorgan-isms available in public domain databases such as theMicrobial Strain Data Network of the MicrobiologyResource Center (MIRCEN) (Dasilva & Taguchi 1987).With an identity crisis in the discipline of microbiologyin recent times there has been a consistent call for thediscipline to remain as a core discipline, now and in thenew millennium (Dixon 1997).Developed countries may have begun to integrate or
have already integrated IT into microbiology educationand research but this is not the case in developingcountries. We are not aware of data on the informationtechnology literacy among Nigerian microbiology
students and professionals. Thus, the objectives of thisstudy were to determine previous computer experience,knowledge and attitude to computers of Nigerianmicrobiology students and professionals (referred to inthis paper collectively as Nigerian microbiologists) usinga questionnaire-based survey.
Materials and Methods
A questionnaire was designed to obtain demographicdata, previous computer experience, knowledge ofcomputers and attitudes to computers of Nigerianmicrobiologists (Table 1). The questions were similarto those used in previous surveys on computer literacy(Ball & Douglas 1989; Sancho et al. 1993) and attitudesto computers (Selwyn 1997). The responses for previouscomputer experience were scored on a 3-point Likertscale (1 = no experience, 2 = have used and 3 = couldteach) while the knowledge and attitudes to computerswere graded on a 5-point Likert scale (1 = stronglydisagree, 2 = disagree, 3 = neutral, 4 = agree and5 = strongly agree). The survey was conducted amongparticipants at the 23rd Annual Conference of theNigerian Society for Microbiology held in December1998 as well as on sta� and students of the twomicrobiology departments of the University of Lagos,Nigeria. The mean and standard deviation were calcu-lated for previous computer experience and attitutes tocomputers. Other variables were expressed as percent-ages.
World Journal of Microbiology & Biotechnology 16: 423±424, 2000. 423Ó 2000 Kluwer Academic Publishers. Printed in the Netherlands.
Results and Discussion
Of the 150 questionnaires distributed, 93 (47 males, 46females) were returned with 68% in the age group 21±30 years. Ownership of computers was 12%. `Everyday'usage of computers was 4%. The majority of respondentswere students (51% undergraduates, 24% postgradu-ates). Fifty-seven percent had no previous quali®cation incomputing. Previous computer software experience wasin the following order: computer games (1.67 � 0.77),word processing (1.56 � 0.64), programming language(1.31 � 0.52), spreadsheets (1.30 � 0.51), CD-ROM(1.25 � 0.51), Internet (1.25 � 0.51) and statistics(1.20 � 0.46). Seventy percent of respondents `stronglyagree' with the statement on ability to describe the partsand functions of computers. Fifty percent `stronglyagree' on the impact computers may have in microbiol-ogy while 22.2% could discuss major social, ethical, legaland organisational issues involved in computerizedinformation systems. The least values for a�ective(feeling) and perceived control attitudes to computerswere 3.35 � 1.15 and 2.39 � 1.09 respectively.To the best of our knowledge this report is the ®rst
survey of IT-Literacy among Nigerian microbiology
students and professionals. It is hoped that similarstudies will increase e�orts in catalysing the use ofcomputer science in microbiological research andeducation in Nigeria.
References
Ball, M.J. & Douglas, J.V. 1989 Informatics in professional education.
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Dasilva, E.J. & Taguchi, H. 1987 An international network exercise:
the MIRCEN programme. In Microbial Technology in the Devel-
oping World, ed. Dasilva, E.J., Dommergues, Y.R., Nyns, E.J. &
Ratledge, C. pp. 313±417. New York: Oxford University Press.
ISBN 0-19-854719-6.
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124±125.
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Table 1. Information literacy questionnaire.
Items on questionnaire
Demographic characteristics
Own a PC Yes, No
Usage Everyday, Every 2±3 days, Weekly, Monthly, Less often, Never
Age 16±20, 21±25, 26±30, 31±35, >35
Gender Male, Female
Category Undergraduate, Postgraduate, Academic Professional, Industry Professional
Highest Computing Quali®cation None, University Undergraduate Course, Diploma/Certi®cate, Graduate Diploma, Degree
Previous computer experience
Word processing, Spreadsheets, Statistics, Programming Languages, CD-ROM, Internet, Games
Knowledge of computers
I can describe and discuss the basic components of a computer system
I can identify and discuss the impact of computers in my profession (e.g. bioinformatics)
I can discuss major social, ethical, legal and organisational issues involved in computerised information systems
A�ective attitudes
If given the opportunity to use a computer I am afraid that I might damage it in some way*
I hesitate to use a computer for fear of making mistakes I can't correct
I don't feel apprehensive about using a computer
Computers make me feel uncomfortable*
Using a computer does not scare me at all
I hesitate to use a computer in case I look stupid*
Perceived control attitudes
I could probably teach myself most of the things I need to know about computers
I can make the computer do what I want it to do
If I get problems using the computer, I can usually solve them one way or the other
I am not in complete control when I use the computer*
I need an experienced person nearby when I use a computer*
I do not need someone to tell me the best way to use a computer
* Items for which scoring is reversed.
424 R.D. Isokpehi et al.
