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UNIVERSITY OF GHANA 
DEPARTMENT OF INFORMATION STUDIES 
 
 
USE OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR 
STUDENTS’ INFORMATION MANAGEMENT IN TECHNICAL 
UNIVERSITIES IN GHANA 
 
 
BY 
AKWASI DUFFOUR FRIMPONG 
(10327788) 
 
 
THIS THESIS IS SUBMITTED TO THE UNIVERSITY OF GHANA, LEGON 
IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD 
OF MPHIL INFORMATION STUDIES DEGREE 
 
 
 
JULY, 2019
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DECLARATION 
I, Akwasi Duffour Frimpong do hereby declare that with the exception of 
acknowledged citation, this thesis is my original work produced under the supervision 
of Dr. Philip Nukpe and Dr. Ebenezer Ankrah and that this work has not been 
presented either in whole or in part to any institution for any purpose. 
 
 
………………………………     Date…………………………….                                                                              
AKWASI DUFFOUR FRIMPONG  
        (STUDENT)                                                                                                                                        
 
 
.................................................                                Date……………………………….                     
DR. PHILIP NUKPE                                                                                                                                                                                  
(PRINCIPAL SUPERVISOR) 
 
 
………………………………    Date……………………………..                                                                                             
DR. EBENEZER ANKRAH                                                                                                                                                      
(CO-SUPERVISOR) 
  
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ACKNOWLEDGMENT 
I wish to express my heartfelt gratitude and appreciation to the Almighty God for 
taking me through this course successfully. 
I acknowledge with profound gratitude, the patience and efforts of my supervisors, 
Dr. Philip Nukpe and Dr. Ebenezer Ankrah all of Department of Information Studies, 
College of Education, University of Ghana for guiding this research, making priceless 
and constructive criticisms, providing advice, support and giving important 
suggestions in making this work complete. 
To all my lecturers of the Department of Information Studies, University of Ghana, 
especially Dr. Emmanuel Adjei, Professor A. A. Alemna, Professor Akussah, Dr. 
Musah Adams, Dr. De-Graft and Mr. S.N.B. Tackie I say a big thank you for your 
pieces of advice and encouragement. To Mr. Baffour Ohene Agyekum, I say a big 
thank you for your encouragement and support. 
My final thanks go to all the respondents of Kumasi Technical University, Accra 
Technical University, and Sunyani Technical University especially the ICT and 
administrative staff, for spending their precious time to respond to my questions and 
not forgetting the Adepts Technologies for the insightful interview. 
 
 
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DEDICATION 
This work is dedicated to the glory of the Almighty God. Secondly, to my lovely 
daughters, Stephanie, Nana, Ohemaa and Nana Afia. 
  
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TABLE OF CONTENTS 
DECLARATION ............................................................................................................ i 
ACKNOWLEDGMENT................................................................................................ ii 
DEDICATION ..............................................................................................................iii 
LIST OF TABLES ........................................................................................................ xi 
LIST OF FIGURES ....................................................................................................xiii 
LIST OF ABBREVIATIONS ..................................................................................... xiv 
ABSTRACT ................................................................................................................. xv 
CHAPTER ONE ............................................................................................................ 1 
INTRODUCTION ......................................................................................................... 1 
1.1 Background to the study ....................................................................................... 1 
1.2 Statement of the Problem ..................................................................................... 8 
1.3 Purpose of the study ........................................................................................... 10 
1.4 Objectives of the study ....................................................................................... 10 
1.5 Scope and Limitations of the Study ................................................................... 10 
1.6 Significance of the study .................................................................................... 11 
1.7 Study Setting ...................................................................................................... 12 
1.7.1 Technical Universities in Ghana ..................................................................... 12 
1.8 Theoretical framework ....................................................................................... 13 
1.8.1 The Technology Acceptance Model ............................................................ 13 
1.9 Organization of Chapters ................................................................................... 18 
References ................................................................................................................ 20 
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CHAPTER TWO ......................................................................................................... 29 
LITERATURE REVIEW ............................................................................................ 29 
2.0 Introduction ........................................................................................................ 29 
2.1 Information in Tertiary Institutions .................................................................... 29 
2.1.1 Records in organisations .............................................................................. 32 
2.1.2 Information/Records Creation and Use ....................................................... 34 
2.2 Information Management ................................................................................... 36 
2.2.1 Access to information and records .............................................................. 38 
2.2.2 Records Management Practices ................................................................... 40 
2.3 Students Information/Records ............................................................................ 41 
2.3.1 Management of Students’ Information/Records.......................................... 44 
2.4 Information Communication Technology (ICT) ................................................ 48 
2.5 ICTs in Education............................................................................................... 49 
2.6 ICT Policies in Tertiary Institutions ................................................................... 51 
2.7 ICTs and Management of Students’ Information ............................................... 52 
2.8 Contribution of ICT towards Effective Management of Students’ information 55 
2.9 Challenges impeding the usage of ICTs in students’ information management 56 
2.10 Theories of Human Behaviour and Technology Adoption .............................. 59 
2.10.1 Theory of Reasoned Action ....................................................................... 59 
2.10.2 Theory of Planned Behaviour .................................................................... 61 
2.10.3 Technology Acceptance Model ................................................................. 63 
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References ................................................................................................................ 70 
CHAPTER THREE ..................................................................................................... 89 
METHODOLOGY ...................................................................................................... 89 
3.0 Introduction ........................................................................................................ 89 
3.1 Research Design ................................................................................................. 89 
3.2 Population........................................................................................................... 90 
3.3 Sample Size and Sampling Technique ............................................................... 91 
3.4 Data Collection ................................................................................................... 92 
3.5 Instrumentation................................................................................................... 93 
3.5.1 Interviews ........................................................................................................ 94 
3.5.2 Questionnaire .................................................................................................. 95 
3.6 Pre-Test .............................................................................................................. 97 
3.7 Mode of Data Collection .................................................................................... 98 
3.8 Presentation and Analysis of Data ..................................................................... 98 
3.9 Ethical Considerations........................................................................................ 99 
CHAPTER FOUR ...................................................................................................... 103 
DATA ANALYSIS AND FINDINGS ...................................................................... 103 
4.0 Introduction ...................................................................................................... 103 
4.1 DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS .................... 103 
4.2 RESULTS FROM KUMASI TECHNICAL UNIVERSITY (KsTU) ............. 106 
4.2.1 Internal Policies on ICT for student information management (KsTU) .... 106 
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4.2.2 ICT Platforms/Use Available for Students’ Information Management 
(KsTU) ................................................................................................................ 108 
4.2.3 Prospects of ICT on the management of students’ information at (KsTU)
 ............................................................................................................................ 110 
4.2.4 Challenges regarding ICT use in the management of students’ information 
at (KsTU) ............................................................................................................ 115 
4.2.5 Strategies for the Use of ICT in Students’ Information Management at 
(KsTU) ................................................................................................................ 117 
4.3 RESPONSES FROM SUNYANI TECHNICAL UNIVERSITY (STU) ........ 119 
4.3.1 Internal Policies on ICT for students’ information management (STU) ... 119 
4.3.2 ICT Platforms/Use Available for Students’ Information Management (STU)
 ............................................................................................................................ 122 
4.3.3 Prospects of ICT on the management of students’ information (STU) ..... 124 
4.3.4 Challenges related to the use of ICT in the management of students’ 
information at (STU) .......................................................................................... 128 
4.3.5 Strategies for the Use of ICT in Students’ Information Management at 
(STU) .................................................................................................................. 130 
4.4 RESPONSES FROM ACCRA TECHNICAL UNIVERSITY (ATU) ............ 132 
4.4.1 Internal Policies on ICT for students’ information management (ATU) .. 132 
4.4.2 ICT Platforms/Use Available for Students’ Information Management 
(ATU) ................................................................................................................. 135 
4.4.3 Prospects of ICT on the management of students’ information (ATU) .... 137 
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4.4.4 Challenges related to the use of ICT in the management of students’ 
information at (ATU) .......................................................................................... 141 
4.4.5 Strategies for the Use of ICT in Students’ Information Management at 
(ATU) ................................................................................................................. 143 
4.5.1 Internal Policies Regarding ICT for Students’ Information Management 146 
4.5.2 Type of Students’ Information Kept at the Institution .............................. 147 
4.5.3 ICT Platforms/Use Available for Students’ Information Management ..... 148 
4.5.4 The Extent to which ICT is used in operations/processes ......................... 150 
4.5.5 Prospects of ICT in the Management of Students’ Information ................ 151 
4.5.6 The Extent to which ICT has been applied in Monitoring educational 
activities .............................................................................................................. 153 
4.5.7 Areas ICT has contributed to the management of Students’ Information . 154 
4.5.8 Challenges Related to ICT use for Students’ Information Management... 155 
4.5.9 Strategies for the Use of ICT to Manage Students’ Information ............... 157 
4.6 QUALITATIVE DATA ANALYSIS .............................................................. 160 
4.6.1 Internal policies regarding the use of ICT for managing students’ 
information ......................................................................................................... 160 
4.6.2 Impressions about data management and use within the educational sector
 ............................................................................................................................ 161 
4.6.3 Database support infrastructure that should be employed to manage 
students’ information at the tertiary level of education ...................................... 162 
4.6.3 Type of database suitable for managing students’ information at the tertiary 
level of education ................................................................................................ 162 
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4.6.4 ICT impact or influence the management of students’ records/information
 ............................................................................................................................ 163 
4.6.5 Challenges associated with the use of ICT for students’ information 
management ........................................................................................................ 164 
4.6.7 Strategies that can help with the use of ICTs for students’ information 
management ........................................................................................................ 164 
CHAPTER FIVE ....................................................................................................... 166 
DISCUSSION OF FINDINGS .................................................................................. 166 
5.1 Introduction ...................................................................................................... 166 
5.2 Biographic Data of Respondent ....................................................................... 166 
5.3 Internal policies regarding the use of ICT for managing students’ information
 ................................................................................................................................ 167 
5.4 ICT platforms/use available for managing students’ information ................... 168 
5.5 Prospects of ICT use for managing students’ information ............................... 170 
5.6 Challenges relating to the use of ICT for managing students’ information ..... 171 
5.7 Strategies for using ICT to manage students’ information .............................. 173 
References .............................................................................................................. 174 
CHAPTER SIX .......................................................................................................... 178 
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS ...... 178 
6.1 Introduction ...................................................................................................... 178 
6.2 Summary of findings ........................................................................................ 178 
6.3 Findings of the Study ....................................................................................... 178 
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6.3.1 Internal Policies Regarding ICT for Students’ Information Management 178 
6.3.2 The Extent to which ICT is used in Operations/processes ........................ 179 
6.3.4 Prospects of ICT on the Management of Students’ Information ............... 179 
6.3.5 The Extent to which ICT has been applied in Monitoring Educational 
Activities ............................................................................................................. 180 
6.3.6 Areas ICT has Contributed to the management of Students’ Information 180 
6.3.7 Challenges Related to ICT use for Students’ Information Management... 180 
6.3.8 Strategies for the use of ICT to Manage Students’ Information ................ 181 
6.4 CONCLUSION ........................................................................................... 182 
6.5 RECOMMENDATIONS ................................................................................. 183 
6.6 Suggestions for Further Research .................................................................... 185 
BIBLIOGRAPHY .................................................................................................. 186 
 
 
 
 
 
 
 
 
 
 
 
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LIST OF TABLES 
Table 4.1 Demographics of study .............................................................................. 104 
Table 4.2 Descriptive Statistics on internal policies for student’s information 
management ............................................................................................................... 106 
Table 4.3 Descriptive statistics on types of student’s information kept .................... 107 
Table 4.4 Descriptive statistics on ICT platforms/use available for students’ 
information management ........................................................................................... 108 
Table 4.5 Descriptive statistics on Application of ICT in processes ......................... 109 
Table 4.6 Descriptive statistics the prospects of ICT in the management of student’s 
information ................................................................................................................. 110 
Table 4.7 Descriptive statistics on the extent of the application of ICT in Monitoring 
educational activities .................................................................................................. 113 
Table 4.8 Descriptive statistics on challenges related to the use of ICT in management 
of Students’ information ............................................................................................ 115 
Table 4.9 Descriptive statistics on strategies for effective application of ICT in 
students’ information management ............................................................................ 117 
Table 4.10 Descriptive Statistics on internal policies for students’ information 
management ............................................................................................................... 119 
Table 4.11 Descriptive statistics on types of student’s information kept .................. 120 
Table 4.12 Descriptive statistics on Application of ICT in processes ....................... 123 
Table 4.13 Descriptive statistics the prospects of ICT in the management of students’ 
information ................................................................................................................. 124 
Table 4.14 Descriptive statistics on the contributions of ICT to the management of 
students’ information at STU ..................................................................................... 127 
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Table 4.15 Descriptive statistics on challenges related to the use of ICT in 
management of Students’ information ....................................................................... 128 
Table 4.16 Descriptive statistics on strategies necessary for effective application of 
ICT in students’ information management ................................................................ 130 
Table 4.17 Descriptive Statistics on internal policies for students’ information 
management ............................................................................................................... 132 
Table 4.18 Descriptive statistics on types of student’s information kept .................. 133 
Table 4.19 Descriptive statistics on ICT platforms/use available for students’ 
information management ........................................................................................... 135 
Table 4.20 Descriptive statistics the prospects of ICT in the management of students’ 
information ................................................................................................................. 137 
Table 4.21 Descriptive statistics on the extent of application of ICT in Monitoring 
educational activities .................................................................................................. 139 
Table 4.22 Descriptive statistics on challenges related to the use of ICT in 
management of Students’ information ....................................................................... 141 
Table 4.23 Descriptive statistics on strategies necessary for effective application of 
ICT in students’ information management ................................................................ 143 
Table 4.24 Descriptive Statistics on Internal Policies regarding ICT ........................ 146 
  
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LIST OF FIGURES 
Figure 4.1 Gender distribution of respondents .......................................................... 103 
Figure 4.2 Descriptive statistics on areas ICT contributed to the management of 
students’ information management ............................................................................ 114 
Figure 4.3 Descriptive statistics on ICT platforms/use available for students’ 
information management ........................................................................................... 122 
Figure 4.4 Descriptive statistics on the extent of the application of ICT in Monitoring
.................................................................................................................................... 126 
Figure 4.5 Descriptive statistics on Application of ICT in processes........................ 136 
Figure 4.6 Descriptive statistics on the contributions of ICT to the management of 
students’ information at ATU..................................................................................... 141 
   
  
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LIST OF ABBREVIATIONS 
±SD   – Standard Deviation Rank 
ATU   – Accra Technical University 
ICT   – Information and Communication Technology 
KsTU   – Kumasi Technical University 
M   – Mean Rank 
Max   – Maximum value 
Min   – Minimum value 
N   –  Number 
SPSS   – Statistical Package for Social Sciences 
STU   – Sunyani Technical University 
SQL    – Structured Query Language 
TAM   – Technology Acceptance Model 
TPB   – Theory of Planned Behaviour 
TRA   – Theory of Reasoned Action 
TU   – Technical University 
TUs   – Technical Universities 
UNESCO  – United Nations Educational Scientific and Cultural Organization 
 
 
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ABSTRACT 
Students’ information management holds a strategic position in the effective and 
efficient administration of the higher education system. The growing student populace 
in institutions of higher learning has hastened the requirement for ICTs in order to 
effectively process, store and retrieve reliable information in a swift and precise 
manner. 
The study aimed at examining the use of ICTs for students’ information management 
in Technical Universities (TUs) in Ghana in ways that address information security 
challenges and enhances the accuracy and sustainability of students’ information. The 
study adopted mixed-method design and used a questionnaire to collect data from 136 
respondents from three selected Technical Universities staff in Ghana. Interviews 
were also conducted for two educational ICT providers who were purposively 
sampled. Analyses of data were descriptive statistics (means and standard deviation) 
of the quantitative data and thematic analysis of the qualitative data. 
The study revealed that the three selected TUs have ICT related internal policies 
governing the conduct of admissions, awards of grades and records management. 
Also, the study revealed that the TUs use ICTs for application and admissions 
processes, which ensure reliable data of students’ information, registrations, fees 
payments, as well as the processing and reduced time spent on retrieving information. 
Poor ICT maintenance culture and limited financial resources were key challenges in 
using ICT for managing students’ information in the three TUs. 
The study recommends that the TUs in Ghana must establish a state of the art, 
appropriate, cost-effective and adequate ICT infrastructure. Again, the management of 
the TUs must reinforce the automation of all institutional administration programs and 
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build capacities for effective and sustainable implementation of optimum ICT based 
on their needs. Also, the automation of students and lecturers attendance to lectures 
and lecturers assessment by students must be deployed in the three selected TUs. 
 
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CHAPTER ONE 
INTRODUCTION 
1.1 Background to the study 
Students’ information management or otherwise referred to as students’ records 
management holds a strategic position in the effective and efficient administration of 
the higher education system (Gala, 2016). In effect, it is fundamental in the 
management of educational institutions as it documents the preparation, as well as the 
execution of relevant progression of services permitting appropriate monitoring of the 
entire educational system (Adade et al., 2018). Thus, the efficient and effective 
management of students’ information in higher education institutions has become one 
of the several challenging concerns confronting higher learning globally. As inferred 
by Asogwa (2013), Chinyemba, (2011) and Ngumbi (2010), the existing students’ 
information management traditions in some higher education institutions are not 
receptive to the contemporary higher education system that is symbolised by 
extensive technological advancement and development and thus, may not be able to 
launch the organisations to the full fulfilment of their intentions. 
Failure to adequately address the evolving students’ information management 
problems impacts adversely on the development of these organizations (Bigirimana et 
al., 2015). Consequently, many higher education institutions have suffered in terms of 
monetary losses, poor academic performance, workforce discontentment, loss of 
students and erosion of public confidence (Chidobi, 2015).  
Poor students’ information management has manifested in several ways including the 
failure in communiqué amongst the administrators of institutions, academic 
personnel, learners and other interested parties (Ngumbi, 2010). This breakdown often 
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results in predicaments that frequently leads to student unrests and leading to damages 
of to humans as well as properties that could otherwise be circumvented by the 
availability of accurate and timely students’ records, a product of effective integration 
of Information and Communications Technologies (ICT) into students’ information 
management processes (Juma et al., 2016). As pointed out by UNESCO (2011), the 
expeditious growing student populace in institutions of higher learning has hastened 
the requirement for ICTs in order to process, store and retrieve information in a swift, 
logical as well as in a precise manner.  The number of individuals entering institutions 
of higher learning in Ghana has risen dramatically in nine (9) years, just as the figure 
globally has moved up (UNESCO, 2017).  
According to UNESCO (2017), 41,783 students were enrolled in higher education in 
Ghana in 2005; however, the latest data demonstrates that the number has increased to 
157,626 in 2014 which indicates more than twice the figure in less than a decade. 
Again, as indicated by UNESCO (2017), the worldwide, enrolment in higher 
education has increased steadily signifying that between the year 2000 and 2014, the 
aggregate of learners in higher education institutions more than multiplied, rising 
from one hundred (100) million to two hundred and seven (207) million. The 
necessity to control this growing learner numbers and control their progress within the 
educational system demands that higher education institutions administrators turn to 
ICTs solutions to manage students’ information effectively. Also, the efficacy and 
potential of ICTs is an indication technology can afford opportunities that hitherto 
were not in existence a few decades ago. 
Consequently, the Information and Communication Technology (ICT) application in 
education has gained popularity in recent times which has primarily affected the way 
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higher learning institutions go about their activities (Sherifi, 2015). Not only in the 
processes of teaching and learning but also, monitoring of students’ progress. 
Information technology is defined as the aggregation, treating, storing or retrieval of 
data (Sherifi, 2015). In comprehensive terms, ICT highlights the purpose of 
communication in contemporary IT, in the diffusion or transmission of data from one 
place to the other and over a distance. As pointed out by UNESCO (2008), ICT is a 
term employed to define an array of hardware apparatus, computer software as well as 
telecommunication infrastructure that allow access, retrieval, storage, organisation, 
manipulation, presentation, sending of materials and communicating both 
domestically and internationally through digital media. 
To Becta (2008), ICT characteristically denotes computer technologies, as well as 
other technologies employed in the gathering, storing, managing and communicating 
information. According to Bayangan-Cosidon (2016), ICT is a distinct array of high-
tech apparatuses and resources employed to interconnect and generate, disseminate, 
store and regulate data. Information and Communications Technology as Chawinga & 
Zozie (2016) point out is crucial in enhancing efficiency and the advancement of 
knowledge-intensive services as well as products, which represents the primary 
ambition of every nation worldwide, as it offers endless success for nations (Popescu 
et al. 2017).  
ICT has been accepted by diverse segments comprising both manufacturers as well as 
health to improve their day to day operations (Tay & Lim, 2013). The realm of 
education has been transformed by the assertive consequences of information and 
communication technology as well. Asogwa et al. (2015) and Iwhiwhu (2005), infer 
that ICT has the capacity to expedite, ameliorate, and intensify skills, stimulate and 
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occupy learners in pedagogy, assists in relating educational familiarities to job 
practices, aids in building monetary sustainability for future employees, contributes to 
revolutionary developments in institutions, supports instruction, and affords occasions 
for link between the institution and the real world. Wolfe & Fletcher (2013) infer that 
ICT has wide-ranging pedagogic prospects and a high likelihood of modifying the 
pedagogical context when it is applied judiciously.  
The embracing of ICT in educational settings commences from preschool (Lupu et al., 
2015) up to institutions of higher learning (Pavel, et al., 2014). Explicitly, the usage of 
ICT in institutions of higher learning has re-demarcated pursuits in the education 
process, research and data sourcing, administration of learners’ records, 
correspondence between academics, learners and other stakeholders in the 
establishments (Sapere-Obi, 2014). As Asogwa et al., (2015), puts it, the application 
of ICT in institutions makes the management and instruction process more amenable, 
less time consuming, and less costly, and thus most of the higher educational 
institutions including Technical Universities (TUs) in Ghana are striving to adopt the 
values of ICT.  
Managers of universities supervise multiple operations such as accounts, personnel, 
students as well as taking care of the institution in general. The management of 
students’ activities encompasses multiple undertakings beginning from the entry 
processes through instructional undertakings to handling and releasing of students’ 
results. These managerial operations have been acknowledged to have been 
significantly enriched with the use of ICT. According to Obeng (2004), the 
amalgamation of information and communication technology into this practice 
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increases the entire admittance undertakings of universities by making it available to 
all.  
Again, ICT use and use in the management of students’ academic records in TUs 
could become an antidote in providing practical solutions to student information 
management problems that otherwise would have been difficult if not impossible. ICT 
according to Asogwa et al. (2015) facilitates student data management. While 
Maguire (2005) asserts that academic institutions have adopted the use of ICT in 
order to cope with the volumes of information generated by organisations.  
Commenting on the relevance of student information/statistics to tertiary institutions, 
Krishnaveni & Meenakumari (2010) infer that for pedagogical advancement, faculty, 
institutional planners and administrators require sufficient and reliable data of 
learners’ enrolment as well as students school records through the use of ICT for 
effective planning and management of the tertiary educational system. There is no 
doubt thus that the management of TUs has become more complex; consequently, 
student information management demands more attention (Scheuermann et al., 2009).  
The massive upsurge in the number of learners in the TUs, as well as the multiplicity 
of programmes, has led to the management of large volumes of information that must 
be accessed speedily to afford information for effective management and decision-
making processes (Matovu, 2009). Consequently, the use and usage of ICT for 
student information management in TUs has become crucial. The necessity for and 
significance of students’ records cannot be overemphasised (Mondal & Mete, 2012). 
Additionally, the fact that they ensure continuousness in the university scheme, 
records encompass statistics, and educational institutions need to efficiently and 
adequately manage student information.  
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Students’ information is further needed during institutional review activities in order 
to make a determination regarding the institution and affording the relevant 
suggestions for reform. Recommendations, as well as academic transcripts of 
graduates/learners frequently required by employers and other establishments, can 
only be made available through accurate information systems. It could be an 
exaggeration to intimate that student information management challenges are normal 
at the various echelons of the educational sector. Nevertheless, it is becoming evident 
that these issues are more prominent in the higher education system as a result of 
correct, consistent and dependable records that fulfill evidential demands are being 
generated, however, they are not appropriately handled (Bayangan-Cosidon, 2016).  
This, thus, becomes a matter of great worry to governments, guardians, learners, 
individuals as well as organisations (Olmstead, 2013; Merkley et al., 2006). Desperate 
attempts in the past to advance the state of affairs in many higher education 
institutions through the instigation of technology and internet services in addition to 
the development of a database did not appear to have aided the condition much since 
the information management systems remains orthodoxly paper-based and labour-
intensive (Gürkut & Nat, 2016).  
Isah (2007) is of the view that university records can enrich administrative duty 
routines in terms of scheduling for resource procurement and utilisation of student as 
well as employee services, fiscal administration, enhancement of instructional 
programs, and the preservation of an active interactive association with their 
community and other external agencies. Thus, individuals who constitute an 
institution tend to exhibit more appropriate behaviour if they are aware that 
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information about them is kept (Pegu, 2014) and this in no small way, improves 
advancement and order in the establishment.  
Student’s information management has a tactical locus in the effectual and effective 
administration of any higher educational scheme. It is fundamental to the management 
of universities since it documents the scheduling and execution of a suitable sequence 
of services permitting appropriate monitoring of work (Igwoku, 2008). In the 
conservative paper-based organisations like the institution of higher learning, the 
paper remains the main platform for information in the organizational documentation. 
Mostly, as inferred by Gunnlausdottir, (2012), information management should be 
steered by some level of privacy, proper preservation, safety, conservation of the 
content as well as setting, etc.   
The field of information management (Azad, 2008) has over the past two decades 
undergone great advancements as a result of the emergence of contemporary ICT. It is 
widely accepted though not fully appreciated that the integration of ICT in 
institutional functions is necessary for increased efficiency, cost-effectiveness and 
competitiveness. Chidobi (2015) noted that the application of ICT is essential for the 
collection of student data, recording of student results, and for the effective keeping of 
students’ records. Information management involves the creation, storage, retrieval, 
maintenance, disposition and the use of compact and other manual or electronic 
means.  
It has also been acknowledged that the monitoring and evaluation of staff, physical 
planning, curriculum development, financial management, and information 
dissemination will increase the efficiency of the universities if ICT facilities are 
adequately and adequately utilised (Nwaomah, 2015; Osakwe, 2012; Olubusuyi, 
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2008). While various researchers (Popoola 2003; Nakpodia, 2011) have investigated 
the roles ICT play in making the pedagogic processes effective in higher educational 
institutions and the problems faced in successful integration, quite a few researches 
have been carried out to investigate its use and use in the management of students’ 
information at the Technical University level. As a result, the aim of this study, 
therefore, is to examine the use and usage of ICT for students’ information 
management in TUs in Ghana.  
1.2 Statement of the Problem  
Students’ information management aims to proficiently and methodically regulate the 
lifecycle of data that are regularly created base on activities and dealings of an 
institution (Chidobi, 2015). Most higher education institutions are unceasingly 
deploying integrated students’ information management by way of refining their 
decision-making process and quality service delivered. Again, it is believed 
commonly that at the core of the multifaceted higher education institutions’ 
challenges are their inadequacy in managing students’ information efficiently (Gala, 
2016; Atulomah, 2011; Iwhiwhu, 2005).  
Consequently, with ICT, the management of students’ information in universities has 
become easier and smoother (Makhanu, 2010). ICT has brought in its wake change 
and adeptness in the manner various administrative duties are managed (Sprehe, 
2005). It has transformed the ways information is handled, stored and regulated 
making record preservation, document handling, clerical and those other undertakings 
less onerous. It has further made data transmission smoother and quicker, and data 
regarding an establishment may now be efficiently dispersed to the whole world 
(Waldron, 2004). It has further afforded admittance to schools stress-free, and 
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students may nowadays process admission, pay their fees, register and perform 
several other services through the use of ICT.  
The positive outcomes of ICT on managerial services in educational institutions are 
copious. There is nonetheless evidence that TUs are yet to adequately appreciate the 
benefits of ICT use, particularly with the scarcity of essential amenities witnessed in 
many of these institutions (Frimpong et al., 2018). Thus, the necessity to evaluate the 
use of ICT for students’ information management in TUs in Ghana. This study is 
aimed at empowering record managers to comprehend the value and effectiveness of 
using ICTs in managing students’ information, relative to candidates, enrolled and 
past students, to guarantee their security, reliability as well as its accessibility to 
authorized users for as long as necessary by the TUs.  
This will aid the TUs in meeting its duty of care to its stakeholders as well as conform 
to the lawful responsibilities including Data Protection Act 2012 (Act 843) and other 
equal law in other dominions in which the TU's function. Students’ information 
should be adequately and steadily controlled for all candidates as well as students 
irrespective of where or how they are learning. 
Again, although the area of ICT use in education has attracted quite a number of 
researchers in the recent past, several of these studies demonstrate that there are 
varied factors affecting the use of ICT in schools including but not limited to; the lack 
of strong support from government at national and local levels by relevant institutions 
and education authorities, technical difficulties, cost and lack of strategies (Makhanu, 
2010). Prior to the conversion of Polytechnics to TUs, the majority of these 
polytechnics made use of the manual system for managing students’ information 
(Frimpong et al., 2018). This suggests that the use of ICT for students’ information 
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management in the TUs in Ghana did not receive and might still not receive any 
attention. This study, therefore, examined the use of ICT for students’ information 
management in TUs in Ghana.  
1.3 Purpose of the study  
The purpose of the study was to examine the use of ICTs for students’ information 
management in TUs in Ghana that address information security challenges and 
enhance the accuracy and sustainability of students’ information and management.  
1.4 Objectives of the study 
Specifically, the current research sought to: 
i. Examine the internal policies that relate to the use of ICTs for students’ 
information management in TUs in Ghana 
ii. Find out ICTs platforms/use available for students’ information management 
in TUs in Ghana 
iii. Examine the prospects of ICTs use for students’ information management in 
TUs in Ghana 
iv. Investigate the challenges related to ICTs use for students’ information 
management in TUs in Ghana  
v. Recommend strategies for the use of ICTs for students’ information 
management in TUs in Ghana 
1.5 Scope and Limitations of the Study 
The study aims to examine the use of ICTs for students’ information management in 
TUs in Ghana that addresses information security challenges and enhance the 
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credibility and sustainability of students’ information. In order to keep the 
investigation within controllable scope, the study is limited to three TUs in Ghana 
(Kumasi Technical University, Accra Technical University, and Sunyani Technical 
University). 
The justification for selecting these three TUs is based on the fact that they were the 
leading three TUs in Ghana (MOE, 2014) and are relatively closer to each other. 
Another reason for selecting these TUs was based on the fact that the three 
universities run almost similar programmes of study and handle similar students’ 
information. For these reasons it was believed that they may have certain ICT usage 
factors in common. 
1.6 Significance of the study 
The current study is premised on the assumption that students’ information 
management practices in TUs are not efficient. It is an evaluation of the state of the 
management of students’ information with the intent of suggesting strategies that will 
advance students’ information management practices in these universities. It is hence 
not inapt to assume that the research will be beneficial in the following ways:  
1. To all educational stakeholders who can be certain that not only will 
students’ information be well managed, but they can obtain this data when 
needed for developmental purposes. 
2. The Technical University administration will further profit from this study 
since the outcome will elucidate the fusty domains of students’ information 
management systems in the institutions and further generate the consciousness 
on the manner students’ information is handled effectually and efficiently 
using ICT.  
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3. Workers, learners, and graduates will not be left out as they can readily 
have access to essential information in their proper form.  
4. It is anticipated that the study will make a priceless contribution to the 
literature relative to the use of ICTs for student’s information management. 
1.7 Study Setting 
According to Bhattacharya (2013), the research setting can be seen as the physical, 
social, and cultural site in which the researcher conducts the study. In qualitative 
research, the focus is mainly on meaning-making, and the researcher studies the 
participants in their natural setting whereas quantitative research the researcher 
focuses on situated activities that locate her or him in the context. The research setting 
was the selected three TUs in Ghana (Kumasi Technical University, Accra Technical 
University, and Sunyani Technical University). It also included two educational ICT 
provider for tertiary institutions. 
 
1.7.1 Technical Universities in Ghana 
The government of Ghana in 2016, converted eight (8) Polytechnics in Ghana to 
Technical Universities (TUs) with a redefined mandate to deliver advanced learning 
in engineering, science, and technology-based disciplines, technical and vocational 
education and training, applied arts and related disciplines with little concentration on 
Business and Humanities. This is evidently specified in the Technical Universities 
Act, 2016 (Act 992) passed by the Parliament of the Republic of Ghana and assented 
st
to by the President of Ghana on 31  August 2016. Thus, TUs are technological 
universities with a focus on the application of technology to the various fields of 
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learning rather than the search for new knowledge. They are mandated to offer a 
minimum of four (4) year Bachelor of Technology (B Tech) degree programmes in 
Science and Technology- based disciplines. The new converted TUs are Kumasi 
Technical University, Accra Technical University, Sunyani Technical University, 
Koforidua Technical University, Ho Technical University, Tamale Technical 
University, Takoradi Technical University and Cape Coast Technical University 
(MOE, 2014). 
1.8 Theoretical framework 
The theoretical framework explicates the route of a study and places it resolutely in 
theoretical concepts. The broad purpose is to make study outcomes more reminiscent, 
satisfactory to the theoretic paradigms in the study arena and guarantees 
generalizability. Theoretical frameworks also contribute to motivating research while 
guaranteeing the addition of knowledge by affording the course and stimulus to the 
study investigation. Theoretical frameworks further enrich the practicality and 
consistency of an investigation. Consequently, it is no overstatement when Imenda 
(2014) specify that theoretical frameworks give life to research. Technology has come 
to stay in all aspects of life especially in education and how TUs are adopting and 
using ICTs to manage students’ information has been a course for concern. To 
achieve this, the Technology Acceptance Model Theory would be used. 
1.8.1 The Technology Acceptance Model 
The Technology Acceptance Model (TAM) describes the determining factor of 
behaviours exhibited with cognisant intents (Ajzen & Fishbein, 1980).  According to 
Fishbein & Ajzen, (1975), an individual’s behaviour through their intent to execute it, 
is advocated in turn to be formed by the person’s attitudes as well as the individual’s 
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subjective norms concerning that behaviour (Fishbein & Ajzen, 1980). Davis in 1986, 
originated the TAM. The TAM according to Davis et al., (1989), was specifically 
designed to describe behaviours concerning computer usage. TAM affords convincing 
hypothetical foundations for defining an individual’s intentions of employing IT or 
scheme (Kim, 2008).  
TAM submits that if an individual is presented to a novel info system or novel 
technology, their choice concerning its use could be influenced by numerous issues. 
The TAM hypothesises that two (2) belief variables, perceived ease of use and 
perceived usefulness are the primary determining factor of the consumer’s 
behavioural intent to adopt a technology according to Davis, (1989). As pointed out 
by Davis, (1989), perceived usefulness is described as the degree to which an 
individual assumes that adopting a specific scheme will improve the performance, 
while perceived ease of use is explained as the extent to which an individual considers 
that adopting a specific technology will be independent of effort.  
Davis examined the associations of useful-usage, as well as ease of use-usage and 
usefulness, and is evidenced to be implicitly more firmly correlated with use in 
contrast to the ease of use. Similarly, Davis (1989) inferred that perceived usefulness 
was powerfully associated with the consumers’ technology acceptance. Thus, it is 
essential to acknowledge consumer beliefs in any scheme or technology acceptance, 
as a result of their impact on user behaviour. According to Davis (1989), the 
significance of perceived usefulness and perceived ease of use has been widely 
examined from varying theoretical perspectives including the theory of self-efficacy, 
expectancy theory, and theory of behavioural decision, diffusion of innovations, 
advertising, and human-computer interaction.  
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Davis et al. (1989) asserted that the actual technology usage per the TAM is defined 
by the behavioural intention which in turn is affected by perceived ease of use and 
perceived usefulness. Further, perceived usefulness influences directly the 
behavioural intention whereas perceived ease of use exercises either a direct or 
indirect impact through perceived usefulness on the behavioural intent. Perceived ease 
of use further determines perceived usefulness since, all things being equal, the 
simpler the technology is to use the more valuable it will be (Venkatesh & Davis, 
2000). Additionally, TAM suggests that the influence of peripheral elements on the 
behavioural intent for a system used will be arbitrated by perceived ease of use and 
perceived usefulness. 
Davis et al. (1989) emphasised that external variables afford the connection between 
the internal beliefs, attitudes, and intentions designated in the Technology Acceptance 
Model and the different individual differences, contextual limitations and 
managerially controllable interventions affecting behaviour. In the practise of 
execution, practitioners may apply influence on consumer judgments regarding 
technology and eventually user behavioural intents as well as the technology use 
through the manipulation of these external forces (Hong et al., 2002). TAM according 
to Davis et al., (1989), specifies the prevailing circumstances determining a consumer 
use of a system. Consequently, this model has the potential for clarifying and 
forecasting consumer behaviour over an extensive range of end-user technology and 
consumers while concurrently being both frugal and hypothetically defensible.  
The attitude construct was incorporated in the original Technology Acceptance Model 
version; however, it was discarded from the ultimate model after Davis et al. (1989) 
observed that the influence of the two (2) belief variables, perceived ease of use and 
perceived usefulness, on intent was not entirely arbitrated by attitude. Attitude 
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according to Ajzen & Fishbein, (1975) is a person’s positive or negative sentiments 
regarding the display of the intended behaviour. According to Davis et al. (1989), 
there could be situations when an individual, offered a specific technology seen to be 
beneficial, could immediately nurture a profound behavioural intent to use that 
technology devoid of creating any attitudes about it.  
Venkatesh, (2000) notes that the elimination of the attitude element increases the 
appreciation of the effect of perceived ease of use as well as perceived usefulness on 
the model’s core dependent variable of intent. Several investigations including (Kim 
2008; Park et al. 2009; Jeong, 2011; and Williams, et al., 2015), have demonstrated 
that the Technology Acceptance Model maintained its robustness despite the 
exclusion of the attitude construct, since a consumer’s behavioural intent is essentially 
defined by the belief variables such as perceived ease of use as well as perceived 
usefulness. Nevertheless, Chau & Hu, (2002) and Jackson, et al. (1997) have afforded 
pragmatic proof to authenticate that attitude exercised a notable influence on a 
consumer’s behavioural intent and thus a crucial construct in the TAM.  
The TAM assumes that the application of a particular system or information scheme 
is optional (see Davis, 1989). Again, TAM hypothesises that, when sufficient 
information and time on a specific behavioural action is presented, the consumer’s 
behavioural intent will display a stifling similarity to that particular behaviour 
(Kripanont, 2007). The postulation as specified by Ajzen & Fishbein (1980), pertains 
merely to situations where the behaviour is under the voluntary direction of the 
individual. Also, according to Kripanont (2007), TAM has reliable behavioural 
components and presumes that when an individual form an intent to act in a certain 
manner, he or she will be unrestricted to act devoid of any restriction. Hitherto, as 
specified by Bagozzi, et al. (1992), in real-life individuals might encounter several 
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obstacles such as the absence of skills, insufficient time, contextual limitations and 
insentient behaviours which may limit their autonomy to act.  
Generally, the development of the Technology Acceptance Model according to Han, 
(2003) may be classified into three (3) distinct stages, use, validation and extension.  
 The use stage deals with the frugality of the TAM. Davis et al. (1989) 
endeavoured to develop a hypothetical acceptable model that can forecast as 
well as interpret a consumer’s behavioural intent in the information systems 
setting. The advancement of the Technology Acceptance Model has been 
implemented across an assortment of technologies. The conclusions of these 
investigations validated the relevance of Technology Acceptance Model above 
the chosen technologies in various info system settings.  
 The validation phase can be categorised into two (2) separate components. 
One is meant to establish the psychometric features of the Technology 
Acceptance Model’s major constructs, perceived usefulness and perceived 
ease of use. In order to determine the two (2) constructs, Davis et al. (1989) 
designed a range of variables for every construct.  
Therefore, the TAM theory was employed to evaluate the use of ICTs for students’ 
information management at the three selected TUs (Kumasi Technical University, 
Accra Technical University, and Sunyani Technical University). Additionally, the 
theory hypothesises that perceived ease of use and perceived usefulness are the 
primary determining factors of consumer’s behavioural intent to adopt a particular 
technology. This theory along these lines can control a researcher in building up 
determinants of TUs to adopt and use ICTs for managing students’ information.  
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TAM theory operates on the fact that once an individual is presented with innovative 
technology, their choice concerning its use is influenced by numerous elements (i.e. 
idiosyncratic norm, image, job applicability, product quality, and result certitude). To 
conclude, the TAM theory accommodates the objectives set out for the study, and 
thus serve as a guide to the entire study. It is also important to note that external 
stimulus builds up the cognitive response of an individual and the institution which 
results in a behavioural intention to use a particular system within a Technical 
University setting. 
 
Figure 1: Final Model of the TAM (Venkatesh & Davis, 1996) 
1.9 Organization of Chapters  
The study was organised into six (6) chapters. Chapter one comprises of the 
introduction which captures the study background, problem statement, the study 
purpose, objectives, significance, scope, and limitations of the study as well as the 
theoretical framework. Chapter Two reviews relevant literature on the topic under 
study which comprises the following themes: Worldview of job ICTs in education, 
African view and Ghanaian view of ICTs usage for managing students’ information 
and literature on other specific areas of the study topic. Chapter Three focuses on the 
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methodology of the study. This comprises the research design, population, sample and 
sampling technique, research instrumentations and tools, pre-testing, data collection 
procedure and data processing and analysis and ethical issues relevant to the study.  
Chapter Four looked at the presentation and analysis of the data in terms of the 
demographic information of respondents, category of staff in the three TUs, 
educational qualification of respondents, work experience level of respondents, ICT 
policy components of the TUs, ICT infrastructure at the TUs, ICT use for students’ 
information management, ICTs prospects for students’ information management and 
challenges of ICTs for students’ information management  
Chapter Five discussed the major findings emanating from the analysed data.  Finally, 
Chapter Six presented a summary of the findings, conclusion, and recommendations 
of the study. 
 
 
 
  
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Wolfe, B. & Fletcher, J. (2013). Estimating Benefits from University-Level Diversity. 
Cambridge, MA: National Bureau of Economic Research. 
 
 
 
 
 
 
 
 
 
 
 
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CHAPTER TWO 
LITERATURE REVIEW 
2.0 Introduction 
This section provides literature on the use of ICTs for students’ information 
management from the World, African and Ghanaian point of view. Building on 
previous studies, this chapter addresses the purposes for which the literature is used in 
the current study and demonstrates how the literature review for this study was 
organised. It focuses on the following: 
 Information in Tertiary Institutions 
 Students’ information management 
 Information and Communication Technology (ICT) 
 ICTs in education  
 ICT Policies in Tertiary Institutions 
 ICTs and management of students’ information, 
 Contribution of ICTs towards effective management of students’ 
information and  
 Challenges impeding the usage of ICTs in students’ information 
management 
 Theories of Human Behaviour and Technology Adoption  
 
2.1 Information in Tertiary Institutions 
Students’ information or what is usually referred to as records are prized assets that 
have to be adequately controlled and protected. Records are the benchmark (Misra et 
al., 2018; Atulomah, 2011) on which present and future decisions and activities of 
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institutions are projected. Records play essential functions in institutions by providing 
evidence of and information about the transactions of students and institutions. 
Records afford a mechanism by which institutions can be held liable for their 
activities and ultimately serve as a foundation on which institutional memory is 
constructed (Shepherd & Yeo, 2003). Records are major instruments in the running of 
institutions, thus their non-availability could lead to inadequacies or failure in their 
daily practices (Langsdale, 2014; World Bank 2006).  
Without information, no assessment can be made as to whether institutions have truly 
conducted the duties and undertakings they are supposed to. Neither can it be 
guaranteed that these activities and dealings meet the benchmarks of adeptness, 
acceptability or the ethics of good governance, or whether or not they have performed 
actions that ought not to have been performed (Abdulrahman, 2015; Chinyemba, A. 
2011; Egwunyenga, 2009). Records and the proof they hold are the tools by which 
institutions could stimulate the environment of faith and establish a general onus to 
students (Chinyemba, 2011; Nakpodia, 2011).  
Students' records, as essential resources for institutions, must be harnessed through 
appropriate records management practices (Atulomah, 2011; Abioye & Habila, 2004). 
Correct information management is the foundation for responsibility, limpidity, good 
governance, poverty elimination, eradication of dishonesty and the prudent 
application of scarce resources (Chinyemba, 2011; Mutula & Wamukoya 2009). 
Proper management of information encompasses the establishment of efficient 
internal controls at each phase of the record's life cycle, consistent with conventional 
codes as well as acknowledged models of records management (Atulomah, 2011; 
Chinyemba & Ngulube, 2005).  
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Furthermore, proper information management in an institution, (Mokhtar & Yusof, 
2016; Ifedili, & Agbaire, 2011; Rebore, 2005) will guarantee that records with their 
collective knowledge, are captured in a recordkeeping system so that the information 
they contain can be accessed when needed and can be shared in the institution. 
Accurate conservation of students’ information and the suitable provision of 
information empower students to exercise their rights, providing them with 
information and data they can employ to hold the institutions accountable for their 
education Major & Omenu. 2016; Eguwunyenga, 2009; Popoola, 2003).  
The provision of reliable, accurate, and certifiable information similarly aids in 
detecting and averting fraudulent dealings that undermine the efficient and effective 
provision of services by higher education institutions (Sapere-Obi, 2014; Iwhiwhu, 
2005). Customer services, the performance of tasks efficiently, as well as quantifiable 
results,  are ever more becoming essential responsibilities, and all these aspirations are 
contingent on accessible and usable records (ISO, 2017). Thus, students’ information 
must be prudently managed to afford the verifiable evidence needed to support 
institutions, fulfill their mandate to their clients (students) and protect fundamental 
values on which the institution is built (Chinyemba, 2011; Chinyemba, & Ngulube, 
2005).  
Chinyemba (2011) and Shepherd &Yeo (2003) infer that transparency and 
accountability in institutions are ultimately achieved by giving students the accurate 
access to information, and this can only be realised through excellent records 
management. However, records, viewed as the most essential foundation of student 
information, have only recently beginning to be managed as a strategic resource, since 
there still are prevalent challenges storing and in retrieving them (Nakpodia 2011; 
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Egwunyenga, 2009; IRMT 2008). In most institutions, students’ information 
management has neither been assimilated nor grasped as a strategic management 
function with other data managing functions of the institutions (Major & Omenu 
2016; Nakpodia 2011). This situation hinders the ability of the institutions to 
discharge their economic as well as managerial restructuring programmes designed to 
realise productivity, liability, and improved services to students (Sapere-Obi, 2014). 
2.1.1 Records in organisations 
As pointed out by Mokhtar, & Yusof, (2016) and Yusof & Chell (2005) there is no 
commonly acknowledged description of the word record thus, the various descriptions 
of the term have led to misperception which influences the design of a concept to 
support it. According to Harris (2009), the description of the term record advanced 
from an archives’ standpoint through management perspective to an information 
technology standpoint, and these paradigm shifts led to variations in the status of 
records. Some descriptions are premised explicitly on the function of the records, 
while others view records as physical objects for generations to come (IRMT, 2008; 
World Bank 2006; Myburgh 2005; Mnjama, 2004).  
Thus, any original meaning of the term record needs to consider the elements of a 
record which comprises that the information, the medium as well as the function. 
Emery, (2005) outlined record as chronicled information formed or received in the 
commencement, conduct or accomplishment of an official or individual undertaking 
that encompasses content, setting and scheme satisfactory to afford proof of the 
undertaking. ISO 23081-1 (2017) describe records as any data generated, received and 
preserved as proof by an establishment or individual, in fulfillment of legitimate 
responsibilities or in the transaction of business. Shepherd & Yeo, (2003) define 
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record as recorded evidence of an action undertaken by an individual or an 
establishment during their corporate dealings, which results in a definite conclusion.  
Records, as specified by Shepherd & Yeo (2003), may be presented in any form and 
in several mediums. Most establishments have amalgam record structures, with most 
on paper and others in a digital form. Records are extensions of human memories, 
decisively designed to document data, record events, express opinions, verify claims, 
advance information, suggest explanations and afford permanent testimony of 
activities (Garcia, 2011; Read, & Ginn, 2011; Kanzi 2010). Their formation is as a 
consequence of a basic human desire to generate and store data, to retrieve and diffuse 
it, and to institute concrete links with the past (Akor, & Udensi, 2013; Ndenje-
Sichalwe, 2011).  
Consequently, as inferred by Atulomah, (2011) organisations apply records in 
conducting their day to day business, to allow judgments to be made and actions to be 
taken. Records afford admittance to practices and strategies, as well as proof of what 
was accomplished or resolved once upon a time. Records empower institutions to 
protect against deception and to preserve human rights as well as assets. Institutions 
employ records to promote accountability when they are required to verify that they 
have satisfied their responsibilities to their clients, in this case, students (Shepherd and 
Yeo 2003).  
Moreover, records function as a tool of liability by affording the necessary proof 
stakeholders require to account for their decisions and activities and to respond to the 
requirements of laws and policies (Chinyemba, 2011). Records may further be utilised 
for cultural determinations for investigation, to advance knowledge and 
comprehension of an enterprises’ past. The broader community as Shepherd & Yeo 
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(2003) pointed out, further has anticipations of transparency in institutions, the 
safeguarding of rights as well as the preservation of origins for shared memory. 
Records are more than mere information (Ngulube, 2011), and what differentiates a 
record from other sets of data are that it is fashioned as a consequence of an 
exceptional venture or activity and may, thus, afford proof of that action (Adam, 
2017; Mokhtar & Yusof, 2016; Franks, 2013; Mnjama, 2004).  
2.1.2 Information/Records Creation and Use  
Many institutional undertakings typically lead to the creation of records. Records 
formulation is one of the stages of the life cycle of records (Garcia, 2011). Record 
creation denotes the deed of accruing records or integrating the data into a 
recordkeeping structure (Evans et al., 2014; Sutuliffe, 2003). Essentials of records 
creation consist of the existence of an appropriate system to document the happenings 
of the institution; preserving records of every endeavour that is adequately 
comprehensive and precise to enable an audit of any facet of the activities to 
guarantee the fortification of the privileges of the institution (Jones, 2003; Cowling, 
2003; Palmer, 2000). As inferred by Yusof & Chell (2005), records creation 
encompasses the development of reliable guidelines to guarantee integrity and 
availability, determining the systems to log and track records, as well as techniques 
for recording, categorising and indexing.  
Records creation strategy is indispensable to guarantee that records meet the proper 
standards of quality and it is vital that they are kept in a safe and operative records 
management system so that they will remain intact over time (Read & Ginn, 2011; 
Shepherd & Yeo, 2003). According to Eusch, (2017), the fundamental goal of records 
creation is the provision of evidence of the functioning of an organisation or for 
accountability. According to Shepherd & Yeo (2003), in evaluating the necessity for 
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creating records, the goal must be to recognize and assess the requirements of the 
institution regarding records that provide evidence and information as well as for 
operational use and can support accountability as well as the costs of creating, and 
preserving the records that are required. The risk to the institution must also be 
considered in case they do not have those records.  
In higher education institutions, records are created and employed for numerous 
purposes. Institutions use records in conducting their day to day business, as this 
permits effective decision making. Furthermore, records afford accessibility to 
precedents, strategies, and provide proof of happenings in the past. Records allow 
institutions to guard against deception as well as protect their rights and assets (Eusch, 
2017; Chinyemba, 2011; Chinyemba & Ngulube, 2005). Read & Ginn, (2011) 
underscored that in order to support corporate functions and to afford evidence, 
records must have two (2) fundamental features which comprise authenticity, 
described as the perseverance overtime of the primary physiognomies of the record 
regarding its setting, structure as well as content and reliability which is the capability 
of a record to serve as dependable evidence  
Records that have these features will have adequate content, composition and setting 
to afford a complete justification of the happenings and activities to which the records 
relate, and will accordingly mirror decisions, activities, and responsibilities (Jones, 
2003; Palmer, 2000). Consequently, if such records are preserved in a reachable, 
comprehensible and operational method, they may be able to support students’ 
requirements and be employed for accountability purposes over time (Chinyemba, 
2011; Palmer, 2000). Besides, institutions create and manage records to promote 
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liability, when they require to verify that they have realised their responsibilities and 
acted in accordance with accepted procedures (Chinyemba, 2011).  
2.2 Information Management  
According to Rao and Nayak (2014) scientists, practitioners, managers, etc. in most 
establishments make vital decisions regarding their strategies, day to day activities in 
order to beat competitors, to pursue research at cutting-edge levels, to deliver 
satisfactory services, etc. all through the use of information. Information in whatever 
form, whether formal or informal, must be well managed. Information is presently 
perceived as a priceless resource in several establishments. It is viewed as an 
organizational resource. Information may be retrieved by everyone from anywhere, as 
often as desirable, nonetheless remain unreduced and unaffected; however, this 
necessitates a comprehensive application of information technologies.  
A number of private-sector agencies give alternate information services, and 
government funding is dwindling annually; consumers approach information suppliers 
directly for their desires. In commercial, academic, public and other sectors, info 
(both external and internal) is treated and handled devoid of professional assistance. 
ISO 15489-1 (2001) outlines records management as a domain of management in 
charge for the proficient and efficient regulator of the creation, receiving, 
preservation, usage, and disposal of records, as well as procedures for obtaining and 
preserving proof of as well as information regarding corporate undertakings and 
dealings in the form of records. This description implies the administration of records 
as valued sources of proof and to their function as the basis of accountability and 
transparency for institutions are indispensable (Peterson & Ndlovu, 2013; Finnell, 
2011; Bantin, 2008). 
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Others have defined records and its management as the managing of any data 
obtained in a reproducible format which is necessary for carrying out transactions. 
This description emphasises the management aspect of information (Katuu, 2015; 
Read & Ginn, 2011; Bailey, 2008). Consequently, the grasp of management 
philosophies assists in affording a better comprehension of the records management 
function (Ndenje-Sichalwe, 2011; Katuu, 2009). Records management is thus, a 
management activity that guarantees that comprehensive, precise and reliable records 
of institutional happenings and procedures are created, preserved such that it allows 
for their eventual retrieval for both external and internal users and to attest to the fact 
that the business an institution is conducting is in agreement with what is expected of 
them (Chinyemba, 2011; Shepherd, 2006).   
As inferred by Stephens (2007), practising sound and effective records management is 
especially crucial to institutions. Superior records (Atulomah, 2011) are desirable to 
guarantee institutions take correct decisions and activities. Reliable and accessible 
records (Dewah, & Ndlovu, 2013; Palmer, 2000) are convincing sources of evidence 
and information that support as well as sustain the integrity and accountability of any 
establishment. The primary aims of records management according to Mokhtar, & 
Yusof, 2016; Jones, 2003; Agere et al., 1999) comprise the need to; 
 Afford enhanced filing measures so that associated information can be filed 
together and consequently retrieved effortlessly when needed. 
 Regulate the ways in which information is created and the manner in which 
inbound and outbound information is received, handled, disseminated, utilised 
and consequently stored. 
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 Afford cost-effective storing of information by recognising, scheduling and 
disposing of obsolete information, thus diminishing capital and recurring 
investment and expenses in filing apparatus as well as space. 
 Categorise and make suitable provisions for the safekeeping and conservation 
of records that are crucial to the institution or have past, research and other 
long-term worth. 
 Effect cost savings to the institution through the regulation of the creation, 
distribution and retaining of duplicates of reports, forms, and other diverse 
documents. 
2.2.1 Access to information and records  
According to Ngulube (2011), nothing is more rudimentary to the relationship 
between government and the governed than the freedom of access to information. The 
freedom of access information is not only a prerequisite for good governance but also 
a fundamental human right, and the foundation for all other human rights (Ngulube, 
2011; Chibambo, 2006). Philosophies of good governance including transparency, 
accountability, and the rule of law are all contingent in no small degree on the free 
flow of information (Read, & Ginn, 2011; Mutula & Wamukoya 2009; Bailey, 2008).  
Sincerity and transparency in the decision-making process (Chinyemba, 2011) can 
contribute to the development of trust in an institution's activity and upholding a civil 
and autonomous civilisation. Individuals can be part of an institution and express their 
rights only if the institution affords access to information. Thus, it is vital that 
information in the care of an institution is not merely accessible, but must be handy to 
its populace. The obtainability and availability of pertinent and opportune information 
empower individuals, allowing them to effectually contribute to the governance 
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process and hold institutions and its managers accountable (Chinyemba, 2011; Mutula 
& Wamukoya, 2009).  
The channel of access to information legislation in a nation is a sign of transformation 
shifting away from a culture of concealment and secrecy toward a culture of sincerity 
and transparency. Administrators need to be determined in changing their mindset to 
appreciate that the populace owns the information they handle and that their 
constituents possess a power to acquire that information (Chinyemba, 2011; Banisar, 
2004). Access regulations are intended to encourage transparency and accountability 
in governance by affording constituents with a legitimately enforceable power to 
receive complete and valid information ((Adam, 2017). 
A primary source of information in records and a fundamental right is access to this 
information (Mokhtar & Yusof, 2016; Özdemirci, 2008). Access to information 
signifies access to records, access to the documented decisions of government and the 
evidence that supports and sustains public sector work (Adam, 2017; Mnjama, 2004). 
The relationship between effective records management and adequate freedom of 
information is vital. Thus, institutions need to effect a practical institutional 
framework as well as a satisfactory ability to control, promote and improve 
information acquisition, preservation, and utilisation (Mutula & Wamukoya, 2009).  
The right of access to information is of little value if reliable records are not created in 
the first place. Furthermore, if information cannot be obtained when required or if the 
arrangements for their ultimate elimination or shift to an archives service are 
inadequate (Shepherd, 2010). Akor, & Udensi, (2013) pointed out that conventionally, 
archivists and records administrators have been inactive guardians of information, 
restricting their role to the selection, storage, preservation and controlling of access to 
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information. Nonetheless, the circumstances have altered, and proposals have been 
made for a review of legislation governing access to information.  
2.2.2 Records Management Practices 
The last few decades have transformed the manner in which info is created and kept 
(Atulomah, 2011; Abioye & Habila, 2004; Penn et al., 1994).  The facility offered by 
records management is crucial to any establishment, as well as to all information-
using stakeholders in it.  The prime role is to enable the smooth and easy movement 
of information in the organisation, to guarantee that information is swiftly accessible 
when and where it is required (Yusof, 2009).  In order to fulfill this function, there is a 
need for an efficient and effective records management programme (Rebore, 2005).  
Granting an organisation’s records are exclusive to it, they have to be controlled 
overtly, same as other resources of the organisation will be managed such as 
employees, funds and other assets (Mokhtar, & Yusof, 2016).  
 Information/records management systems and processes must facilitate compliance 
with the institutions’ strategies. Precise corporate functions and happenings in 
colleges could be dependent on precise regulation or to expert practice or applicable 
moral strategies (Rothbard, 2015; Harris, 2009). Further, school managers, 
universities, other business units within the school hold the inclusive liability for the 
administration of information created by their actions, therefore, certifying that 
information managed in their sections are engineered to meet the objectives of the 
school's records administration guidelines (Finnell, 2011; Yeo, 2008; Sutuliffe, 2003).  
According to Ngoepe, & Keakopa, (2011) and Kanzi (2010), for excellent records 
management practices to be effective, institutions managers must designate or assign 
an employee at senior management who can be delegated with the duty of certifying 
that thorough records management practices are executed and preserved.  It is also 
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essential the records managers advance and implements records management 
strategies, sanctioned by the institution’s managers (Ngoepe, & Makhubela, 2015; 
Dewah, & Ndlovu, 2013). Compliance with the above must be incessantly observed 
and be revised periodically (Eusch, 2017). 
Moreover, there must be records management processes (Major, & Omenu 2016; 
Chinyemba, 2011) to serve as a monitor to personnel, records cataloging scheme to 
simplify the proficient recovery as well as discarding of records, and preparation of 
record administrators as well as records agency personnel to arm them with the 
required expertise to perform their roles appropriately. Records Management and 
Archives personnel (Sapere-Obi, 2014; Myburgh 2005) must be accountable for the 
provision of proper record management training programs to the employees.   
2.3 Students Information/Records  
Record keeping in a higher education institution set up is essential and cannot be 
overemphasised. This is so since continuity is contingent on the accessibility of 
valuable records of foregone happenings. However, in a multifaceted organisation 
such as an academic institution, it is impracticable to retain all relevant information in 
the head since the quantity of information is massive; hence records must be 
maintained (Langsdale, 2014; Atulomah, 2011). In Ghana, it is obligatory that every 
educational institution have certain records like logbooks, admission registers, 
visitors’ book, inventory books, account books, and so on (Ifedili, & Agbaire, 2011; 
Ibara, 2010). The preservation of information is frequently designed around a life 
cycle that all records must comply. This includes Creation, Storage, Retrieval, 
Retention as well as Disposal which comprises the protection of crucial document 
(Abdulkareem, 2015; Rebore, 2005). 
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As asserted by ISO (2017 and 2001), records may be described as information 
generated, received and preserved as proof and information by an institution or 
individual in fulfillment of a legitimate responsibility or in the fulfillment of 
contracts. Student’s records are crucial in realising institutions’ aims and objectives 
(Eusch, 2017). In higher educational institutions, academic records denote the data or 
information that relates to learners both on paper and digital formats that provide 
proof of admission, matriculation, examination, and convocation amongst others 
Major & Omenu. 2016; Ololube, 2013). Moreover, higher education institutions 
might similarly receive information regarding their students from other institutions or 
bodies.  
Consequently, records may either be created externally or internally, and records are 
proof of the processors of exchanges that transpire every day in any human 
civilisation. Higher education institutions as mentioned earlier principally preserve 
records regarding learners to fulfil as well as live up to their contractual commitments 
to all learners (Nakpodia, 2011) and to afford evidence on the educational, profession 
and accomplishments relative to the learner to organisations, accrediting/monitoring 
groups, other groupings, and to the learner as part of their lifetime educational record 
(Chidobi, 2015).  
Furthermore, higher education institutions retain records regarding the pursuits of 
learners as individuals as well as users of learner support and other institutional 
assistance as a way of handling those services as well as devising and perfecting the 
records in the future (Achu, 2017). Student’s records or information are linked to 
managing the association between a university and its customers (students). Thus, 
student records may be categorised into three (3) comprehensive classes; (Eusch, 
2017; Bigirimana et al., 2015; Nakpodia 2011; Fabunmi, & Isah, 2008): 
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i. Records documenting the votive association among learners and the school 
which includes admission, payment of fees, etc. 
ii. Records documenting the learner as a student comprising study programmes, 
academic performance, and development, honours, etc. 
iii. Records documenting the learner as a person as well as the user of the services 
offered by the school including hostel and counseling facilities, library and 
technological support careers as well as engagement services. 
The records in groups one and three possess precise preservation times prompted by 
the official completion of the learner’s direct association with the institution, even 
though the information they hold may be accumulated and examined to afford 
information demanded by third parties or to assist the institutions development as well 
as advancement undertakings (Major & Omenu, 2016). An institution may have to 
hold some of the records in group two to afford assenting information to possible 
employers (Fabunmi, & Isah, 2008).  
Higher education institutions must, therefore, securely regulate access to students' 
information to avoid illegal use, modification, elimination or obliteration of the 
records as well as unlawful divulgence of the information they hold. Exclusively, only 
personnel who require them to carry out their obligation must be allowed access to 
student information, and that accessibility must be confined to information of the 
immediate association and not to the content of the entire record. Learner’s records 
hold individual information thus are consequently conditional on the provisions of 
Ghana’s Data Protection Act (2012), together with the provision that the learner as the 
information subject must be granted admission to private information kept, either in 
digital or paper form. 
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2.3.1 Management of Students’ Information/Records  
Student information holds a crucial place in the effective and efficient management of 
the higher educational system (Chidobi, 2015). Students’ information is core in the 
management of organisations of learning as it details the development and execution 
of a proper sequence of facilities permitting appropriate monitoring of performance 
(Achu, 2017). As indicated by Igwoku, (2008), in traditional paper-based 
establishments like higher education institutions, paper remains the substance for 
records in management and documentation. Records thus remain the object, document 
or the means, that bears the information. Most records are paper-based; nonetheless, 
the medium for information carriage may be in other formats such as graphics, 
images, flash drives, diskettes, machine-readable disks, and pictographic media 
(McKemmish & Gilliland, 2013; Yeo, 2007; Tough & Moss, 2006; Upward, 2005). 
The kinds of decisions institutions make ultimately determines its information 
requirements. Nevertheless, most issues in higher education institutions could have 
been prevented if ICT facilities are in place in these institutions (Adam, 2017). 
Accordingly, Ali et al. (2013) specify that university administrators require practical 
management of activities regarding the application of computers and other ICT 
equipment. According to Evans et al. (2014), management has to do with the 
organisation and planning of varieties of resources for explicit goals. Acceptable 
management regarding students’ information thus encompasses five (5) basic 
philosophies; planning, organisation, staffing supervision, and control. 
 Planning – This comprises strategy formulation, asserting the goals and 
objectives of the institution, budgeting, designing of a program of services as 
well as techniques and approaches. 
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 Organisation – This infers organising both the human as well as physical 
resources towards the actualisation of the estimated goals and purposes. This 
will assist in affording a sense of direction regarding students’ information, 
assigning the appropriate resource in the proper place in the appropriate 
sequence at the appropriate time for the achievement of the institutions' intent. 
 Staffing - This connotes matters regarding employees, their competence, 
training as well as ethical behaviour in terms of student information 
management. 
 Supervision - This includes examining the job performance of employees, 
teaching and superintending, correcting and directing to achieve the goal of 
the institution. 
 Control - This involves guaranteeing excellence services afforded by the 
records staffs in the institution. It further encompasses compliance with rules 
in students’ information management. 
Dewah, & Ndlovu (2013) assert that in order to ensure efficacy, efficiency and to 
permit higher education institutions to be accountable, students’ information must be 
dynamically managed throughout their lifecycle. This must be carried out through a 
records management program which is the primary channel for implementation of a 
records control system whose goals should be allied with that of the institution 
(Kenosi, 2011; Fabunmi & Isah, 2008). Students’ information in higher education 
institutions endures inconsistent and arbitrary damage, unguarded from harm, loads of 
folders without suitable organisation. There is further a lack of management policies 
that protect students' information from their creation through their application to their 
ultimate disposal. According to Nakpodia (2011), the value of students’ information 
management is the enablement of permanency in the management of a university 
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requirement of information required by learners for advanced and other associated 
institution, employment placement, for devising and determination by the university, 
Ministry of education as well as other associated education stakeholders. Achu, 
(2017) Andoh, (2012) Carrillo, et al. (2010) and Mbaeze, et al. (2010) specify the 
value of students’ information to include the ensuing: 
 Guaranteeing that accurate and appropriate students’ information is realised 
and preserved, and the same is reported parents/guardians, employers, as well 
as other organisations for learners’ admittance or employment 
 Provision of information for development and determination by institution 
administrators, the ministry of education as well as other relevant 
stakeholders. 
 Expedition of steadiness in the management of an institution and research 
pursuits that may advance effectiveness and adeptness. 
 Affording information required by teachers, other staff and counselors who 
deal with students. 
Furthermore, Langsdale, (2014), Mbaeze et al. (2010) and Fabunmi & Isah (2008) 
infer that education governing bodies depend on students’ information to assess the 
status of governance of an institution as well as the academic excellence of 
institutions. Furthermore, institution managers depend on students’ information in 
evaluating their performance and reward them. Researchers also apply students’ 
information for research thus contributing to knowledge. Sound students’ information 
management can guarantee an advantage of an institution (Achu, 2017; Agrahari & 
Singh, 2013; Carrillo et al. 2010) over another, permit continuous and controlled 
access to student’s information concurrently by various arms of the institution and 
further protects an institution from scams.  
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Notwithstanding the critical role students’ information management plays as 
illustrated above, there is agreement among scholars (Egwunyenga, 2009; Ngulube, 
2005) that several institutions give insufficient consideration to the management of 
records and thus control students’ information haphazardly devoid of recognising that 
records make up a significant resource as opposed to financing and equipment. 
Furthermore, Popoola, (2003) asserts that school managers are frequently concerned 
with the alarming frequency of misplaced or loss of essential students’ information as 
well as the slow pace at which required students' information is recovered from their 
storage by record administration staff. In several instances, displaced records prevent 
crucial actions on pressing subjects or lead to illogical judgments, which can lead to 
social catastrophe or discomfiture to the institution as a whole (Nakpodia, 2011). 
The core business of higher education institution includes pedagogy, research, and 
community improvement. Most of these institutions in enunciating their purpose, 
suggest that they are dedicated to academic excellence and a novelty in research and 
commitment to society. In pursuits of these, they create records, which afford proof 
that the institution is administering its legal obligations. If these records are not 
suitably controlled or are displaced, then the relevant testimony could be gone 
perpetually.  
Appropriate management denotes the establishment of logical controls at each phase 
of the information life cycle, in agreement with conventional philosophies and 
acknowledged models of information/record management (Achu, 2017; Akor & 
Udensi 2014; Asogwa, 2013; Ifedili & Agbaire, 2011). Consequently, the loss of an 
institutions’ records, can erase the proof of learners’ accomplishments, and endanger 
the school’s human rights and interests. Principally, students’ information 
management must be guided by some degree of discretion, maintained adequately, 
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secured, and the content must be well preserved (Egwunyenga, 2009; Iwhiwhu 2007). 
Higher education institutions are centres for information generation (Abdulrahman, 
2015) and by extension records keeping. It has become a recurring problem for 
records to be irreparable when needed. 
2.4 Information Communication Technology (ICT) 
Information and Communication Technology (ICT) has become, within a short 
period, one of the primary structures of contemporary civilisation (Dendev, 2013). 
ICT is frequently utilised as an extended substitute for information technology (IT), 
however, ICT (Bladergroen et al., 2012; World Bank, 2005) is a more explicit term 
which emphasises the function of amalgamated communications as well as the 
incorporation of telecommunications, computers and the essential software, 
middleware, storage, and audio-visual systems, that permit consumers to access, store, 
transfer, and manage information (O’Brien & Marakas, 2010). 
To Chitla (2012), ICT commonly refers those technologies employed for accessing, 
collecting, handling and presenting or communicating information. These 
technologies may consist of hardware, software applications; and connectivity. Thus, 
ICT is an amalgamation of hardware, software, telecommunication, and the internet 
that permits individuals to create, collect, consolidate and communicate the 
information in multimedia formats to be applied to varied purposes (Chidobi, 2015). 
In other words, ICT is a fundamental term connoting the processing, storage, and 
transference of information with the use of computers and telecommunication 
technology in the business of information handling and information to proceed from 
creating to the application (Asafe & Olawale, 2012; Islam & Islam, 2006). 
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ICT can contribute to universal access to learning, equality in the institution, the 
delivery of quality pedagogy, educators’ professional advancement and more effective 
education administration, governance and management (Chidobi, 2015). UNESCO 
(2017) takes a holistic and wide-ranging approach to the promotion of ICT in 
Education. ICT in education is fundamentally the society’s efforts in teaching valued 
knowledge and skills regarding computing and communication devices; software’s 
that runs them, applications that operate on them and structures built in them. ICT is 
multifaceted changes rapidly, thus, confusing many individuals (Choudhary & 
Choudhary, 2013; Agrahari, & Singh, 2013). It is so prevalent in the contemporary 
environment that most people have an idea of what it is, however, some of these 
conceptions are frequently deviating.  
2.5 ICTs in Education 
The determinants that influenced the use and dissemination of ICTs in education have 
been recognised in numerous research as well as project reports including the 
UNESCO Meta-survey on the application of Technologies in Asia and the Pacific 
(Lei, 2010). In both homes and institutions, ICT is generally viewed as improving 
education, and this is feeding their speedy dispersion and use throughout advanced 
cultures.  
Zlamanski & Ciccarrelli (2012) stated that the display to ICT is a significant 
component of institutions of higher learning, and the development of ICT for 
pedagogy in these institutions requires that both learners and teachers are capable and 
competent in applying every variety of ICT devices. In furtherance of that UNESCO 
is guaranteeing that all nations must be equipped to guide their learners in ICT with 
the available resource. 
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Livingstone (2007) indicated that studies in contemporary times have witnessed 
constant embedding of digital and networked technologies in lecture theatres, with the 
extensive application of collaborative whiteboard, virtual learning contexts. 
Instructional games including a growing dependence on internet applications such as 
email and e-learning for both lecture-halls and autonomous studies are the order in 
most tertiary institutions. In traditional Universities, there has, and continue to be a 
substantial institutional expenditure toward ICT infrastructure to promote increased 
flexible and blended forms of pedagogy (Kirkup, and Kirkwood, 2005).  
ICT is currently used to assist in the learning of students. Nguyen et al. (2012) stated 
that adopting ICT and e-learning has become the standard across universities where 
learners have been recognised as stakeholders in the advancement and implementation 
of e-online education. Institutions of higher learning have explored different ways of 
increasing ICT abilities and knowledge in their students with a determination to equip 
them for future employment (Gay et al., 2006). 
In Africa, studies conducted in Botswana, Kenya, and Rwanda by the World Bank 
Report (2010) indicated that ICT application in education is at an expressly active 
phase in Africa; novel advancements and pronouncements occurring daily everywhere 
on the continent.  Furthermore, in practice, Botswana debatably brags about the 
highest ICT diffusion in academic institutions in Africa. Additionally, all senior and 
junior second cycle schools and public higher education institutions have ICT 
laboratories. The various African governments have devoted fiscal resources to 
advance connectivity and to encourage the educational usage of ICTs (World Bank 
Report, 2010). According to the World Bank Report (2010), the higher education 
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sector in Ghana is the most progressive in ICT use, followed by the second cycle 
before basic education sectors in that order. 
2.6 ICT Policies in Tertiary Institutions 
To companion the potentials of ICT, most countries of the world have developed 
public information plus communication technology systems, to serve as frameworks 
for ICT integration in all aspects of the society (Yusuf, 2009). ICT policy, as pointed 
out by Rowland (1996) and cited by Yusuf (2009), may be classified into vertical, 
infrastructural, and horizontal approaches. Vertical ICT system discusses sectoral 
requirements, like health, education, and tourism. The infrastructural aspect has to do 
with the improvement of public infrastructure, and this is firmly related to 
telecommunication. The horizontal component deals with the influence on extensive 
concerns of society like the right to information, tariff, pricing, privacy, and security. 
The higher education sector in Ghana is the most superior in the deployment and 
application of ICTs in the nation (World Bank Report, 2010). Almost all the country’s 
leading institutions of higher learning have their individual separate ICT system, 
which comprises ICT fees for learners. This allows learners to have access to 24-hour 
computer laboratories with broadband connections. Notwithstanding, not all of these 
schools in the nation are similarly endowed, and there are occurrences where the ICT 
equipment is managed solely by the private sector as cyber cafés on the campuses of 
these universities. 
To enhance education access through the placement and utilisation of ICTs in the 
educational scheme, the Ghanaian Government is dedicated to executing some policy 
actions as well as standards such as those directed at: 
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 Transmuting Ghana into an ICT cultured country and encouraging basic 
literateness as well as ICT literacy of all the populace through the execution of 
distinct initiatives targeting the informal as well as the formal educational 
sectors from the primary to the advanced level. 
 Reforming the educational structure by means of ICTs to enhance and increase 
access to education, research resources, and services; 
 Stimulating and inspiring distance education (DE), such as online DE and 
virtual learning concentrating on advanced level learning in all domains and 
fields to expand access to educational resource and facilities to a greater 
segment of the populace. 
2.7 ICTs and Management of Students’ Information  
ICT performs a crucial function in promoting the effective and efficient 
administration and management in the education arena. Chidobi, (2015) asserts 
technology may be applied directly from student administration to the different 
resource management in higher education institutions. In this era of globalisation 
there is a swing in the universal advancement agenda, and thus, most institutions are 
introducing major transformations in their educational systems with the view of 
repositioning the institutions to be relative to ICT usage (Achu, 2017; UNESCO, 
2011). The need for technological modernisation has led to an insurgency in the 
advancement of technological amenities applicable to keeping and managing 
university records (Bigirimana et al., 2015; Ali et al., 2013). 
 Higher education institutions are fast appreciating the need for using computers in 
keeping and managing students’ information. This is expedient to managers, as well 
as academic and non-academic staff in higher education institutions (Gürkut, & Nat, 
2016; Mosweu et al., 2014). Records and record keeping constitute the life wire of 
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these institutions hence it is not surprising that these are rapidly catching up with the 
educational sector (Bladergroen et al., 2012; Krishnaveni & Meenakumari, 2010). The 
management of students’ information must be regarded as a critical responsibility by 
university authorities since they play a vital role in the everyday administration of the 
university. It would be challenging to strategise and manage an organisation like a 
university efficiently if records are not kept and managed appropriately (Nwaomah, 
2015; Mondal & Mete, 2012; Matovu, 2009).  
ICT, according to (Bigirimana et al., 2015; Olubusuyi, 2008) affords numerous 
facilities and opportunities for educational managers to carry out their responsibilities 
adequately. It is noteworthy that ICT systems have transformed the very nature of 
university education, permitting data to be transferred, stored, retrieved and processed 
by those that manage, learn and/or interact with a specific educational organisation 
(Misra et al., 2018; Parker, 2012). As a complex organization, the higher education 
institutions (Krishnaveni & Meenakumari, 2010) are expected to handle huge 
volumes of information which ought to be processed rapidly so that information can 
be provided to the administration for adequate decision-making as well as satisfying 
the data demands of diverse stakeholders including learners, guardians, alumni, 
directory, information community, as well as the general populace (Rothbard, 2015; 
Sarkar, 2012; Egwunyenga, 2009).  
Consequently, the increasing intricacies of higher education institutions and the 
difficulties it poses to its managers make the utilisation of ICTs necessary for quality 
assurance in the institutions (Misra et al., 2018; Büyükbaykal, 2015; Lemieux et al., 
2014). In order to make decisions on short-term as well as long-term policies, 
university authorities depend on information. Nevertheless, most university 
authorities do not have an excellent culture of record keeping. The few records that 
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are kept are frequently not suitably stored, therefore creating problems of retrieval to 
users when required (Pegu, 2014; Toro, & Joshi, 2012).  
Contemporary information storage amenities (Idowu, & Esere, 2013; Egwunyenga, 
2009) such as computers, microfilm, CD-ROMs, Cassettes, E-mail, collaborative 
software, and hardware, have all contributed to the actual storage and management of 
university students’ information. The usage of ICT for students’ information 
management offers an indication of the number of students that registered, precise 
information on their fees payment status, and an all-inclusive database of employees, 
students and teachers with just a click of a button (Bigirimana et al., 2015). 
Accordingly, it is essential to wholly apply ICT to students’ information management 
in higher education institutions. This will improve individual, institutional and 
nationwide development. 
Furthermore, as pointed out by Franks, (2013) energy and time employed on manual 
record management will be preserved, communal assurance between academic staff 
as well as students will be improved. ICT will further enable the groundwork for and 
subject of transcripts to graduates who wish to further their education along a 
specified specialised line Achu, 2017; Bigirimana et al. 2015; Fabunmi, & Isah, 
2008). The use of ICT, therefore, has the prospect of satisfying the gap created by 
manual information management. The usage of ICT can similarly facilitate the 
management of accurate records in the areas such as examination, employee 
recruitment, and promotion, publishing, students’ enrolment as well as admissions 
(Misra et al., 2018; Bigirimana et al., 2015). 
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2.8 Contribution of ICT towards Effective Management of Students’ information 
ICT's have the potential to expedite, enhance, as well as develop skills; stimulate and 
involve learners in learning experiences; serves in relating school experiences to work 
applications; assists in creating financial viability for future workers; contributes to 
drastic shifts in institutions; encourages instruction, and affords possibilities for link 
between the institution and the real world (Davis & Tearle, 1999; Lemke & Coughlin, 
1998). The practice of students’ information management has experienced noteworthy 
reformations in contemporary times (Misra et al. 2018; Chidobi, 2015; Nakapodia, 
2011; Matovu, 2009; Isah, 2007). Students' records have transited from a paper-based 
task concerned with the storage of organisations varied document, to a profession 
engaged with the administration of detailed internal information in varied medium 
(media) (Achu, 2017; Bigirimana et al., 2015). The introduction of ICT into records 
management has afforded swiftness, accuracy, variety, flexibility and rich and 
inclusive documentation of procedures (Büyükbaykal, 2015; Pegu, 2014; Toro & 
Joshi, 2012).  
Additionally, the use of ICT systems in students’ information/records management 
has brought in its wake space savings as most information can be filed by electronic 
means (Mosweu et al., 2014; Asogwa, 2013) which has also diminished the risk in the 
event of a loss. A study conducted by Bakari, (2017) and Sichalwe et al. (2011) on the 
management of records in Tanzania revealed that staff who apply ICT in generating 
and storing experienced improved storage, retrieval, access, usage, improved security, 
improved preservation, improved communication as well as enhanced record 
generation. 
 It is widely acknowledged (Nwaomah, 2015; Mondal, & Mete, 2012; Parker, 2012; 
Krishnaveni, & Meenakumari, 2010; O’Brien, & Marakas, 2010; Olubusuyi, 2008; 
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Visscher et al., 2001) that ICT infrastructure such as word processors, electronic 
databases, e-mails, and management information systems can result in more efficient 
communications and management of students as well as academic records. The 
application of ICT to the management of students’ information consequently, will go 
a long way in making these records convenient, handy and practical. The importance 
of ICT for students’ information management has been identified by researchers 
(Misra et al., 2018; Achu, 2017; Chidobi 2015; Langsdale, 2014) as helping in the 
promotion and maintenance of the quality of output at a higher level over time than 
manual activity. It further saves cost, time as well as labour and improves fecundity 
and performance. These guarantees the efficiency of university management. 
2.9 Challenges impeding the usage of ICTs in students’ information management 
The use of ICT in information management is vital to any meaningful advancement in 
the education sector. Consequently, employing ICT systems in record management 
may be ostensibly problematic if the fundamental challenges of ICT are not 
addressed. Pegu, (2014) Lemieux et al. (2014) categorised poor installation of ICT 
associated facilities, irregular electricity supply, and poor maintenance culture, as 
glitches affecting ICT usage. Other issues affecting the usage of ICT in information 
management include the lack of basic and adequate infrastructures and/or resources 
such as the non-existence of elementary and satisfactory physical amenities including 
space for computers with internet connectivity, generators and satisfactory equipment 
pose challenges in the application of ICT for students’ information management 
(Katuu, 2015; Abdulkareem et al., 2013; Nakpodia, 2011). 
A study conducted by Adeya & Oyelaran-Oyeyinka (2002) observed that the sluggish 
evolution of some features of ICTs, for instance, the Internet, in several African 
nations have essentially been a result of inadequate scientific as well as financial 
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administration and other incompetence on the part of the telecommunications arena. It 
is an undeniable reality that the Internet infrastructure in most African higher 
educational institutions remains poor. The study further noted that even in instances 
where the infrastructure exists, the application levels are notably below those in 
advanced nations. Nonetheless, the number of patrons, outside the principal 
municipalities, in Africa is evolving. For instance, Botswana, Ghana, Kenya, 
Tanzania, Zambia and Zimbabwe all have Points of Presence in approximately 
seventy (70) locations in every nation. 
Institutions in most nations, nevertheless, are in the initial stages of ICT use, 
characterised by sketchy uncoordinated provision and application, some improvement 
of the educational process, others the growth of e-learning, however no deep-felt 
advances in pedagogy and learning (Balanskat et al., 2006). Again, the scarcity of 
expertise that can handle the installation, operation, and maintenance of ICT facilities 
are also some challenges hampering the usage of ICT in students’ information 
management (Asogwa et al., 2015; Azameti, & Adjei, 2013). These fields are 
indispensable to the usage of ICT in record management. Furthermore, ICT facilities 
are not within reach of many as a result of the high cost of acquiring them. This poses 
a barrier to accessing these facilities for record management purposes. Thus, 
monetary support is critical to the successful execution as well as the integration of 
ICT for students’ information management (Pegu, 2014; Azameti, & Adjei, 2013; 
Mondal, & Mete, 2012). 
Additionally, the lack of primary education and ICT skills could be a challenge to 
record management (Azameti, & Adjei, 2013; Nakpodia, 2011) as many academic 
and non-academic staff who should be applying ICT facilities are not computer 
literate and, thus, fail to appreciate the advantages offered by ICT in record 
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management. More so, several of these staffs have conservative attitudes and still 
practice the old habits of doing things thus resisting change (Nakpodia, 2011; 
Ngumbi, 2010).  
Consequently, the effective management of student’s information in TUs in Ghana’s 
educational system with specific importance on controlling information produced 
from learners in the form of admissions, matriculation, registration, examination, 
graduation, amongst others seem to be challenging (Katuu, 2015; Abdulkareem et al., 
2013). Occurrences of misplaced documents, and incomplete students’ records, as 
well as delayed publication and access to crucial information and documents, are 
common incidences in most higher education institutions (Asogwa, et al., 2011; 
Nakpodia, 2011). These hindrances may have been occasioned by the absence of 
and/or inadequate ICT infrastructure on the one hand and worker's competence in 
managing students’ records, (Nwaomah, 2015).   
The IRMT (2008), infer that inadequate competencies and skills among records and 
archives administration staffs in the domain of electronic records management suggest 
the failure to perform an essential function in devising and executing electronic 
records management practices. An empirical study on the use, usage and challenges of 
electronic records management, (Bigirimana, et al. 2015; Mosweu et al., 2014; 
Asogwa, 2013) it was found that despite the extensive education, most employees 
never got used to the system because they did not find the system user friendly, issues 
arising from the way portions of the system were set up and complex rules governing 
the usage were too complex. 
Assar and Al El-Amrani (2010) indicated that for ICT programs to be workable in 
Ghana’s higher education institutions, they must be tailored to the specific 
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requirements as well as with the application of relevant technology for the program 
development could be realized. By inference, ICT achievement in these institutions 
will be contingent on the proper design of software as well as hardware relevant to the 
specifications of the Technical Universities. Moens et al. (2010) as cited by Addy & 
Ofori-Boateng (2015) indicated that ICT programs are not fashioned to the local 
condition in these institutions and therefore there is the difference between design and 
reality which is suggested to as the margin where the technology was formed and 
applied. Also, the difficulties associated with workforce dimensions defined by poor 
professional, technical as well as managerial workforce base of Ghana has contributed 
to its low usage ICTs in addressing service delivery in the public sector as well 
private (World Bank Report, 2010). 
2.10 Theories of Human Behaviour and Technology Adoption  
Three principal models are examined. These comprise the Theory of Planned 
Behaviour (TPB), Theory of Reasoned Action (TRA), as well as the Technology 
Acceptance Model (TAM). These models were formed and advanced through 
meticulous authentications and expansions. The basis for including the TAM although 
it is the primary focus of this investigation is because of its interconnectivity with the 
rest. It also to affords a fair idea regarding the evolution of TAM. 
2.10.1 Theory of Reasoned Action   
The Theory of Reasoned Action by Ajzen & Fishbein, (1980) is viewed as one of the 
pioneering models formulated to describe technology assent in the area of 
Psychology. This concept was advanced to forecast and interpret a persons’ voluntary 
behaviour and to explain their psychological determining factors. The concept 
postulates that people are sane by nature (Ajzen & Fishbein, 1980) hence will act on 
the basis of the information accessible to them with their behavioural intents denoting 
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the central determining factor of their activities. The theory views intentions as the 
main predictor of a person’s behaviour and any external influence towards behaviour 
will be through their intentions.  
Eagly et al., (2001) describe intention as an individual’s urge in the sense of their 
understanding to stimulate an attempt to perform a certain behaviour. The Theory of 
Reasoned Action as specified by Fishbein & Ajzen, (1975), have two determining 
factors for people’s intents regarding their personal influence as well as social 
influence. Personal influence according to Ajzen (1985), signifies posture which 
suggests the positive or negative assessments of the behaviour exhibited by a person 
whereas social influence is a subjective norm that may be described as the extent to 
which an individual assumes that individuals who are relevant to them believe that 
they must or must not exhibit the behaviour. The influence of these two (2) 
determinates vary depending on the individual exhibiting the behaviour as well as on 
the intent as depicted in figure 2.1.  
 
Figure 2.1: Theory of Reasoned Action; source: Ajzen & Fishbein (1980)  
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According to the TRA, attitude is developed through an individual’s striking beliefs 
regarding particular conduct. These striking beliefs will link the individual’s conduct 
with performance outcomes. Besides, the distinct assessment of the outcome will 
define the impact of attitude relative to the behaviour. Thus, a person’s position may 
be assessed by the striking beliefs as well as the evaluation of the outcome of the 
circumstance. Further, the subjective norm is a function of belief where an individual 
will observe the social influence of his/her group to display the behaviour in question.  
There are basically two principal weaknesses of the Theory of Reasoned Action. For 
one, the theory according to Ajzen, (1985) suffers from what is termed factors 
correspondence. This implies that in order to predict a person’s behaviour, attitude 
and intent must be connected in action, context as well as time (see Sheppard et al. 
1988). Again, as specified by Yousafzai et al., (2010) the theory solely pertains to 
behaviour that is voluntary, a behaviour that has previously been conceived in an 
individual’s conscious previously. Consequently, any behaviour encompasses 
illogical judgments, multifaceted abilities or social support this according to Wright 
(1998), cannot be justified by the Theory of Reasoned Action. 
2.10.2 Theory of Planned Behaviour  
The Concept of Planned Behaviour is an extension of the TRA, formulated by Ajzen 
(1985) to correct the model’s initial shortcomings. The Theory of Planned Behaviour 
presented perceived behavioural control which accounts for a persons’ behaviour 
under non-voluntary control. Perceived behavioural control according to Hamilton & 
White, (2010) is the measure of control individuals assume they hold over displaying 
a specific behaviour. As indicated in figure 2.2, (Ajzen, 1991) the broken line 
symbolises that in some situations perceived behavioural control has a greater 
influence on behaviour. Notwithstanding, both intention and perceived behavioural 
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control are critical in predicting individuals’ behaviour. The Theory of Planned 
Behaviour, suggests that displaying positive conduct is contingent on how much 
energy the individual is prepared to devote to the level of control (Carr & Sequeira, 
2007).  
 
  
 
 
 
Figure 2.2: Theory of Planned Behaviour (Aizen, 1991)  
The Theory of Reasoned Action suffered countless censures over the years although it 
was formed to address the TRA’s volitional control restriction. Firstly, both the TRA 
and TPB postulate that people must be inspired to demonstrate specific behaviour. 
This premise according to Taylor & Todd, (1995) may create difficulties for the 
consumer use behaviour since there are external restrictions that may hinder them 
from displaying the behaviour such as price.  
Secondly, as Ajzen (1991) asserted, the determinants of intention are not confined to 
attitude, subjective norms, and perceived behavioural control. Besides, empirical 
inquiries explicated that the TRA and that of TPB solely described 40% of the 
variation in a persons’ behaviour. Moreover, Taylor & Todd, (1995) noted that the 
Theory of Planned Behavior is censured for combining all the uncontrollable 
variables influencing people’s behaviour into a single variable.  
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2.10.3 Technology Acceptance Model 
The Technology Acceptance Model (TAM) is a conceptual extension of the TRA 
which describes the determining factors of behaviours exhibited with conscious 
intents (see Ajzen & Fishbein, 1980; Fishbein & Ajzen, 1975). Technology 
Acceptance Model explains a person’s behaviour through their intent to execute that 
behaviour, which sequentially is advocated to be formed by the person’s attitudes as 
well as their subjective norms concerning that behaviour (Fishbein & Ajzen, 1980). 
Davis in 1986, originated the TAM as use of TRA (Davis, 1989). The TAM according 
to Davis et al., (1989), was specifically designed to describe behaviours concerning 
computer usage.  
TAM submits that if an individual is presented to a novel info system or novel 
technology, their choice concerning its use could be influenced by numerous issues. 
The TAM hypothesises that two (2) belief variables, perceived ease of use and 
perceived usefulness are the primary determining factor of the consumer’s 
behavioural intent to adopt a technology according to Davis, (1989). As pointed out 
by Davis, (1989), perceived usefulness is described as the degree to which an 
individual assumes that adopting a specific scheme will improve the performance, 
while perceived ease of use is explained as the extent to which an individual considers 
that adopting a specific technology will be independent of effort.  
Davis examined the associations of useful-usage, as well as ease of use-usage and 
usefulness, and is evidenced to be implicitly more firmly correlated with use in 
contrast to the ease of use. Similarly, Davis (1989) inferred that perceived usefulness 
was powerfully associated with the consumers’ technology acceptance. Thus, it is 
essential to acknowledge consumer beliefs in any scheme or technology acceptance, 
as a result of their impact on user behaviour. According to Davis (1989), the 
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significance of perceived usefulness and perceived ease of use has been widely 
examined from varying theoretical perspectives including the theory of self-efficacy, 
expectancy theory, the theory of behavioural decision, diffusion of innovations, 
advertising, and human-computer interaction.  
Davis et al. (1989) asserted that the actual technology usage per the TAM is defined 
by the behavioural intention which in turn is affected by perceived ease of use and 
perceived usefulness. Further, perceived usefulness influences directly the 
behavioural intention whereas perceived ease of use exercises either a direct or 
indirect impact through perceived usefulness on the behavioural intent. Perceived ease 
of use further determines perceived usefulness since, all things being equal, the 
simpler the technology is to use the more valuable it will be (see Venkatesh & Davis, 
2000). Additionally, TAM suggests that the influence of peripheral elements on the 
behavioural intent for a system used will be arbitrated by perceived ease of use and 
perceived usefulness. 
Davis et al. (1989) emphasised that external variables afford the connection between 
the internal beliefs, attitudes, and intentions designated in the Technology Acceptance 
Model and the different individual differences, contextual limitations and 
managerially controllable interventions affecting behaviour. In the practice of 
execution, practitioners may apply influence on consumer judgments regarding 
technology and eventually user behavioural intents as well as the technology use 
through the manipulation of these external forces (Hong et al., 2002). TAM according 
to Davis et al., (1989), specifies the prevailing circumstances determining a 
consumer's use of a system. Consequently, this model has the potential for clarifying 
and forecasting consumer behaviour over an extensive range of end-user technology 
and consumers while concurrently being both frugal and hypothetically defensible.  
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The attitude construct was incorporated in the original Technology Acceptance Model 
version; however, it was discarded from the ultimate model after Davis et al. (1989) 
observed that the influence of the two (2) belief variables, perceived ease of use and 
perceived usefulness, on intent was not entirely arbitrated by attitude. Attitude 
according to Ajzen & Fishbein, (1975) is a person’s positive or negative sentiments 
regarding the display of the intended behaviour. According to Davis et al. (1989), 
there could be situations when an individual, offered a specific technology seen to be 
beneficial, could immediately nurture a profound behavioural intent to use that 
technology devoid of creating any attitudes about it.  
Venkatesh, (2000) notes that the elimination of the attitude element increases the 
appreciation of the effect of perceived ease of use as well as perceived usefulness on 
the model’s core dependent variable of intent. Several investigations including (Kim 
2006; Park et al. 2009; Jeong, 2011; and Williams, et al., 2014), have demonstrated 
that the Technology Acceptance Model maintained its robustness despite the 
exclusion of the attitude construct, since a consumer’s behavioural intent is essentially 
defined by the belief variables such as perceived ease of use as well as perceived 
usefulness. Nevertheless, Chau & Hu, (2002) and Jackson, et al. (1997) have afforded 
pragmatic proof to authenticate that attitude exercised a notable influence on a 
consumer’s behavioural intent and thus a crucial construct in the TAM.  
The TAM assumes that the application of a particular system or information scheme 
is optional (Davis, 1989). Again, TAM hypothesises that, when sufficient information 
and time on a specific behavioural action is presented, the consumer’s behavioural 
intent will display a stifling similarity to that particular behaviour (Kripanont, 2007). 
The postulation as specified by Ajzen & Fishbein (1980), pertains merely to situations 
where the behaviour is under the voluntary direction of the individual. Also, 
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according to Kripanont (2007), TAM has reliable behavioural components and 
presumes that when an individual forms an intent to act in a certain manner, he or she 
will be unrestricted to act devoid of any restriction. Hitherto, as specified by Bagozzi, 
et al. (1992), in real-life individuals might encounter several obstacles such as the 
absence of skills, insufficient time, contextual limitations and insentient behaviours 
which may limit their autonomy to act.  
 
Figure 2.3: Final Model of the TAM (Venkatesh & Davis, 1996) 
Generally, the development of Technology Acceptance Model according to Han, 
(2003) may be classified into three (3) distinct stages, use, validation and extension.  
 The use stage deals with the frugality of the TAM. Davis et al. (1989) 
endeavoured to develop a hypothetical acceptable model that can forecast as 
well as interpret a consumer’s behavioural intent in the information systems 
setting. The advancement of Technology Acceptance Model has been 
implemented across an assortment of technologies. The conclusions of these 
investigations validated the relevance of Technology Acceptance Model above 
the chosen technologies in various information system settings.  
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 The validation phase can be categorised into two (2) separate components. 
One is meant to establish the psychometric features of the Technology 
Acceptance Model’s major constructs, perceived usefulness and perceived 
ease of use. In order to determine the two (2) constructs, Davis (1989) 
designed a range of variables for every construct. Table 1 illustrates some 
instances of the procedures adopted to determine perceived usefulness and 
perceived ease of use.  
Table 2.1: Perceived usefulness and perceived ease of use measures 
Construct Measures 
Perceived Usefulness  The system will improve a person’s work performance 
The system will improve a person’s efficiency 
The system will enrich a person’s job effectiveness 
The system will improve task accomplishment more swiftly 
The system will make work much more comfortable 
Perceived Ease of Use  learning to manage a specific technology will be simple 
Finding it easier to make the technology to accomplish what the 
individual requires 
It will be easier to become an expert at applying the technology 
Finding technology usage easier  
Source: Adapted from Han (2003) 
The quantity of items utilised in estimating perceived usefulness and perceived ease 
of use differs with different studies. Most of Technology Acceptance Model’s 
constructs measures have been practically experimented and authenticated in various 
investigations. For instance, Davis et al. (1989) measured the Technology Acceptance 
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Model applying Write One, a word processing package. The research employed four 
(4) measures for each construct (perceived usefulness and perceived ease of use) and 
the outcomes suggest a high level of converging and discriminate validity for the 
preferred measures. Similarly, Adam et al. (1992) concentrated on the psychometric 
characteristics of the Technology Acceptance Model’s scales. They duplicated 
Davis’s (1989) effort to assess the efficacy of perceived usefulness and perceived ease 
of use for various technologies in two studies. Both studies validated the reliability 
and efficacy of perceived usefulness and perceived ease of use scales with excellent 
convergent and discriminate properties. 
Furthermore, Chin & Todd (1995) demonstrated that the Technology Acceptance 
Model’s usefulness construct had a satisfactory psychometric property. The other part 
of the authentication stage is to substantiate the causal associations amongst 
Technology Acceptance Model’s constructs and any external variables influencing 
perceived usefulness and perceived ease of use. The four (4) casual links between 
TAM’s constructs are:  
Perceived Usefulness  Behavioural Intention   
Perceived Ease of Use   Behavioural Intention   
Perceived Ease of Use  Perceived Usefulness  
Behavioural Intention Actual Use  
 
 Most of those causal links have been experimented and displayed a consentient 
effect with the initial model of TAM, besides the causal nexus between perceived 
ease of use towards behavioural intent. The association has been irregular which 
demands additional research (Venkatesh & Morris, 2000).  
 The extension phase deals with extension. Research has been extending the 
Technology Acceptance Model over the decades by appending either external 
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variables or moderating variables. Primarily, there are two (2) popular extensions 
of the TAM suggested by Venkatesh & Davis (2000) as well as Venkatesh & Bala 
(2008). The initial extension of the TAM’s primary focus was to distinguish the 
determinants of perceived usefulness - TAM2. Venkatesh & Davis (2000) 
included five (5) other variables which are the subjective norm, image, relevance, 
output quality, and result demonstrability. They examined the extended model 
over four (4) commercial entities. The outcomes uncovered that perceived 
usefulness was the strongest determining factor of behavioural intent. The second 
extension’s primary effort was to suggest determining factors of perceived ease of 
use -TAM3. The suggested variables by Venkatesh & Bala (2008) were computer 
self-efficacy, perception of external control, computer anxiety, computer 
playfulness, perceived enjoyment, and objective usability.  
Consolidating the determining factors of the 2nd and 3rd models afforded extra 
lushness and comprehension to the extended model according to Venkatesh & Bala 
(2008). Nevertheless, as specified by Tang & Chen, (2011), the TAM model 
performed considerably better than TAM2 and TAM3 with respect to the described 
variance in behavioural intention. Besides, the moderating variables function as 
pointed out by Sun & Zhang, (2006) is to describe the model’s incongruities by 
distinguishing the situational variations. Venkatesh et al. (2003) studied eight (8) 
models, and the outcomes indicate that six (6) out of the eight (8) models had their 
predictive validity improved considerably after the addition of moderating variables. 
Again, Chin et al. (2003) established the significant influence of moderating variables 
on TAM. Venkatesh et al. (2003) acknowledged four (4) moderators including age, 
gender, computer experience and voluntariness as the frequently employed in the 
technology use studies. 
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International Journal on Recorded Information, 11(3), 277-291. 
Sutuliffe, P. (2003). Building the corporate memory in the e-environment. Records Management 
Journal, 13(2), 51-53. 
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Tang, D. & Chen, L., (2011). A review of the evolution of research on information Technology 
Acceptance Model. In 2011 International Conference on Business Management and 
Electronic Information (BMEI). Guangzhou, China 13-15 May 2011, 588-591. 
Washington DC: IEEE Computer Society. 
Taylor, S., & Todd, P. (1995). Assessing IT usage: The role of prior experience. MIS Quarterly, 
19(4). 561-570. 
Tough, A & Moss, M. (2006). Records keeping in a hybrid environment: managing the creation, 
use, preservation and disposal of unpublished information objects and in context. Oxford: 
Chandos Publishing. 
UNESCO (2017). Asia-Pacific regional strategy on using ICT to facilitate the achievement of 
Education 2030. Retrieved from:  
http://www.unescobkk.org/fileadmin/user_upload/ict/Workshops/amfie2017/UNESCO_
Reg ional_Strategy_-_AMFIE_2017.pdf (Accessed on 2 March 2019). 
Upward, F. (2005). The records continuum, in McKemmish, S, Piggott, M, Reed, B & Upward, 
F (eds). Archives: recordkeeping in society. Wagga Wagga: Center for Information 
Studies:197-222. 
Venkatesh, V. & Bala, H. (2008). Technology acceptance model 3 and a research agenda on 
interventions. Decision Sciences, 39(2), 273-315.  
Venkatesh, V. & Davis, F. (2000). A theoretical extension of the technology acceptance model: 
four longitudinal filed studies. Management Science, 46(2), pp.186-204. 
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Venkatesh, V. & Morris, M. G., (2000). Why Don’t Men Ever Stop to Ask for Directions? 
Gender, Social Influence, and Their Role in Technology Acceptance and Usage 
Behavior. MIS Quarterly, 24(1), pp.115-139.  
Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic 
motivation, and emotion into the technology acceptance model. Information Systems 
Research, 11(4), 342-365. 
Venkatesh, V., Morris, M., Davies, G. & Davis, F. (2003). User Acceptance of Information 
Technology: Toward a Unified View. MIS Quarterly, 27(3), pp. 425-478. 
Williams, M. D., Slade, E. L., & Dwivedi, Y. K. (2014). Consumers' intentions to use e-readers. 
Journal of Computer Information Systems, 54(2), 66-76. 
World Bank (2005). Colombia: ICT at a glance. Retrieved from 
www.colombiadigital.net/informacion/docs/colombia_ict.pdf (Accessed on 12 February 
2019) 
World Bank (2006). Why Records Management? Records management as a key support for 
development effectiveness. Retrieved from: 
http://web.worldbank.org/WEBSITE/EXTERNAL/EXTABOUTUS/EXTARCHIVES 
(Accessed 13 February 2019). 
World Bank (2010), The World Development Indicators (WDI) 2010, The World Bank, 
Washington, DC, Retrieved from: 
http://data.worldbank.org/data‐catalog/world‐development‐indicators/wdi‐2010 
(Accessed 12 January 2019). 
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Yousafzai, S., Foxall, G. & Pallister, J., (2010). Explaining Internet Banking Behavior: TRA, 
TPB, or TAM? Journal of Applied Social Psychology, 40(5), pp.1172-1202.  
Yusuf, Z. M. & Chell, R. W. (2005). Issues in records management. Pennerbit UKM: Bangi. 
Retrieved from: www.penerbit.ukm.mu/f73-5.htm (Accessed on 12 January 2019). 
Yusof, Z. M. (2009). Nurturing attitudes for records management in Malaysia financial 
institution, Records Management Journal, 25(3), 218-230. 
Zlamanski, R., & Ciccarelli, M. (2012). Do teachers believe they are competent to promote 
healthy ICT use among their students?. Work, 41(Supplement 1), 869-875. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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CHAPTER THREE 
METHODOLOGY 
3.0 Introduction 
This chapter describes the methods and procedures used to conduct the research. Research 
methodology represents the systemic investigation aimed at solving research problems (Leavy, 
2017). It seeks to provide an outline of the parameters used in the research methodology of the 
study. It describes and justifies the methods and processes employed in the collection and 
analysis of data. This chapter thus, comprises the research design, the population, the sample 
size, the research instrument, pre-testing, mode of data collection and the method of data 
analysis. 
3.1 Research Design 
A research design is a conceptual structure within which research is conducted; it constitutes the 
blueprint for the collection, measurement, and analysis of data (Leavy, 2017). Saunders et al. 
(2012) emphasised that the selection of any research design is based on numerous constituents 
with the ultimate being the attributes of the variables or population being used or investigated. 
To Cohen et al. (2011), a research design is an overall plan for obtaining answers to the 
questions being studied and for handling some of the difficulties encountered during the research 
process.  
Cresswell & Plano Clark (2017) infers that appropriate research design is critical in determining 
the type of data, the data collection technique, the sampling procedure, the schedule, and the 
budget. Similarly, Schwartz-Shea & Yanow (2012) indicates that an appropriate research design 
helps to align the planned methodology for the research problems. Since different research 
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designs attempt to answer different types of research problems, Williams (2011) asserts that the 
choice of research design must be grounded on the nature of the research, it's setting, the possible 
limitations and its underlying paradigm that informs the study.  
This study focused on the use of ICTs for students’ information management in TUs in Ghana; 
hence the research approach was mixed-method design. Leavy (2017) infers that mixed-methods  
research represents more of an approach to examining a research problem than a methodology. 
Accordingly, mixed-method is characterised by a focus on research problems that require the 
following: 
 an examination of real-life contextual understandings, multi-level perspectives  and 
cultural influences 
 an intentional application of rigorous quantitative and qualitative research 
 an objective drawing on the strengths of quantitative and qualitative data-gathering 
technique to formulate a holistic interpretative framework 
Doyle et al. (2009) argue that the mixed-method encompasses more than simply combining 
quantitative and qualitative methods but rather, reflects a new third-way epistemological 
paradigm that occupies the conceptual space between positivism and interpretivism. By adopting 
the mixed-method research design, the researcher could provide a stronger, more robust evidence 
to support a conclusion or set recommendations on the state of ICTs use in TUs in Ghana.  
3.2 Population 
A population can be described as the complete set of subjects that can be studied (Oppong, 
2013). Lohr (2010) notes that specifying the population that is targeted for a study is crucial as it 
helps the researcher to make decisions on sampling and resources to use. The target population 
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for this study was One Hundred and Thirty-Six (136) which included all administrative staff that 
were directly concerned with students’ information management and two Educational ICT 
service providers. The administrative staff comprised Academic Affairs staff, Admission staff, 
Planning and Quality Assurance staff, as well as Examinations Officers and ICT Directorate staff 
at the three, selected TUs.  
The three TUs (Kumasi Technical University, Sunyani Technical University, and Accra 
Technical University) were selected because they were among the leading eight polytechnics 
converted to Technical Universities in terms of staff strength, infrastructure, governance, etc. 
(MOE, 2016). They also offer similar programmes of study and student population. 
Table 1: Total Population of the study 
No. Respondents/Administrators KsTU STU ATU TOTAL 
1 Academic Affairs 5 3 15 23 
2 Admissions 4 3 3 10 
3 ICT Directorate 13 8 8 29 
4 Examinations Officers 26 15 18 59 
5 Planning and Quality Assurance Unit 6 4 5 15 
 TOTAL 54 33 49 136 
 Source: Vice Chancellor’s Report, KsTU-2018, ATU-2018 & STU-2017 
3.3 Sample Size and Sampling Technique 
As Lohr, (2010) points out, sampling cannot be avoided in research as it is impracticable to 
survey the entire population due to budget and time constraints; thus, samples are drawn to 
represent a population adequately. Bryman (2012) defines a sample as a relatively small number 
of units used to make generalisations about the whole. Its primary objective is to provide 
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accurate estimates of an unknown parameter. It is made up of single members or units. The 
actual procedures involved, according to Saunders et al. (2012) are a selection of a sample from a 
complete list of sampling units. In practice, a real list rarely exists, and, thus, an equivalent list is 
substituted. For some study questions, it is feasible to solicit information from an entire 
population as it is of a controllable size (Zhi, 2014). 
According to Gentles et al. (2015), if a simple process has been correctly followed then the 
sample size of 150-200 study participants can be considered acceptable and reflect the whole 
population. Where the population is small, there is no need for sampling. The entire target 
population was used for the study which is known as the census sampling technique.  
According to Harding (2018) census is the process of collecting data from every unit of a 
population under study rather than choosing a sample. Census study has to do with the use of the 
total enumeration of the target population for a study. The main purpose of selecting the entire 
population for the research is due to the small size of the total population and with this technique, 
a true measure of the population is provided. 
 Two ICT educational service providers were also purposively sampled and included in the 
population of the study. The reason for its inclusion was to provide the standards for the use of 
ICTs for students’ information management with regards to the objectives of the study.  
3.4 Data Collection  
Data is collected through secondary and primary sources. The study used both questionnaire and 
interview guides as research instruments to collect primary data. A self-administered 
questionnaire was distributed to respondents. To compensate for some amount of qualitative 
data; two ICT Educational service providers were engaged for in-depth interviews to know the 
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international standards that will address information security challenges and enhance the 
credibility and sustainability of students’ information respectively. In-depth interviews according 
to (Hammon & Wellington, 2013) are personal and unstructured interviews, whose aim is to 
identify participant’s emotions, feelings, and opinions regarding a particular research subject; as 
this study was in part to capture the perceptions regarding the use of ICTs for students’ 
information management in TUs in Ghana. 
3.5 Instrumentation 
There are two primary sources of data collection in educational research: primary and secondary 
sources (Sekaran, 2010). The data collected for this research were from both sources. A primary 
source (Sreejesh et al., 2014) is an original document or account that is not about another 
document but stands on its own. For example, interviews that come straight from participants’ 
replies (Boddy, 2016; Punch, 2013). Primary sources enable a researcher to get as close as 
possible to what actually happened during a historical event or period. A secondary source is 
those that do not have a direct physical relationship with the event being studied, which are made 
up of information that cannot be described as being an original source data (Saunders et al., 
2012). A secondary source would thus be one in which the person describing the event was not 
actually present but who obtained a description from another person or source such as textbooks, 
quoted materials, and so on.  
Saunders et al. (2012) pointed out that secondary sources of data are usually of limited worth 
because of the errors that result when information is passed on from one person to another. 
Nevertheless, secondary sources of data are still very relevant to educational research. Bryman, 
(2012) noted that the value of secondary sources should not be minimised. There are numerous 
occasions where a secondary source can contribute significantly to more valid and reliable 
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sources than would otherwise be the case because education is primarily concerned with the 
individual’s physical, social, intellectual. An eclectic approach (Flick, 2011) using different tools 
was employed to obtain the necessary data to address the research objectives. This included the 
use of questionnaires and interviews. Together, they provided rich sources of detailed 
information and ensured validation of the findings through triangulation.  
3.5.1 Interviews 
An interview is a purposeful discussion between two or more people (Rowley, 2012). Thus, an 
interview is a one-to-one conversation between the researcher and a participant (Lewis & 
McNaughton-Nicholls, 2013; Sreejesh, 2014). An interview aims to gain a deeper understanding 
of the feelings, motivations, and beliefs of the interviewee. In general, there are three types of 
interviews: standardised, semi-structured and unstructured (Sreejesh, 2014).  
Standardised interviews are ordered, standardised, open-ended questions, while semi-structured 
interviews (Leavy, 2017), are more flexible regarding the order of the questions and 
standardisation; thus, the researcher can rephrase inquiries or interrogate in more depth. The 
third type the unstructured interview is not standardised or ordered in any form, allowing the 
interviewee to guide the conversation in any direction and narrate everything that is considered 
relevant (Boddy, 2016). In all three types, the researcher is in direct contact with the object of 
research thus, stimulates interviewer bias (Hesse-Biber, & Leavy, 2010). However, the interview 
allowed the researcher to gather valid and reliable data that are relevant to the research questions 
and objectives. 
The interview was made up of two sections. Section “A” measured the bio-data of the 
interviewees. It had five items. These items were measured on an open-ended structure.  Section 
“B” analysed the standards in ICT adoption for the management of students’ information at the 
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tertiary level. The variables were twelve based on the objectives of the study in order to find out 
the standards of ICT adoption and use at the tertiary level of education (ie. internal ICT policies, 
impression about data management, software management, database infrastructure, the database 
for tertiary institutions, ICT impact on management of students’ information, challenges of ICT s 
for management of students information, strategies to address the use of ICTs for management of 
students’ information)  
3.5.2 Questionnaire 
The questionnaire is used as a general term to include all techniques of data gathering in which 
each person is required to respond to the same set of questions in a predetermined order (Saris, & 
Gallhofer, 2014). Questionnaires usually are one of the particular forms of primary data 
collection on which it relies for precision in the data. It is a standard technique used for gathering 
primary data in more than half of the comprehensive research studies in education. A valid 
questionnaire will enable accurate data to be collected, and one that is reliable will mean that 
these data are collected consistently (Sreejesh, 2014). Again, the use of the questionnaire will 
ensure consistency, uniformity, and stability in response. Its usage will make the respondents 
complete answering the questionnaire at their own convenience and will also ensure the 
respondents greater anonymity. Both closed-ended and open-ended questions were asked. The 
open-ended questions allowed participants to express their views freely on issues raised (Punch, 
2013). 
The questionnaire was made up of six sections. Section “A” measured the bio-data of the 
respondents surveyed. It had six items. These items were measured on a close-ended structure.  
Section “B” measured the extent to which respondents have internal policies regarding the use of 
ICTs for students’ information management at the Technical University. The state of availability 
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of the internal policies was measured on a scale of 1=Yes and 2=No. The variables were twelve 
in the internal policies scale (privacy policy, data collection policy, health information collection 
policy, admission policy, awards of grade policy, records management policy, ICT infrastructure 
policy, ICT software management policy, ICT security policy, ICT usage policy, ICT training 
and development policy.   This section also sought to assess the type of students’ information 
kept at the TU. The types of students’ information had fifteen variables. The opinions of the 
respondents were measured on a 2-point Likert Scale where 1=Yes and 2=No. 
  
Section “C” also measured the ICT platforms available for managing students’ information in the 
TU. The ICT platforms scale was made up of nine variables. The participants’ opinions were 
rated on a 2-point Likert Scale rated from 1=Yes to 2=No. This section also sought to assess the 
extent to which the respondents agree with the use of ICT in education processes at the TU. The 
opinions of the respondents were measured on a 5-point Likert scale rated from 5=to a very 
large extent to 1=not at all with 3.0 as the mid-point threshold. Use of ICT in education 
processes construct had nine items – creation of records, processing of records, storage of 
records, use/distribution of records, retrieval of records, migration of records, preservation of 
records and continued access to records. 
Section “D” however assessed the prospects of ICTs in managing students’ information at the 
TU. The prospects of ICT scale was made up of thirteen variables. Respondents were asked to 
state the extent of agreement or disagreement regarding the statements representing the variable. 
For instance, the respondents were asked “the use of ICTs reduces the loss of students’ 
information” to which they rated based on a 5-point Likert Scale ranging from 1=Strongly 
disagree to 5=Strongly agree. This section also sought to assess the extent to which ICT has 
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been applied in monitoring educational activities at the TU. The extent of monitoring educational 
activities using ICT had nine variables. The opinions of the respondents were measured on a 5-
point Likert Scale ranging from 1=Not at all to 5=To a very large extent 
 
Section “E” also measured the challenges in relation to the use of ICT for managing students’ 
information in the TU. The challenges ICT platforms scale was made up of fourteen variables. 
The participants’ opinions were rated on a 5-point Likert Scale rated from 5=to a very large 
extent to 1=not at all with 3.0 as the mid-point threshold.  Further, respondents were asked to 
suggest strategies that could be adopted for the use of ICTs for managing students’ information 
in section “F”.   
The questioning strategy used was mostly the close-ended approach. The closed-ended items 
were made up of alternative options that the respondents were to choose from while only one 
opened-ended question had space for the respondents to provide their own answers with regards 
to new technologies to adopt to manage the TUs information better.  
3.6 Pre-Test 
The pre-testing was carried out at the Kwame Nkrumah University of Science and Technology 
(KNUST) main administration and College of Arts and Built Environment. This was chosen 
because members of staff had characteristics similar to the staff of three (3) TUs selected. Thirty 
(30) members of staff were selected for the pretest and out of this number, 20 were from the 
Academic Affairs, Admissions and ICT Directorates of the main Administration whilst the rest 
of the ten (10) were the Examinations Officers at the College of Art and Built Environment. This 
helped the researcher to review the questionnaires in order to ensure consistency across to focus 
on the clarity and relevance of the questions for the categories of staff included in the study. 
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3.7 Mode of Data Collection  
To gather data from the sampled individuals, permission was sought from the management of the 
three TUs selected. Approval was sought from the three Registrars through an introductory letter 
collected from the Department of Information Studies, University of Ghana to introduce the 
researcher to the staff of the Administration in order to collect the data. 
After the permission was granted, the Registrars of the three TUs were contacted in person and 
were briefed on the importance of the study. Afterward, their consent was sought for the 
participation of their staff in the study. The questionnaire was administered personally by the 
researcher with the help of another administrative staff member at each of the three (3) TUs to 
help improve the collection and response rates of the data collection exercise. Again, an in-depth 
personal interview was conducted for the two ICT Educational service providers.  
3.8 Presentation and Analysis of Data 
In methodology literature, there is not one single right way or the most appropriate way to 
analyse qualitative or quantitative data. Analysis implies and indeed requires an ultimate choice 
(Sekaran, 2010). For instance, in analysing and interpreting both qualitative and qualitative data, 
it is the process of systematically organising the materials collected, bringing meaning to them so 
that they tell a coherent story and writing it all up so that others can read what one has learned. 
Based on this premise, the data collected was analysed using both the qualitative and quantitative 
methods to enable the researcher to provide a reasoned meaning to the study. However, the 
responses were edited, coded and scored using the Statistical Package for Social Sciences (SPSS) 
version 21 and thematic analysis for the quantitative and qualitative data respectively. The scores 
for each respondent were summed across the items to obtain their final raw score. Simple 
percentages, bar graphs, pie charts, and frequency tables were adopted to examine the issues. In a 
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few cases, the mean of means was used to analyse specific variables. The analysis was done 
based on each research objective.  
 
3.9 Ethical Considerations 
Ethics in research is involved with what is right and what is not right to do when conducting 
research (Dich et al. 2013) and forms an integral part of any research study. The issue of ethics in 
research is particularly important when human beings are the research subjects (Hammond, & 
Wellington, 2013), as is the case in this study. Ethics in research according to Dich, et al. (2013), 
spans the entire research process, from the nature of the problem being investigated, the 
reporting of the theoretical framework thereof, the context within which the research is 
conducted, the data collection instruments employed, the data collection methods used, the 
research subjects, the procedures employed to analyse the data and the way in which the data is 
reported.  
Participants were given full information on the objectives and purposes of the study to enable 
them to make decisions as to whether to participate in the exercise. The study ensured that all 
ethical issues bordering on confidentiality and anonymity of participants were adhered to. 
Finally, the study was conducted using the University of Ghana Research Ethics Policy (2013) 
and all documentary sources such as books, articles, data, and documents used or consulted were 
appropriately acknowledged. 
 
 
 
 
 
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References 
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Accra Technical University (ATU) (2018). Vice-Chancellor’s Report: 10  Congregation. Accra: 
ATU Public Relations Office. 
Boddy, C. R. (2016). Sample size for qualitative research. Qualitative Market Research: An 
International Journal, 19(4), 426-432. 
Bryman, A. (2012). Barriers to integrating quantitative and qualitative research. Journal of mixed 
methods research, 1(1), 8-22. 
Cohen, L., Manion, L. & Morrison, K. (2011).Research methods in education(7th ed.). 
Abington, Oxon: Routledge. 
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research.  
Doyle, L., Brady, A. M., & Byrne, G. (2009). An overview of mixed methods research. Journal 
of research in nursing, 14(2), 175-185. 
Flick, U. (2011b). Mixing methods, triangulation and integrated research: Challenges for 
qualitative research in a world of crisis. In Denzin, N., Giardina, M. (Eds.), Qualitative 
inquiry and global crisis (pp. 132-152). Walnut Creek, CA: Left Coast Press. 
Gentles, S. J., Charles, C., Ploeg, J., & McKibbon, K. A. (2015). Sampling in qualitative 
research: Insights from an overview of the methods literature. The Qualitative Report, 
20(11), 1772-1789. 
Hammond, M., & Wellington, J. (2013). Research methods: The key concepts. New York, NY: 
Routledge. 
Harding, J. (2018). Qualitative data analysis: From start to finish. London, SAGE Publications 
Limited. 
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Hesse-Biber, S. N., & Leavy, P. (2010). The practice of qualitative research. London, Sage. 
International Journal, 19(4), 426-432. 
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International. 
Kumasi Technical University (KsTU) (2016). Vice-Chancellor’s Report: 11th Congregation. 
Kumasi: KsTU Publications Unit. 
Leavy, P. (2017). Research design: Quantitative, qualitative, mixed methods, arts-based, and 
community-based participatory research approaches. Guilford Publications. 
Lewis, J. & McNaughton-Nicholls, C.( 2013). Design Issues. In: J. Ritchie, C. McNaughton 
Nicholls & R. Ormston, eds. Qualitative Research Practice: A Guide for Social Science 
Students and Researchers. Thousand Oaks: Sage Publications.  
Lohr, S. L. (2010). Sampling: design and analysis (advanced series). Ratio, 91(95), 96-99. 
            London, Sage publications. 
Ministry of Education (M.O.E) (2014).Report of the Technical Committee on Conversion of the 
Polytechnics in Ghana to Technical Universities, Accra: M.O.E. 
Oppong, S. H. (2013). The problem of sampling in qualitative research. Asian journal of 
management sciences and education, 2(2), 202-210. 
Punch, K. F. (2013). Introduction to Social Research: Quantitative and Qualitative Approaches. 
(3. Ed) London: Sage Publication. 
Rowley, J. (2012). Conducting research interviews. Management Research Review, 35(3/4), 260-
271. 
Saris, W. E., & Gallhofer, I. N. (2014). Design, evaluation, and analysis of questionnaires for 
survey research. New Jersey, John Wiley & Sons. 
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Saunders, M. N., & Lewis, P. (2012). Doing research in business & management: An essential 
guide to planning your project. Pearson. 
Schwartz-Shea, P. & D. Yanow (2012). Interpretive Research Design. Concepts and Processes. 
New York: Routledge. 
Sekaran, U. (2010). Research Methods for Business: A Skill Building Approach (5th ed.). West 
Sussex: John Wiley & Sons Ltd. 
Sreejesh, S. (2014). Business research methods: An applied orientation. Cham: Springer 
International Publishing. 
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Sunyani Technical University (STU) (2017). Vice-Chancellor’s Report: 11  Congregation. 
Sunyani: Xtrym. 
University of Ghana (2013) Research Ethics Policy. Accra. University of Ghana Press. 
Williams, C. (2011). Research methods, Journal of Business & Economics Research, 5(3), 65 72. 
Zhi., H. L. (2014). A comparison of convenience sampling and purposive sampling. PubMed, 
105-11. 
  
 
 
 
 
 
 
  
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CHAPTER FOUR 
DATA ANALYSIS AND FINDINGS 
4.0 Introduction 
The purpose of the study is to examine the use of Information and Communication Technology 
for students’ information management in selected TUs in Ghana that addresses information 
security challenges and the enhance accuracy and sustainability of students’ information and 
management. This chapter presents data analysis and findings obtained using Statistical Package 
for Social Sciences (SPSS) version 21. The findings are arranged according to the themes of the 
main objectives of the study. 
4.1 DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS  
 
Figure 4.1 Gender distribution of respondents  
 
From a total of 115 questionnaires distributed, 103 were considered valid and acceptable for 
analysis.  Some of the questionnaires were partially completed, whereas others were soiled and 
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were barely readable. This represents approximately 89.6% response rate and hence regarded as 
adequate to draw conclusions. 
Figure 4.1 presents information regarding the gender distribution of the respondents used for the 
study. The responses give the impression that there were more males (67%) than females (33%). 
The trend implies that the institutions are populated with more males than their female 
counterparts.  
Table 4.1 Demographics of the study 
Variable Frequency (N) Percentage (%) 
Age    
< 30  17 16.7% 
30-35 28 27.5% 
36–40 34 33.3% 
41-45 16 15.7% 
46+ 7 6.90% 
   
Department   
Academic Affairs 27 26.2% 
ICT 30 29.1% 
Exams Officer 23 22.3% 
Planning & Quality Assurance 23 22.3% 
   
Institution   
KsTU 33 32.0% 
ATU 41          39.8% 
STU 29 28.2% 
   
Highest Education    
Certificate/Diploma 15 15% 
Bachelor’s Degree 35 35% 
Master’s Degree 46 46% 
Post Graduate Cert/Diploma 3 3% 
Other 1 1% 
   
Position   
Administrator 69 69% 
Lecturer/Exams Officer 18 18% 
Senior Lecturer/Exams Officer 4 4% 
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Professor 1 1% 
Other 8 8% 
Source: Fieldwork (2019) 
 
Table 4.1 provides information regarding respondents’ demographic characteristics. The 
characteristics considered here are age, department, institution, highest educational qualification 
and position of respondents. From the table, regarding the age distribution of the respondents; 
thirty-four (n=34) respondents representing 33.3% were between the ages of 36 – 40 years, 28 
respondents representing 27.5% were between 30 – 35 years, 17 representing 16.7% were less 
than 30 years, 16 comprising 15.7% of the respondents were within the 41 – 45 years age range 
with seven respondents representing 6.9% being 46 years and above. The responses imply that 
the respondents are matured enough to make credible contributions to the study.  
Moreover, 30 respondents representing 29.1% were in the ICT department, 23 respondents each 
representing 22.3% were Examination Officers and Planning and Quality Assurance respectively 
with 27 respondents (26.2%) being at the Academic Affairs department. 
The results further show that more than one-third, 41 of the respondents (39.8%) were from 
ATU, 33, representing 32% were from KsTU, whereas 29 representing 28.2% came from STU. 
With respect to the educational level of respondents, 46 respondents representing 46% possessed 
Master’s Degree, 35 representing 35% had Bachelor’s Degree, 15 representing 15% had 
Certificate/Diploma, 3 representing 3% had Post Graduate Cert/Diploma whiles only one 
respondent representing 1% possessed other certificates. From the educational qualification, it 
can be concluded that the respondents have had sufficient education making them worthy 
contributors to the study.  
Finally, more than half of the respondents, 69 representing 69% were Administrators, 18 
representing 18% were Lecturers/Examination officers, four representing 4% were Senior 
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Lecturers/Examination Officers whiles only one representing 1% was a Professor and 8% 
representing other positions. 
4.2 RESULTS FROM KUMASI TECHNICAL UNIVERSITY (KsTU) 
4.2.1 Internal Policies on ICT for student information management (KsTU) 
Table 4.2 Descriptive Statistics on internal policies for student’s information management 
Variables N Mean ±SD 
Privacy Policy 33 1.76 .435 
Data Collection Policy 33 1.82 .392 
Health Information Collection Policy 33 1.88 .331 
Admission Policy 33 1.15 .364 
Awards of Grades Policy 33 1.39 .496 
Records Management Policy 33 1.30 .467 
ICT Infrastructure Policy 33 1.36 .489 
ICT Software Management Policy 33 1.18 .392 
ICT Security Policy 33 1.21 .415 
ICT Usage Policy 33 1.33 .479 
ICT Training and Development Policy 33 1.39 .496 
Valid N (listwise) 33   
Source: Fieldwork (2019)  
 
Table 4.2 presents a summary of the responses from the respondents at the Kumasi Technical 
University (KsTU) regarding internal policies for student’s information management. Analysis 
of the responses using the scale of 1=Yes, 2=No. From the responses it is apparent that KsTU 
has internal policies on Admissions (Mean (M) =1.15, (Standard Deviation (±SD)=.364), ICT 
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Software Management (Mean (M)=1.18, Standard Deviation(±SD)=.392), ICT Security (Mean 
(M)=1.21, Standard Deviation (±SD)=.415), Records Management (Mean (M)=1.30, 
(±SD)=.467), ICT Usage (Mean (M)=1.33, Standard Deviation (±SD)=.479), ICT infrastructure 
(Mean (M)=1.36, Standard Deviation (±SD)=.489), Awarding of Grades (Mean (M)=1.39 with 
the highest Standard Deviation of (±SD)=.496) and ICT Training and Development (Mean 
(M)=1.39, Standard Deviation (±SD)=.496).  
However, the results show that the majority of the respondents indicated that KsTU does not 
have Policies on Privacy (Mean (M)=1.76, (±SD)=.435), Data Collection Policy (Mean 
(M)=1.82, Standard Deviation (±SD)=.392) and Health Information Collection (Mean (M)=1.88 
with the lowest Standard Deviation (±SD)=.331).  
From the responses, it could be resolved that KsTU has policies on Admissions, ICT Software, 
Security, Records, ICT Usage, Infrastructure, Award of Grades and Training and Development. 
On the contrary, KsTU does not have explicit policies on Privacy, Data Collection and Health 
Information.  
 Table 4.3 Descriptive statistics on types of students’ information kept  
Variables  N Mean ±SD 
Students Admission/Enrolment Records 33 1.06 .242 
Admission Letters 33 1.09 .292 
Acceptance Letters 33 1.18 .392 
Academic Registration 33 1.06 .242 
Residential Registration 33 1.48 .508 
Matriculation Oath 33 1.39 .496 
Students Personal Bio-data 33 1.24 .435 
Students’ performance in examinations 33 1.18 .392 
Examination results and transcripts 33 1.09 .292 
Students Results (Summary Sheets) 33 1.21 .415 
Payment of Academic and Residential Fees 33 1.30 .467 
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Payment History of Students 33 1.33 .479 
Medical Examination Registration 33 1.55 .506 
Examination Schedules 33 1.55 .506 
Source: Fieldwork (2019) 
 
In Table 4.3, respondents from KsTU were asked to indicate the type of student’s information 
they keep. The responses showing in Table 4.3 was summarized along a two-point scale where 
1=Yes and 2=No with 1.5 as the mid-point threshold. From the responses it could be observed 
that the institution keeps records of students admission/enrolment, academic registration, 
admission letters, examination results and transcripts, acceptance letters, students’ performance 
in examinations, students results (summary sheets), students personal bio-data, payment of 
academic and residential fees, payment history of students, matriculation oath and residential 
registration all had mean scores less than 1.5 threshold implying that the University maintains 
records in all these areas of students activities on campus. 
However, the institution does not keep records of medical examination registrations as well as 
examination schedules, which obtained mean scores greater than the 1.5 thresholds. Medical 
examinations are normally conducted by third-party service providers.  
4.2.2 ICT Platforms/Use Available for Students’ Information Management (KsTU) 
Table 4.4 Descriptive statistics on ICT platforms/use available for students’ information 
management 
Variables N Mean ±SD 
Input and Output devices 33 1.33 .479 
Storage devices 33 1.24 .435 
Processor components 33 1.33 .479 
Networks 33 1.30 .467 
Software 33 1.30 .467 
Data 33 1.48 .508 
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User interfaces 33 1.45 .506 
Database and File concepts 33 1.42 .502 
Source: Fieldwork (2019) 
 
Table 4.4 presents the descriptive statistics on the ICT platforms used for students’ information 
management. The results are interpreted along a two-point scale where 1=Yes, 2=No. The results 
show that the majority of the respondents agreed that the institution resort to the use of Input and 
Output devices (M=1.33, ±SD=.479), Storage devices (M=1.24, lowest ±SD=.435), Processor 
components (M=1.33, ±SD=.479), Networks (M=1.33, ±SD=.479), Software (M=1.30, 
±SD=.467), Data (M=1.48, highest ±SD=.508), User interfaces (M=1.45, ±SD=.506), and 
Database and File Concepts (M=1.42, ±SD=.502) in the management of students’ information in 
the institution. From the results, it can be concluded that in managing students’ information 
KsTU use platforms such as Input and Output devices, Storage devices, Processor components, 
Networks, Software, Data, User interfaces, Database, and File concepts.  
Table 4.5 Descriptive statistics on Application of ICT in processes 
Variables N Mean ±SD 
Creation of records 33 4.52 .939 
Processing of records 32 4.41 .837 
Storage of records 32 4.38 1.040 
Use/distribution records 31 3.84 1.214 
Retrieval of records 31 4.19 1.223 
Migration of records 30 4.00 1.017 
Records Security 31 3.81 1.195 
Preservation of records 31 4.13 .922 
Continued access to records 32 4.00 1.164 
Source: Fieldwork (2019) 
 
The respondents were further asked to indicate how ICT is utilized in processing students’ 
information. The results have been presented along a 5-point Likert Scale where 1=strongly 
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disagree to 5=strongly agreed with 3.0 as the mid-point threshold. General overview of the 
summary of the responses show that the majority of the respondents agreed that ICT tools at 
KsTU are applied to the creation of records (M=4.52, ±SD=.939), processing or records 
(M=4.41, lowest ±SD=.837), storage of records (M=4.38, ±SD=1.040), use/distribution 
(M=3.84, ±SD=1.214), retrieval (M=4.19, ±SD=1.223), migration (M=4.00, ±SD=1.017), 
records security (M=3.81, highest ±SD=1.195)preservation (M=4.13 ±SD=.922), access and 
security (M=4.00, ±SD=1.164) of students’ records or information in the institution.  
The results imply that KsTU apply ICT tools in the management of virtually every records 
management activity in the institution. It can be concluded that the tools are used for the creation 
of records, storage of records, processing of records, storage of records, distribution and retrieval 
of records, migration, preservation and the control of access to records.  
4.2.3 Prospects of ICT on the management of students’ information at (KsTU) 
Table 4.6 Descriptive statistics the prospects of ICT in the management of student’s 
information 
Variables N Mean ±SD 
Applicants purchase and/or return admission forms online 
33 4.76 .830 
through the use of ICT 
Applications and admissions are conducted online, and 
applicants can check admission status anywhere through the 33 4.82 .465 
use of ICT 
Registrations are also online, eliminating the previous 
process of long queues at the university registration desk 33 4.58 .792 
due to the use of ICT 
Due to the use of ICT, payments of fees are processed 
online averting the fraudulent loss of revenue, to students 33 4.36 1.025 
who would want to evade payment 
ICT is used to display information about students and are 
31 4.23 .920 
accessed online 
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There is online access to information including course 
details, course content, time-table, etc. through the use of 32 3.66 1.405 
ICT 
Examination and assessments results of students’ are 
33 4.42 .902 
released online, eliminating cheating and manipulations 
Through the use of ICT, students’ accommodation/hostels 
33 3.21 1.453 
are allocated online 
The use of ICTs prevents the loss of students’ information 32 4.13 1.008 
It is now easy to access students’ transcript and other 
33 3.88 1.244 
documents online 
The Use of ICTs reduces the time spent on retrieving 
32 4.53 .671 
students’ information 
The use of ICTs in keeping students’ records aids faster 
33 4.39 .933 
service delivery 
The use of ICT saves space previously used for keeping 
33 4.30 .951 
hard copy files 
Source: Fieldwork (2019) 
 
Table 4.6 presents the summary of responses concerning the prospects of ICT in the management 
of students’ information. The results have been interpreted along a 5-point Likert Scale where 
1=strongly disagree to 5=strongly agree with 3.0 as the mid-point threshold. From the Table, it 
could be observed that there was strong agreement on the fact that applications and admissions 
are conducted online, and applicants being able to check admission status anywhere through the 
use of ICT (M=4.82, lowest ±SD=.465). Another has to do with a strong agreement with the 
assertion that there is the prospect that applicants purchase and/or return admission forms online 
through the use of ICT (M=4.76, ±SD=.830).  
Furthermore, the majority of the respondents strongly agreed that there is the prospect that 
registrations can also be done online, thereby eliminating the previous process of long queues at 
the university registration desk due to the use of ICT (M=4.58, ±SD=.792). Also, the respondents 
agreed that the use of ICT reduces the time spent on retrieving students’ information (M=4.53, 
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±SD=.671). Meanwhile examination and assessment results of students’ are released online, 
eliminating cheating and manipulations (M=4.42, ±SD=.902), the use of ICTs in keeping 
students’ records aids faster service delivery (M=4.39, ±SD=.933), due to the use of ICT, 
payments of fees are processed online averting the fraudulent loss of revenue, to students who 
would want to evade payment (M=4.36, ±SD=1.025), the use of ICT saves space previously used 
for keeping hard copy files (M=4.30, ±SD=.951), ICT is used to display information about 
students and are accessed online (M=4.23, ±SD=.920), and the use of ICTs prevents the loss of 
students’ information (M=4.13, ±SD=1.008). 
Again, the majority of the respondents agreed that with the introduction of ICT it is now easy to 
access students’ transcript and other documents online (M=3.88, ±SD=1.244), and then the 
respondents agreed that there is an online access to information including course details, course 
content, time-table through the use of ICT (M=3.66, ±SD=1.405). Furthermore, the majority of 
the respondents agreed that through the use of ICT students’ accommodation/hostels can be 
allocated online (M=3.21, highest ±SD=1.453). 
From the responses it can be concluded that relative to the prospects of ICT in the management 
of student’s information; ICT can be adopted for the effective management of students’ 
information relative to students’ admissions, purchase and return of admissions forms, online 
registrations, speeding the processing and retrieval of information, examinations, and assessment 
processes, generation of transcripts, processing of students fees, access to course details as well 
as the allocation of student accommodation.  
 
 
 
 
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Table 4.7 Descriptive statistics on the extent of the application of ICT in Monitoring 
educational activities 
Variables N Mean ±SD. 
Class Attendance of students 33 1.58 1.062 
Academic performance records of students 33 4.03 1.212 
Managing absenteeism of students 33 1.73 1.329 
Personal record of students 33 4.03 1.357 
Class Attendance of Lecturers 33 1.48 .870 
Assessment records of Lecturers 33 3.06 1.749 
Managing absenteeism of Lecturers 33 1.70 1.075 
Personnel records of Lecturers 33 3.12 1.709 
Other students’ and Lecturers information 29 2.62 1.545 
Source: Fieldwork (2019) 
In Table 4.7, respondents were asked to indicate the extent to which ICT is applied to the 
monitoring of educational activities at KsTU. From the responses, it could be observed that the 
majority of the respondents maintained that to a large extent ICT is applied in monitoring the 
academic performance of students (M=4.03, ±SD=1.212), personal records of students (M=4.03, 
±SD=1.357). Furthermore, the results show that the majority of the respondents also stated that 
ICT to a moderate extent is used in the assessment of the personal records of lecturers (M=3.12, 
±SD=1.709) and assessment records of lecturers (M=3.06, ±SD=1.749). 
The respondents maintained that to a small extent ICT is applied to other student’s and lecturers 
information (M=3.88, ±SD=1.244), However, it was revealed that ICT is never applied to 
monitor the absenteeism of students (M=1.73, ±SD=1.329), lecturers (M=1.70, ±SD=1.075), 
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class attendance of students (M=1.58, ±SD=1.062) as well as class attendance of lecturers 
(M=1.48, ±SD=.870). 
From the results it could be resolved that to a large extent ICT is used to monitor the academic 
performances of students, personal records of students and lecturers, assessment records of 
lectures and other students’ information. However, KsTU does not use ICT to monitor the class 
attendance of students and lecturers.  
Contribution of ICT to the Management of Students’ Information KsTU 
Source: Fieldwork (2019) 
Figure 4.2 Descriptive statistics on areas ICT contributed to the management of students’ 
information management 
 
Respondents from KsTU were asked to indicate the extent to which ICT contributes to the 
management of student’s information management. The responses analysed on a 5-point Likert 
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scale where 1=not at all to 5=to a very large extent. From the Figure 4.2, it could be observed 
that the majority of the respondents noted that to a very large extent ICT has contributed to the 
management of students’ information by making it possible for the registration of students 
(academic and residential) (Mean=4.63), verification of students’ payments of fees (Mean=4.62), 
management of students’ academic information (Mean=4.53), ensuring the authenticity of 
students’ information (Mean=4.45), preservation of students’ information (Mean=4.45) and 
constant access to students’ information (Mean=4.13). 
From the trend of the responses it can be concluded that at KsTU ICT has contributed to a very 
large extent to the registration of students, verification of students’ payments of fees, 
management of students’ academic information, ensuring the authenticity of students’ 
information, preservation of students’ information as well as constant access to students’ 
information.  
4.2.4 Challenges regarding ICT use in the management of students’ information at (KsTU) 
Table 4.8 Descriptive statistics on challenges related to the use of ICT in management of 
Students’ information 
Variable N Mean ±SD 
Lack of ICT Policies and strategies 32 3.66 .971 
Lack of commitment by University Management 32 4.03 .999 
Inadequate ICT facilities (e.g. computers, infrastructure, 
32 4.19 .965 
etc.) 
Inadequate trained ICT personnel 31 3.97 1.224 
The absence of ICT operational guidelines and regulations, 
as there is a lack of record manuals and filling guidelines, 32 3.47 1.077 
and this may lead to a loss of students’ information. 
Inadequate computer terminals as this have made the 
32 3.75 .984 
retrieval and maintenance of students’ information difficult 
Outdated systems e.g. software, database, infrastructure 
32 3.97 1.092 
etc. 
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Poor ICT maintenance culture (irregular updates and 
32 4.19 .896 
upgrades) 
Poor management of ICT tools and facilities 32 4.03 .933 
Limited data management capacity, e.g. increased numbers 
32 3.88 1.070 
of students require more data 
Inadequate horizontal and vertical communication 32 3.66 1.181 
Inadequate communications and power infrastructure 32 3.56 1.076 
Limited financial resources 32 4.03 .999 
Irregular power supply 32 3.47 1.077 
Valid N (listwise) 31   
Source: Fieldwork (2019) 
In Table 4.8, the respondents from KsTU were asked to assess the challenges related to the use 
of ICT in the management of students’ information. The results show that the majority of the 
respondents strongly agreed that inadequate ICT facilities (M=4.19, ±SD=.965), poor ICT 
maintenance culture (irregular updates and upgrades) (M=4.19, ±SD=.896), lack of commitment 
by university management (M=4.03, ±SD=.999), poor management of ICT tools and facilities 
(M=4.03, ±SD=.933) and Limited financial resource (M=4.03, ±SD=.999).  
Additionally, the study found that the majority of the respondents agreed that inadequate trained 
ICT personnel (M=3.97, ±SD=1.224), outdated systems, limited data management capacity, 
inadequate computer terminals, lack of ICT policies and strategies, inadequate horizontal and 
vertical communication, inadequate communication and power infrastructure, the absence of ICT 
operational guidelines and regulations, irregular power supply all obtained mean scores between 
3.2 to 4.0.  
From the responses, it is apparent that the KsTU use of ICT in the management of students’ 
information is challenged by the effects of inadequate ICT facilities, Poor ICT maintenance 
culture, lack of commitment by university management, poor management of ICT tools and 
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facilities and limited financial resources. However, the least of challenges encountered by the 
institution in the use of ICT has to do with the absence of ICT operational guidelines and 
regulations as well as irregular power supply.  
 4.2.5 Strategies for the Use of ICT in Students’ Information Management at (KsTU) 
Table 4.9 Descriptive statistics on strategies for effective application of ICT in students’ 
information management 
Variable N Mean ±SD 
The University must adopt and adapt an ICT and automated 
institutional administration programs that build capacities for 33 4.70 .467 
its implementation  
A University Wide-Area-Network which enables automation 
33 4.58 .708 
of a variety of processes must be installed. 
The University must establish a state of the art, appropriate, 
cost-effective and adequate ICT and other enabling 33 4.55 .794 
infrastructure 
Based on the needs of ICT and time-sharing possibilities, the 
33 4.30 .585 
University must define an optimum ICT infrastructure 
Appropriate hardware for satellite terminals must be provided 
33 4.27 .876 
in a progressive manner 
Computer access points with internet connectivity must be 
provided at the Academic Affairs department to facilitate 
33 4.79 .415 
effective and efficient management of student’s information 
activities. 
A wide variety of software applications and tools, going well 
beyond an office suite is required to meet the demands of a 
broad-based ICT literacy and ICT to enable the effective and 33 4.48 .619 
efficient management of student’s information activities, e.g. 
dedicated s 
An enabling infrastructure required to maintain the ICT 
facility efficiently must be defined, established and 33 4.55 .617 
maintained. 
Regular and regulated supply of electricity, appropriate 
electrical fixtures, adequate power backup and support, 33 4.64 .549 
including alternative sources of energy, must be ensured. 
All the equipment and resources must be secured from theft 
33 4.73 .452 
and damage. 
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The equipment must also be covered under an appropriate 
33 4.33 .957 
insurance policy against any disaster. 
All administrative and ICT personnel must be given adequate 
33 4.64 .489 
training and support to use the technology effectively. 
Formulation and codification of monitoring, evaluation and 
feedback system to ensure that the ICT system achieves it to 32 4.56 .619 
set goals. 
Source: Fieldwork (2019) 
In Table 4.9, the respondents at KsTU were asked to give suggestions relative to the strategies 
necessary for the effective application of ICT in students’ information management. The 
responses were analyzed along a continuum where 1=not at all to 5=to a very large extent. 
From the responses, it could be observed that all the variables obtained mean scores above 4.0 
which indicates strong agreement to a large extent with the assertions relative to the strategies 
necessary for effective application of ICT in students’ information management.  
From the trend of the responses it could be observed that the majority of the respondents agreed 
the university must adopt and adapt an ICT and automated institutional administration programs 
that build capacities for its implementation (e.g. development of appropriate ICT policies, 
strategic plans, and manuals for managing ICTs), a University Wide-Area-Network which 
enables automation of a variety of processes must be installed, The University must establish a 
state of the art, appropriate, cost-effective and adequate ICT and other enabling infrastructure, 
Based on the needs of ICT and time-sharing possibilities, the University must define an 
optimum ICT infrastructure, Appropriate hardware for satellite terminals must be provided in a 
progressive manner, Computer access points with internet connectivity must be provided at the 
Academic Affairs department to facilitate effective and efficient management of student’s 
information activities and a wide variety of software applications and tools, going well beyond 
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an office suite is required to meet the demands of a broad-based ICT literacy and ICT to enable 
the effective and efficient management of student’s information activities.  
An enabling infrastructure required to maintain the ICT facility efficiently must be defined, 
established and maintained, Regular and regulated supply of electricity, appropriate electrical 
fixtures, adequate power backup and support, including alternative sources of energy, must be 
ensured, All the equipment and resources must be secured from theft and damage, the 
equipment must also be covered under an appropriate insurance policy against any disaster, All 
administrative and ICT personnel must be given adequate training and support to use the 
technology effectively, formulation and codification of monitoring, evaluation and feedback 
system to ensure that the ICT system achieves it set goals. 
4.3 RESPONSES FROM SUNYANI TECHNICAL UNIVERSITY (STU) 
4.3.1 Internal Policies on ICT for students’ information management (STU) 
Table 4.10 Descriptive Statistics on internal policies for students’ information management 
Variables N Mean ±SD 
Privacy Policy 29 1.38 .494 
Data Collection Policy 29 1.69 .471 
Health Information Collection Policy 29 1.76 .435 
Admission Policy 29 1.14 .351 
Awards of Grades Policy 29 1.24 .435 
Records Management Policy 29 1.62 .494 
ICT Infrastructure Policy 29 1.69 .471 
ICT Software Management Policy 29 1.69 .471 
ICT Security Policy 29 1.76 .435 
ICT Usage Policy 29 1.52 .509 
ICT Training and Development 29 1.72 .455 
Others 29 1.83 .384 
Source: Fieldwork (2019) 
 
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Table 4.10 presents a summary of the responses from the respondents at the Sunyani Technical 
University (STU) regarding internal policies for student’s information management. The 
responses were analyzed along the scale of 1=Yes, 2=No. From the responses it could be 
observed that similar to the situation at KsTU the majority of the respondents at the STU 
indicated that there are internal policies on Admissions (M=1.14, ±SD=.351), Award of Grades 
(M=1.24, ±SD=.435), Privacy Policy (M=1.38, ±SD=.494), and ICT usage (M=1.52, ±SD=.509). 
On the other hand, the results show that the majority of the respondents indicated that STU does 
not have internal policies on Health Information Collection (M=1.76, ±SD=.435), ICT Security 
(M=1.76, ±SD=.435) and ICT Training and Development (M=1.72, ±SD=.455).  
From the responses, it could be resolved that like the situation at KsTU; STU has internal 
policies on Admission, Award of Grades and Privacy. Further, it is worth noting that both 
institutions do not have internal policies on Health Information Collections, ICT Security, as 
well as ICT Training and Development. This is somewhat surprising finding as in relative to the 
fact that there is no ICT security policy likewise anything on Training and Development for ICT 
staff and personnel in the institution.  
Table 4.11 Descriptive statistics on types of students’ information kept  
Variables N Mean ±SD 
Students Admission/Enrolment Records 29 1.00 .000 
Admission Letters 29 1.03 .186 
Acceptance Letters 29 1.14 .351 
Academic Registration 29 1.07 .258 
Residential Registration 28 1.29 .460 
Matriculation Oath 29 1.66 .484 
Students Personal Bio-data 29 1.24 .435 
Students performance in examinations 29 1.07 .258 
Examination results and transcripts 29 1.07 .258 
Students Results (Summary Sheets) 29 1.03 .186 
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Payment of Academic and Residential Fees 29 1.10 .310 
Payment History of Students 29 1.17 .384 
Medical Examination Registration 29 1.48 .509 
Examination Schedules 29 1.52 .509 
Others 29 1.76 .435 
Source: Fieldwork (2019) 
 
In Table 4.11, respondents from STU were asked to indicate the type of students’ information 
they maintain in the institution. The responses as being shown in the Table was summarized 
along a two-point scale where 1=Yes and 2=No with 1.5 as the mid-point threshold. From the 
responses it could be observed that the institution keeps records of students admission/enrolment, 
academic registration, admission letters, examination results and transcripts, acceptance letters, 
students’ performance in examinations, students results (summary sheets), students personal bio-
data, payment of academic and residential fees, payment history of students, matriculation oath 
and residential registration all had mean scores less than 1.5 threshold implying that the 
University maintains records in all these areas of students activities on campus. 
However, the institution does not keep records of medical examination registrations as well as 
examination schedules, which obtained mean scores greater than the 1.5 thresholds. Medical 
examinations are normally conducted by third-party service providers.  
  
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4.3.2 ICT Platforms/Use Available for Students’ Information Management (STU) 
Descriptive statistics on ICT platforms/use available for students’ information 
management 
 
Source: Fieldwork (2019) 
Figure 4.3 Descriptive statistics on ICT platforms/use available for students’ information 
management 
 
Figure 4.3 presents the descriptive statistics on the ICT platforms used for students’ information 
management. The results are interpreted along a two-point scale where 1=Yes, 2=No. From the 
results it could be observed that students STU uses ICT tools in managing students 
admissions/enrolment records (M=1.00), admission letters (M=1.03), student results (summary 
sheets) (M=1.03), academic registration (M=1.07), student performance in examinations 
(M=1.07), examination results and transcripts (M=1.078), payment of academic and residential 
fees (M=1.10), acceptance letters (M=1.14), payment history of students (M=1.17), student 
personal bio-data (M=1.24), residential registration (M=1.48). 
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However, STU does not use ICTs in managing students’ information relative to examination 
schedules (M=1.52), matriculation oath (M=1.66).    
From the results, it could be concluded that STU adopted ICT in the management of students’ 
admissions/enrolment records, admission letters, students’ results (summary sheets), academic 
registration, students’ performance in examinations, examination results and transcripts, and 
payment of academic and residential fees.  
 
Table 4.12 Descriptive statistics on Application of ICT in processes 
Variables N Mean ±SD 
Creation of records 29 4.14 .693 
Processing of records 29 4.00 .845 
Storage of records 28 3.93 .940 
Use/distribution records 28 3.46 1.036 
Retrieval of records 29 3.52 .986 
Migration of records 29 3.34 .974 
Records Security 28 3.64 1.062 
Preservation of records 28 3.79 1.031 
Continued access to records 29 3.41 1.086 
Source: Fieldwork (2019) 
 
In table 4.12, the respondents were further asked to indicate how ICT is utilized in processing 
students’ information. The results have been presented along a 5-point Likert Scale where 1=not 
at all to 5=to a very large extent with 3.0 as the mid-point threshold. The responses show that all 
the variables obtained mean scores above the 3.0 mid-point thresholds. This gives the indication 
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that they agreed that to relative extent STU uses ICT relative to the creation of records, 
processing of records, storage of records, use/distribution of records, retrieval of records, 
migration, security, preservation as well as facilitating the continued access to records.  
4.3.3 Prospects of ICT on the management of students’ information (STU) 
Table 4.13 Descriptive statistics the prospects of ICT in the management of students’ 
information 
Variables N Mean ±SD 
Applicants purchase and/or return admission forms online through the 
29 4.21 .620 
use of ICT 
Applications and admissions are conducted online, and applicants can 
29 4.48 .871 
check admission status anywhere through the use of ICT 
Registrations are also online, eliminating the previous process of long 
29 4.45 1.021 
queues at the university registration desk due to the use of ICT 
Due to the use of ICT, payments of fees are processed online averting 
the fraudulent loss of revenue, to students who would want to evade 28 3.64 1.129 
payment 
ICT is used to display information about students and are accessed 
28 4.21 .957 
online 
There is online access to information including course details, course 
27 4.15 1.064 
content, time-table, etc. through the use of ICT 
Examination and assessments results of students are released online, 
29 4.48 .785 
eliminating cheating and manipulations 
Through the use of ICT, students’ accommodation/hostels are allocated 
28 3.54 1.401 
online 
The use of ICTs prevents the loss of students’ information 29 4.31 .891 
It is now easy to access students’ transcript and other documents online 29 3.72 1.334 
The Use of ICTs reduces the time spent on retrieving students’ 
29 4.28 .797 
information 
The use of ICTs in keeping students’ records aids faster service 
29 4.17 1.071 
delivery 
The use of ICT saves space previously used for keeping hard copy files 29 4.38 1.015 
Source: Fieldwork (2019) 
 
Table 4.13 presents a summary of responses concerning the prospects of ICT in the management 
of students’ information. The results have been presented along a 5-point Likert Scale where 
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1=not at all to 5=to a very large extent with 3.0 as the mid-point threshold. The results show that 
the majority of the respondents agreed to a very large extent that applications and admissions are 
conducted online, whereas they can check their admission status anywhere through the use of 
ICT (M=4.48, SD=.871). Additionally, another prospect has to do with the examination as well 
as the assessment results of students being released online, eliminating cheating and 
manipulations (M=4.48, SD=.785).  
Meanwhile, the respondents agreed to a large extent that the use of ICT will facilitate online 
registrations, thereby eliminating the previous process of long queues at the university 
registration desk (M=4.45, SD=1.021). The use of ICT will make it possible to save time 
previously used for manual bookkeeping (M=4.38, SD=1.015). Furthermore, they agreed that the 
use of ICT would prevent the loss of students’ information (M=4.31, SD=.891) as well as reduce 
the time spent on retrieving students’ information (M=4.28, SD=797).  
Another has to do with agreement to a large extent that Applicants purchase and/or return 
admission forms online through the use of ICT (M=4.21, lowest SD=.620), ICT is used to 
display information about students and are accessed online (M=4.21, SD=.957), the use of ICTs 
in keeping students’ records aids faster service delivery (M=4.17, SD=1.071), there is online 
access to information including course details, course content, time-table, etc. through the use of 
ICT (M=4.15, SD=1.064).  
However, the results show that the majority of the respondents agreed to a moderate extent that 
through ICT it is now easy to access students’ transcripts and other documents online (M=3.72, 
SD=1.334), payments of fees are processed online thereby averting the fraudulent loss of 
revenue to students who would want to evade payments (M=3.64, SD=1.129) and students 
accommodation/hotels being allocated online (M=3.54, highest SD=1.401).  
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From the responses it can be concluded that relative to the prospects of ICT in the management 
of student’s information; ICT can be adopted for the effective management of students’ 
information relative to students’ admissions, purchase and return of admissions forms, online 
registrations, speeding the processing and retrieval of information, examinations, and assessment 
processes, generation of transcripts, processing of students fees, access to course details as well 
as the allocation of student accommodation.  
Descriptive statistics on the extent of application of ICT in monitoring educational 
activities 
Source:Fieldwork (2019) 
Figure 4.4 Descriptive statistics on the extent of the application of ICT in Monitoring 
 
In Figure 4.4, respondents were asked to indicate the extent to which ICT is applied to the 
monitoring of educational activities at STU. The responses show that the majority of the 
respondents agreed to a very large extent that ICT is applied in monitoring the academic 
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performance of students (M=4.07), personal records of students (M=3.93). It is also applied to 
the monitoring of the personal records of lecturers (M=3.52) and assessment records of lecturers 
(M=3.10) as well as other students’ and lecturer’s information (M=3.07). 
However, the majority of the respondents agreed to a rather small extent that STU applies ICT in 
monitoring the absenteeism of lecturers (M=1.93, SD=1.163), Class attendance of lecturers 
(M=1.89, ±SD=1.197), Managing absenteeism of students (M=1.76, ±SD=1.154) and class 
attendance of students (M=1.62, ±SD=1.147). 
From the results it could be resolved that to a large extent like it is used at KsTU, ICT is used to 
monitor the academic performances of students, personal records of students and lecturers, 
assessment records of lectures and other students’ information. However, STU uses ICT to 
minimal in the monitoring of the class attendances of students and lecturers.  
Table 4.14 Descriptive statistics on the contributions of ICT to the management of 
students’ information at STU 
Variables N Mean ±SD. 
Registration of students (Academic and residential) 28 4.54 .881 
Verification of students’ payments of fees 28 3.93 1.120 
Management of students’ academic information 28 4.25 .844 
Ensuring the authenticity of students’ information 28 3.79 1.134 
Preservation of students’ information 28 4.36 .989 
Constant access to students’ information 28 4.32 .945 
Source: Fieldwork (2019)  
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Respondents from STU were asked to indicate the areas to which ICT has contributed to 
management students’ information. The responses analysed on a 5-point Likert scale where 
1=not at all to 5=to a very large extent. From the Table 4.14, it could be observed that the 
majority of the respondents agreed to a very large extent that ICT has contributed to the 
management of students’ information in the areas of registration of students (academic and 
residential) (Mean=4.54, ±SD=.881), preservation of students’ information (Mean=4.36, 
±SD=.989),  constant access to students’ information (Mean=4.32, ±SD=.945), management of 
students’ academic information (Mean=4.25, ±SD=.844), verification of students’ payments of 
fees (Mean=3.93, ±SD=1.120) and ensuring the authenticity of students’ information 
(Mean=3.79, ±SD=1.134),  
From the trend of the responses it can be concluded that at STU ICT has contributed to a very 
large extent to the registration of students, verification of students’ payments of fees, 
management of students’ academic information, ensuring the authenticity of students’ 
information, preservation of students’ information as well as constant access to students’ 
information.  
 
 
 
4.3.4 Challenges related to the use of ICT in the management of students’ information at 
(STU) 
Table 4.15 Descriptive statistics on challenges related to the use of ICT in management of 
Students’ information 
Variables N Mean ±SD. 
Lack of ICT Policies and strategies 28 3.21 1.067 
Lack of commitment by University Management 29 3.45 1.055 
Inadequate ICT facilities (e.g. computers, infrastructure, etc.) 28 3.75 .844 
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Inadequate trained ICT personnel. 28 3.39 .994 
The absence of ICT operational guidelines and regulations, as there is 
a lack of record manuals and filling guidelines, and this may lead to 29 3.41 .983 
the loss of students’ information. 
Inadequate computer terminals as this have made the retrieval and 
29 3.34 1.111 
maintenance of students’ information difficult 
Outdated systems e.g. software, database, infrastructure etc. 28 3.18 1.156 
Poor ICT maintenance culture (irregular updates and upgrades) 29 3.59 1.086 
Poor management of ICT tools and facilities 28 3.21 .917 
Limited data management capacity 29 3.21 1.146 
Inadequate horizontal and vertical communication 29 3.45 1.121 
Inadequate communications and power infrastructure 29 3.59 1.296 
Limited financial resources 29 3.93 1.193 
Irregular power supply 29 3.97 1.180 
Source: Fieldwork (2019) 
In Table 4.15, the respondents from STU were asked to assess the challenges related to the use of 
ICT in the management of students’ information. The results were analysed along a continuum 
of a 5-point Likert scale where 1=not at all to 5=to a very large extent where 3 represents the 
mid-point threshold. From the responses, it could be observed that the majority of the 
respondents agreed that the use and implementation of ICT in the management of students’ 
information are challenged by series of constraints considering the indication that all variables 
obtained mean scores greater than the 3.0 mean threshold.  
From the responses it is apparent that the STU use of ICT in the management of students’ 
information is challenged by the effects of irregular power supply, limited financial resources, 
inadequate ICT facilities, poor ICT maintenance culture, inadequate communications, and power 
infrastructure, lack of commitment from university authorities, inadequate horizontal and vertical 
communication, the absence of ICT operational guidelines and regulations, as there is a lack of 
record manuals and filling guidelines, and this may lead to loss of students’ information, 
inadequately trained ICT personnel, inadequate computer terminals as this have made the 
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retrieval and maintenance of students’ information difficult, lack of ICT Policies and strategies, 
poor management of ICT tools and facilities, limited data management capacity and outdated 
systems. 
 4.3.5 Strategies for the Use of ICT in Students’ Information Management at (STU) 
Table 4.16 Descriptive statistics on strategies necessary for effective application of ICT in 
students’ information management 
Variables N Mean ±SD. 
The University must adopt and adapt an ICT and automated 
institutional administration programs that build capacities for its 29 4.17 .966 
implementation. 
A University Wide-Area-Network which enables automation of a 
29 4.31 .712 
variety of processes must be installed. 
The University must establish a state of the art, appropriate, cost-
29 4.34 .721 
effective and adequate ICT and other enabling infrastructure 
Based on the needs of ICT and time-sharing possibilities, the 
29 3.90 1.113 
University must define an optimum ICT infrastructure 
Appropriate hardware for satellite terminals must be provided in a 
28 4.21 .833 
progressive manner 
Computer access points with internet connectivity must be 
provided at the Academic Affairs department to facilitate 
29 4.24 .988 
effective and efficient management of student’s information 
activities. 
A wide variety of software applications and tools, going well 
beyond an office suite is required to meet the demands of a broad-
29 4.41 .682 
based ICT literacy and ICT to enable the effective and efficient 
management of student’s information activities  
An enabling infrastructure required to maintain the ICT facility 
29 4.34 .974 
efficiently must be defined, established and maintained. 
Regular and regulated supply of electricity, appropriate electrical 
fixtures, adequate power backup and support, including 29 4.41 .733 
alternative sources of energy, must be ensured. 
All the equipment and resources must be secured from theft and 
28 4.18 1.307 
damage. 
The equipment must also be covered under an appropriate 
29 4.31 .806 
insurance policy against any disaster. 
All administrative and ICT personnel must be given adequate 
29 4.31 1.004 
training and support to use the technology effectively. 
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Formulation and codification of monitoring, evaluation and 
feedback system to ensure that the ICT system achieves it to set 29 4.10 1.175 
goals. 
Source: Fieldwork (2019) 
In Table 4.16, the respondents at STU were asked to indicate the extent of their agreement 
relative to suggestions relative to the strategies necessary for the effective application of ICT in 
student’s information management. The responses were analyzed along a continuum where 
1=not at all to 5=to a very large extent. From the responses, it could be observed that all the 
variables obtained mean scores above 3.0 which indicates strong agreement to a large extent 
with the assertions relative to the strategies necessary for effective application of ICT in 
students’ information management.  
From the trend of the responses it could be observed that the majority of the respondents agreed 
the university must adopt and adapt an ICT and automated institutional administration programs 
that build capacities for its implementation (e.g. development of appropriate ICT policies, 
strategic plans, and manuals for managing ICTs), a University Wide-Area-Network which 
enables automation of a variety of processes must be installed, The University must establish a 
state of the art, appropriate, cost-effective and adequate ICT and other enabling infrastructure, 
Based on the needs of ICT and time-sharing possibilities, the University must define an 
optimum ICT infrastructure, Appropriate hardware for satellite terminals must be provided in a 
progressive manner, Computer access points with internet connectivity must be provided at the 
Academic Affairs department to facilitate effective and efficient management of student’s 
information activities and a wide variety of software applications and tools, going well beyond 
an office suite is required to meet the demands of a broad-based ICT literacy and ICT to enable 
the effective and efficient management of student’s information activities.  
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4.4 RESPONSES FROM ACCRA TECHNICAL UNIVERSITY (ATU) 
The following seeks to analyse the responses collected from the respondents at the Accra 
Technical University (ATU).  
4.4.1 Internal Policies on ICT for students’ information management (ATU) 
Table 4.17 Descriptive Statistics on internal policies for students’ information management 
Variables  N Mean ±SD 
Privacy Policy 41 1.49 .506 
Data Collection Policy 41 1.39 .494 
Health Information Collection Policy 41 1.68 .471 
Admission Policy 41 1.17 .381 
Awards of Grades Policy 41 1.32 .471 
Records Management Policy 41 1.37 .488 
ICT Infrastructure Policy 41 1.41 .499 
ICT Software Management Policy 41 1.49 .506 
ICT Security Policy 41 1.49 .506 
ICT Usage Policy 41 1.44 .502 
ICT Training and Development 41 1.49 .506 
Others 41 1.88 .331 
Source: Fieldwork (2019) 
 
Table 4.17 presents a summary of the responses regarding the internal policies on ICT for 
students’ information management. Descriptive statistics were employed and the data analysed 
along a 2-point Likert Scale where 1=Yes and 2=No. Assessment of the results was based on the 
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assertion that means scores close to 1 were deemed as in agreement, whereas close to 2 were 
judged towards disagreement with the assertion. Factors relative to the internal policies of the 
Technical University; the results show that the majority of the respondents agreed that the ATU 
has an internal policy on Admissions (M=1.17, ±SD=.381), Awarding of Grades (M=1.32, 
±SD=.471), records management (M=1.37, ±SD=.488), data collection (M=1.39, ±SD=.494), 
ICT infrastructure (M=1.41, ±SD=.499) and ICT usage (M=1.44, ±SD=.502). On the other hand, 
the results show that the institution does not have an internal policy regarding health information 
collection (M=1.68, ±SD=.471).  
From the responses, it can be concluded that ATU has drafted internal policies to regulate 
admissions, awarding of grades, records management, data collection, ICT infrastructure as well 
as ICT usage in the institution.  
 
Table 4.18 Descriptive statistics on types of students’ information kept  
Variables  N Mean ±SD 
Students Admission/Enrolment Records 41 1.00 .000 
Admission Letters 41 1.12 .331 
Acceptance Letters 41 1.41 .499 
Academic Registration 41 1.07 .264 
Residential Registration 41 1.32 .471 
Matriculation Oath 41 1.37 .488 
Students Personal Bio-data 41 1.20 .401 
Students’ performance in examinations 41 1.12 .331 
Examination results and transcripts 41 1.10 .300 
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Students Results (Summary Sheets) 41 1.15 .358 
Payment of Academic and Residential Fees 41 1.22 .475 
Payment History of Students 41 1.20 .558 
Medical Examination Registration 41 1.41 .741 
Examination Schedules 41 1.29 .461 
Others 41 1.73 .449 
Source: Fieldwork (2019) 
 
The respondents were asked to indicate the types of students’ information kept by the institution. 
Descriptive statistics were employed and the data analysed along a 2-point Likert Scale where 
1=Yes and 2=No. Assessment of the results was based on the assertion that mean scores close to 
1 were deemed as in agreement, whereas close to 2 were judged towards disagreement with the 
assertion.  
The responses in Table 18 show that ATU keeps information on virtually every aspect of 
students’ details that are from students’ admissions/enrolment records to medical examination 
registration. From the table, it could be seen that all the variables of information/data points all 
obtained mean scores lower than 1.5 thresholds.  
From the result it can be concluded that ATU keeps information on students 
admissions/enrolment records, academic Registration, examination results and transcripts, 
admission letters, students’ performance in examinations, students result (summary sheets), 
students personal bio-data, payment history of students, payment of academic and residential 
fees, examination schedules residential registration, matriculation oath, acceptance letters and 
medical examination registration. 
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4.4.2 ICT Platforms/Use Available for Students’ Information Management (ATU) 
Table 4.19 Descriptive statistics on ICT platforms/use available for students’ information 
management 
Variables  N Mean ±SD 
Input and Output devices 39 1.18 .683 
Storage devices 39 1.28 .724 
Processor components 39 1.41 .751 
Networks 39 1.23 .427 
Software 39 1.26 .715 
Data 39 1.31 .521 
User interfaces 39 1.33 .478 
Database and File concepts 39 1.38 .747 
Others 39 1.49 .506 
Valid N (listwise) 39   
Source: Fieldwork (2019) 
 
Table 4.19 presents the descriptive statistics on ICT platforms/use available for student’s 
information management. The respondents were asked to indicate the types of students’ 
information kept by the institution. Descriptive statistics were employed and the data analysed 
along a 2-point Likert Scale where 1=Yes and 2=No. Assessment of the results was based on the 
assertion that mean scores close to 1 were deemed as in agreement, whereas close to 2 were 
judged towards disagreement with the assertion.  
From the responses, it could be observed that Input and Output devices (M=1.18, ±SD=.683) 
obtained the lowest mean score indicating that it is the most obvious platform available for 
students’ information management. Further, it could be realised from the results that all the 
variables obtained mean scores lower than the 1.5 mean thresholds.  
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The results then suggest that Networks, software, storage devices, data, user interfaces, database 
and file concepts, processor components remain the platforms available to the ATU for the 
management of students’ information.  
Descriptive statistics on Application of ICT in processes 
 
Source: Fieldwork (2019) 
Figure 4.5 Descriptive statistics on Application of ICT in processes 
 
Presented in figure 4.5 relates to the ATUs application of ICT in processes with regards to the 
institution’s management of student information. The result was analysed along a 5-point Likert 
scale where 5=to a very large extent to 1=not at all with 3.0 as the mid-point threshold. It could 
be observed that the variables obtained mean scores above the 3.0 mid-point thresholds.  
This gives the indication that ATU uses ICT in the processes relative to the creation of records, 
processing of records, storage of records, use/distribution of records, retrieval of records, 
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migration of records, ensure records security, preservation of records and continued access to 
records.  
4.4.3 Prospects of ICT on the management of students’ information (ATU) 
Table 4.20 Descriptive statistics the prospects of ICT in the management of students’ 
information 
Variables  N Mean ±SD 
Applicants purchase and/or return admission forms online through 
40 4.05 1.176 
the use of ICT 
Applications and admissions are conducted online, and applicants 
41 4.27 1.025 
can check admission status anywhere through the use of ICT 
Registrations are also online, eliminating the previous process of 
41 4.49 .840 
long queues at the university registration desk due to the use of ICT 
Due to the use of ICT, payments of fees are processed online 
averting the fraudulent loss of revenue, to students who would want 40 4.15 1.001 
to evade payment 
ICT is used to display information about students and are accessed 
41 4.34 .728 
online 
There is online access to information including course details, 
41 4.12 1.100 
course content, time-table, etc. through the use of ICT 
Examination and assessments results of students are released 
41 3.98 1.193 
online, eliminating cheating and manipulations 
Through the use of ICT, students’ accommodation/hostels are 
41 4.17 1.046 
allocated online 
The use of ICTs prevents the loss of students’ information 40 4.23 1.000 
It is now easy to access students’ transcript and other documents 
40 3.93 1.347 
online 
The Use of ICTs reduces the time spent on retrieving students’ 
41 4.37 .994 
information 
The use of ICTs in keeping students’ records aids faster service 
41 4.32 1.011 
delivery 
The use of ICT saves space previously used for keeping hard copy 
41 4.39 .997 
files 
Valid N (listwise) 38   
Source: Fieldwork (2019) 
 
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In Table 4.20, the respondents were asked to indicate the extent to which they agreed with the 
prospects of ICT on the management of students’ information. The responses were analyzed 
along a continuum where 1=strongly disagree to 5=to strongly agree. Again, the results further 
shows that all the majority of the respondents agreed to a very large extent that registrations are 
online, thereby eliminating the previous process of long queues at the university registration 
(M=4.49, ±SD=.840), that the use of ICT saves space previously used for keeping hard copies 
(M=4.39, ±SD=997), the use of ICTs reduces the time spent on retrieving students’ information 
(M=4.37, SD=.728). 
On the other end, the respondents agreed to a large extent that through ICT examinations and 
assessment results of students are released online, eliminating cheating and manipulations 
(M=3.98, SD=1.193), and also, ATU now finds it easy to access students’ transcript and other 
documents online (M=3.93, SD=1.347).  
From the responses it could be concluded that through ICT ATU can register students online 
thereby eliminating the queues, ATU can use ICT to save space, reduce time spent retrieving 
information, display information about students, keeping students’ records aids faster service 
delivery, applications and admissions are conducted online, and applicants can check admission 
status anywhere through the use of ICT,  
It further indicates that the use of ICTs prevents the loss of students’ information, students’ 
accommodation/hostels are allocated online, payments of fees are processed online averting the 
fraudulent loss of revenue, to students who would want to evade payment. 
Moreover, there is online access to information including course details of students, course 
content, time-table, etc. through the use of ICT, applicants purchase and/or return admission 
forms online through the use of ICT, online release of students examination and assessments 
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results, eliminating cheating and manipulations as well as easy to access students’ transcript and 
other documents online. 
Table 4.21 Descriptive statistics on the extent of the application of ICT in Monitoring 
educational activities 
Variables  N Mean ±SD 
Class Attendance of students 41 2.29 1.436 
Academic performance records of students 41 4.10 1.136 
Managing absenteeism of students 41 2.34 1.493 
Personal record of students 41 3.88 1.308 
Class Attendance of Lecturers 41 2.41 1.533 
Assessment records of Lecturers 41 3.02 1.525 
Managing absenteeism of Lecturers 41 2.46 1.535 
Personnel records of Lecturers 41 3.44 1.566 
Other students’ and Lecturers information 39 3.21 1.490 
Source: Fieldwork (2019) 
 
Table 4.21 presents the descriptive statistics on the extent to which ATU applies ICT in the 
monitoring of educational activities. The results are analysed along a continuum of a 5-point 
Likert Scale where 1=not at all to 5=a very large extent with 3.0 as the threshold. The responses 
show that the majority of the respondents agreed strongly to a very large extent that ATU uses 
ICT to monitor the academic performance records of students (M=4.10, ±SD=1.136). Also, the 
respondents agreed to a large extent that ICT is used to monitor the personal records of students 
(M=3.88, ±SD=1.308) as well as monitoring the personal records of lecturers (M=3.44, 
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SD=1.566). Furthermore, the respondents also agreed moderately that the institution applies ICT 
in the monitoring of other students’ and lecturers information (M=3.21, ±SD=1.490).  
On the contrary, the results showed that the majority of the respondents agreed to a small extent 
that ICT is used to monitor absenteeism of lecturers (M=2.46, ±SD=1.535), Class Attendance of 
lecturers (M=2.41, ±SD=1.533), Managing absenteeism of students (M=2.34, ±SD=1.493). 
From the responses, it can be concluded that ATU uses ICT to monitor the academic 
performances of students, personal records of students, personal records of lecturers and other 
students’ and lecturer’s information. However, the institution does not use ICT to monitor 
absenteeism of lecturers, class attendance of lecturers, absenteeism of students as well as the 
attendance of students. 
Descriptive statistics on the contributions of ICT to the management of students’ 
information at ATU 
 
 
 
 
 
 
 
 
 
 
Source: Fieldwork (2019)  
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Figure 4.6 Descriptive statistics on the contributions of ICT to the management of students’ 
information at ATU 
In Figure 4.6, the respondents were asked to indicate the areas ICT has contributed the most to 
the management of students’ information. The result was analyzed using a 5-point Likert Scale 
where 1=not at all to 5=to a very large extent. The results show that the majority of the 
respondents agreed to a very large extent that ICT has contributed to the registration of students 
(M=4.58), Verification of students’ payment of fees (M=4.55), management of students’ 
academic information (M=4.45), preservation of students’ information (M=4.13), ensuring the 
authenticity of students’ information (M=4.00) and constant access to students’ information 
(M=4.00). 
From the results it can be resolved that at ATU ICT has had significant contributions in the area 
of student registrations (academic and residential), verification of students’ payments of fees, 
management of students’ academic information, preservation of students’ information, ensuring 
the authenticity of students’ information and constant access to students’ information.  
4.4.4 Challenges related to the use of ICT in the management of students’ information at 
(ATU) 
Table 4.22 Descriptive statistics on challenges related to the use of ICT in management of 
Students’ information 
Variables  N Mean ±SD 
Lack of ICT Policies and strategies 40 3.80 1.285 
Lack of commitment by University Management 39 3.82 1.189 
Inadequate ICT facilities (e.g. computers, 
41 3.54 1.398 
infrastructure, etc.) 
Inadequate trained ICT personnel 41 3.37 1.496 
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The absence of ICT operational guidelines and 
regulations, as there is a lack of record manuals and 
41 3.61 1.282 
filling guidelines, and this may lead to the loss of 
students’ information. 
Inadequate computer terminals as this have made the 
retrieval and maintenance of students’ information 41 3.49 1.227 
difficult 
Outdated systems e.g. software, database, infrastructure 
41 3.66 1.442 
etc. 
Poor ICT maintenance culture (irregular updates and 
40 3.67 1.309 
upgrades) 
Poor management of ICT tools and facilities 41 3.76 1.374 
Limited data management capacity, e.g. increased 
41 3.78 1.333 
numbers of students require more data 
Inadequate horizontal and vertical communication 41 3.51 1.287 
Inadequate communications and power infrastructure 41 3.66 1.175 
Limited financial resources 41 3.73 1.450 
Irregular power supply 41 3.37 1.428 
Source: Fieldwork (2019) 
 
Table 4.26 sought to inquire from respondents of ATU, the challenges related to the use of ICT 
in the management of students’ information. Again, the responses were analysed along a 5-point 
Likert scale of 1=not at all to 5=very large extent with 3.0 as the mid-point threshold. That 
notwithstanding, it could be observed from the table that the majority of the respondents agreed 
to a large extent that they lack commitment by the University management (M=3.82, 
±SD=1.189), lack of ICT policies and strategies (M=3.80, ±SD=1.285), limited data 
management capacity (M=3.78, ±SD=1.333), Poor management of ICT tools and facilities 
(M=3.76, ±SD=1.374), Limited financial resources (M=3.73, ±SD=1.450), poor ICT 
maintenance culture (irregular updates and upgrades (M=3.67, ±SD=1.309), Inadequate 
communications and power infrastructure (M=3.66, ±SD=1.175), outdated systems e.g. software, 
database, infrastructure etc. (M=3.66, ±SD=1.442), lack of ICT operational guidelines and 
regulations (M=361, ±SD=1.282), Inadequate ICT facilities (e.g. computers, infrastructure, etc.) 
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(M=3.54, ±SD=1.398), inadequate horizontal and vertical communication (M=3.51, 
±SD=1.287), inadequate computer terminals as this have made the retrieval and maintenance of 
students’ information difficult (M=3.49, ±SD=1.227), inadequate trained ICT personnel 
(M=3.37, ±SD=1.496) and irregular power supply (M=3.37, ±SD=1.428). 
From the responses it could be concluded that ICT use in the management of students 
information is constrained by the lack of commitment by university management, lack of ICT 
Policies and strategies, limited data management capacity, poor management of ICT tools and 
facilities, limited financial resources, poor ICT maintenance culture, inadequate communications 
as well as power infrastructure, outdated systems, lack of ICT operational guidelines and 
regulations, inadequate ICT facilities, inadequate horizontal and vertical communication, 
inadequate computer terminals, inadequate trained ICT personnel and irregular power supply.  
4.4.5 Strategies for the Use of ICT in Students’ Information Management at (ATU) 
Table 4.23 Descriptive statistics on strategies necessary for effective application of ICT in 
students’ information management 
Variables  N Mean ±SD 
The University must adopt and adapt an ICT and automated 
institutional administration programs that build capacities for its 40 4.70 .823 
implementation  
A University Wide-Area-Network which enables automation of a 
41 4.78 .690 
variety of processes must be installed. 
The University must establish a state of the art, appropriate, cost-
41 4.76 .624 
effective and adequate ICT and other enabling infrastructure 
Based on the needs of ICT and time-sharing possibilities, the 
41 4.61 .586 
University must define an optimum ICT infrastructure 
Appropriate hardware for satellite terminals must be provided in a 
40 4.35 .949 
progressive manner 
Computer access points with internet connectivity must be provided at 
the Academic Affairs department to facilitate effective and efficient 41 4.54 .869 
management of student’s information activities. 
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A wide variety of software applications and tools, going well beyond 
an office suite is required to meet the demands of a broad-based ICT 
41 4.44 .923 
literacy and ICT to enable the effective and efficient management of 
student’s information activities  
An enabling infrastructure required to maintain the ICT facility 
41 4.37 .888 
efficiently must be defined, established and maintained. 
Regular and regulated supply of electricity, appropriate electrical 
fixtures, adequate power backup and support, including alternative 41 4.71 .642 
sources of energy, must be ensured. 
All the equipment and resources must be secured from theft and 
41 4.71 .782 
damage. 
The equipment must also be covered under an appropriate insurance 
41 4.71 .716 
policy against any disaster. 
All administrative and ICT personnel must be given adequate training 
41 4.73 .807 
and support to use the technology effectively. 
Formulation and codification of monitoring, evaluation and feedback 
41 4.68 .879 
system to ensure that the ICT system achieves it set goals. 
Source: Fieldwork (2019) 
Table 4.23 presents the suggested strategies for the use of ICT in students’ information 
management at the ATU. The respondents were asked to agree with the extent to which the 
strategies can work out in the institution with regards to the management of students’ 
information. The results have been analysed along a 5-point Likert scale where 1=not all to 
5=to a very large extent and 3.0 being the mid-point threshold. The majority of the respondents 
agreed to a very large extent that there should be a university Wide-Area-Network (WAN) 
which enables automation of a variety of processes (M=4.78, ±SD=.690), the university must 
establish state of the art, appropriate, cost-effective and adequate ICT and other enabling 
infrastructure (M=4.76, ±SD=.624), all administrative and ICT personnel must be given 
adequate training and support to use the technology effectively (M=4.73, ±SD=.807). 
Also regular and regulated supply of electricity, appropriate electrical fixtures, adequate power 
backup and support, including alternative sources of energy, must be ensured (M=4.71, 
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±SD=.642), all the equipment and resources must be secured from theft and damage (M=4.71, 
±SD=.782), equipment must also be covered under an appropriate insurance policy against any 
disaster (M=4.71, ±SD=.716).  
Furthermore, the University must adopt and adapt an ICT and automated institutional 
administration programs that build capacities for its implementation (M=4.70, ±SD=.823), 
formulation and codification of monitoring, evaluation and feedback system to ensure that the 
ICT system achieves it set goals (M=4.68, ±SD=.879), based on the needs of ICT and time-
sharing possibilities, the University must define an optimum ICT infrastructure (M=4.54, 
±SD=.869), computer access points with internet connectivity must be provided at the 
Academic Affairs department to facilitate effective and efficient management of student’s 
information activities (M=4.54, ±SD=.869).  
Additionally, the introduction of a wide variety of software applications and tools, going well 
beyond an office suite is required to meet the demands of a broad-based ICT literacy and ICT to 
enable the effective and efficient management of student’s information activities (M=4.44, 
±SD=.923), an enabling infrastructure required to maintain the ICT facility efficiently must be 
defined, established and maintained (M=4.37, ±SD=.888) and appropriate hardware for satellite 
terminals must be provided in a progressive manner (M=4.35, ±SD=.949).  
From the results, it can be concluded that considering strategies for effective use of ICTs in 
students’ information management at (ATU) that a university wide-area-network which enables 
automation of a variety of processes must be installed. The university must establish state of the 
art, appropriate, cost-effective and adequate ICT and other enabling infrastructure; and that all 
administrative and ICT personnel must be given adequate training and support to use the 
technology effectively. Regular and regulated supply of electricity, appropriate electrical 
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fixtures, adequate power backup and support, including alternative sources of energy, must be 
ensured. 
All the equipment and resources must be secured from theft and damage. The equipment must 
also be covered under an appropriate insurance policy against any disaster. The University must 
adopt and adapt an ICT and automated institutional administration programs that build 
capacities for its implementation. 
 
4.5 OVERALL SUMMARY RESULTS 
4.5.1 Internal Policies Regarding ICT for Students’ Information Management 
Table 4.24 Descriptive Statistics on Internal Policies regarding ICT  
Variable N Mean ±SD 
Privacy Policy 103 1.54 .501 
Data Collection Policy 103 1.61 .490 
Health Information Collection Policy 103 1.77 .425 
Admission Policy 103 1.16 .364 
Awards of Grades Policy 103 1.32 .469 
Records Management Policy 103 1.42 .496 
ICT Infrastructure Policy 103 1.48 .502 
ICT Software Management Policy 103 1.45 .500 
ICT Security Policy 103 1.48 .502 
ICT Usage Policy 103 1.43 .497 
ICT Training and Development Policy 103 1.52 .502 
Others 103 1.88 .322 
Fieldwork (2019) 
 
Table 4.24 depicts respondents’ views on the internal policies regarding ICTs for students’ 
information management. The measurements considered here are minimum, maximum, mean 
and standard deviation. The responses were coded with scales 1 = “Yes”, 2 = “No”. Thus, a 
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mean value of less than 1.5 indicates a high level of agreement to the availability of and 
identified internal policy and vice versa. From Table 4.24, majority of the respondents agreed to 
the availability of admission policy (Mean (M) =1.16), awards of grades policy (Mean (M) 
=1.32), records management policy (Mean (M) =1.42), ICT infrastructure policy (Mean (M) 
=1.48 and Standard Deviation (SD) =.502 amongst the highest, ICT software management policy 
(Mean (M) =1.45), ICT security policy (Mean (M) =1.48) and Standard Deviation (SD) =.502 
amongst the highest, and ICT usage policy (Mean (M) =1.43). Most of the respondents, however, 
disagreed with the availability of privacy policy (Mean (M) =1.54), data collection policy (Mean 
(M) =1.61) and health information collection policy (Mean (M) =1.77).  Other policies were 
however deemed available (Mean (M) =1.88 and lowest Standard Deviation of (SD)=.322). 
From the responses, it can be concluded that the three selected TUs in Ghana are having policies 
governing the conduct of admissions, the awards of grades, and records management.  
4.5.2 Type of Students’ Information Kept at the Institution 
Table 4.25 Students information 
Variable N Mean ±SD 
Students Admission/Enrolment Records  103 1.02 .139 
Admission Letters 103 1.09 .284 
Acceptance Letters 103 1.26 .442 
Academic Registration 103 1.07 .253 
Residential Registration 102 1.36 .483 
Matriculation Oath 103 1.46 .501 
Students Personal Bio-data 103 1.22 .418 
Students performance in examinations 103 1.13 .334 
Examination results and transcripts 103 1.09 .284 
Students Results (Summary Sheets) 103 1.14 .344 
Payment of Academic and Residential Fees 103 1.21 .435 
Payment History of Students 103 1.23 .489 
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Medical Examination Registration 103 1.48 .608 
Examination Schedules 103 1.44 .498 
Others 103 1.77 .425 
Valid N (listwise) 102   
Fieldwork (2019) 
 
In Table 4.25, respondents’ views were sought about the student’s information that was kept at 
the institution. Such information were related to students admission/enrolment records, 
admission letters, acceptance letters, academic registration, residential registration, matriculation 
oath, students personal bio-data, students’ performance in examinations, examination results and 
transcripts, students results (summary sheets), payment of academic and residential fees, 
payment history of students, medical examination registration and examination schedules among 
others.  
From the results, it could be noted that relative to the type of students’ information maintained, 
the Technical Universities surveyed keep information on students’ admissions and enrolment 
with the lowest Standard Deviation, academic registrations, admission letters, examination 
results, and transcripts. Additionally, student examination performances, summary sheets, 
payments of academic and residential fees, students’ personal bio-data, payment history of 
students, acceptance letters, residential registration, examination schedules, matriculation oaths 
as well as medical examination registration with the highest Standard Deviation were all kept in 
the selected TUs.   
4.5.3 ICT Platforms/Use Available for Students’ Information Management 
Table 4.26 Platforms Available for Students’ Information Management 
Variable N Mean ±SD 
Input and Output devices  101 1.20 .530 
Storage devices  101 1.22 .540 
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Processor components  100 1.32 .584 
Networks 101 1.23 .421 
Software 100 1.25 .557 
Data 101 1.36 .502 
User interfaces  101 1.35 .478 
Database and File concepts 101 1.41 .603 
Others 101 1.54 .500 
Valid N (listwise) 100   
Fieldwork (2019) 
Table 4.26 gives a representation of respondents’ reactions to the platforms available for 
students’ information management. The platforms were categorized as follows: input and output 
devices, storage devices, processor components, networks, software, data, user interfaces, 
database, and file concepts among others.  
 
From the Table 4.26, respondents indicated “Yes” to the fact that input and output devices 
(keyboards, pointing devices; document readers; cards; speech input, video input; sensors and 
data logging; printers, plotters, display units; speech output and output to other electronic 
devices), storage devices (internal memory including RAM & ROM; external memory using 
both optical and magnetic technologies), processor components (CPU components including 
control unit, arithmetic and logic unit and memory) were available.  
Also, networks (LAN and WAN); ISDN adapter, modem, router, fibre optic cable, gateway, 
firewall, CD server, proxy server, hub, switch, bridge etc.), software (Generic software packages: 
word processing, desktop publishing, spreadsheet, database management, presentation, graphics, 
web authoring and communication packages), data (Data validation and verification techniques: 
range checks, check digits, presence and format checks, batch (hash and control) totals and data 
representation were available to manage the students’ information. Furthermore, numeric 
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(currency, date, real, integer), text (character, string) and Logical/Boolean), user interfaces 
(Prompted dialogue (wizards and forms), command-line, menu, graphical user interface and 
combinations of these) and database and file concepts were available.  
 
From the analysis, it can be seen that the selected TUs have input and output devices with the 
Mean value of 1.20 which serves as the highest in terms of ICT platforms in managing students’ 
information.  
4.5.4 The Extent to which ICT is used in operations/processes 
Table 4.27 ICT usage 
Variable N Mean ±SD 
Creation of records 102 4.25 1.002 
Processing of records 100 4.23 .920 
Storage of records  100 4.15 1.086 
Use/distribution records 98 3.76 1.185 
Retrieval of records 100 3.86 1.223 
Migration of records 100 3.69 1.203 
Records Security 100 3.83 1.164 
Preservation of records 100 4.00 1.054 
Continued access to records 101 3.85 1.135 
Valid N (listwise) 91   
Fieldwork (2019) 
 
Table 4.27 presents respondents’ views on the extent to which ICT is used in various operations 
or processes related to the management of students’ records. Responses were measured on a 
scale of 1-5; 1- not at all, 2- small extent, 3- moderate extent 4-large extent, 5-a very large extent. 
Majority of the respondents indicated to a large extent the usage of ICTs in the creation of 
records (M=4.25), processing of records (M=4.23), storage of records (M=4.15), use/distribution 
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of records (M=3.76), retrieval of records (M=3.86), Also, migration of records (M=3.69), records 
security (M=3.83), preservation of records (M=4.00), and continued access to records (M=3.85) 
were done through ICT.  
It can be seen that the selected TUs make use of ICT for the creation of students’ records which 
is the basic in terms of ensuring security, confidentiality, and authenticity of data management. It 
is also used in the processing of records, its storage, preservation, retrieval, distribution and the 
migration of records.  
4.5.5 Prospects of ICT in the Management of Students’ Information 
Table 4.28 ICT Prospects 
Variable N Mean ±SD 
Applicants purchase and/or return admission forms online through the 
102 4.32 .977 
use of ICT 
Applications and admissions are conducted online, and applicants can 
103 4.50 .862 
check admission status anywhere through the use of ICT 
Registrations are also online, eliminating the previous process of long 
103 4.50 .873 
queues at the university registration desk due to the use of ICT 
Due to the use of ICT, payments of fees are processed online averting 
the fraudulent loss of revenue, to students who would want to evade 101 4.08 1.074 
payment    
ICT is used to capture students information and make such 
100 4.27 .851 
information available online 
There is online access to information including course details, course 
100 3.98 1.206 
content, time-table through the use of ICT 
Examination and assessments results of students’ are released online, 
103 4.26 1.019 
eliminating cheating and manipulations   
Through the use of ICT, students’ accommodation/hostels are 
102 3.69 1.342 
allocated online 
The use of ICTs prevents the loss of students’ information 101 4.22 .965 
It is now easy to access students’ transcript and other documents 
102 3.85 1.300 
online 
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The Use of ICTs reduces the time spent on retrieving students’ 
102 4.39 .846 
information 
The use of ICTs in keeping students’ records aids faster service 
103 4.30 .998 
delivery 
The use of ICT saves space previously used for keeping hard copy 
103 4.36 .979 
files 
Valid N (listwise) 92   
Fieldwork (2019) 
Information and Communication Technology (ICT) has become a veritable tool being used to 
solve educational related problems ranging from the sale of application forms through to 
graduation within academic institutions in many parts of the world. Table 4.28 presents the 
prospects of ICTs in the management of students’ information. This was on a five-point Likert 
scale of 1-strongly disagree, 2-disagree, 3-neutral, 4-agree, 5-strongly agree.  
From the table 4.28 above, majority of the respondents agreed that applications are purchased 
and/or admission forms are returned online through the use of ICTs (M=4.32), applications and 
admissions are conducted online (M=4.50), registrations are done online (M=4.50), payments of 
fees are processed online averting the fraudulent loss of revenue, to students who would want to 
evade payment (M4.08) 
Also, ICT has enabled information about students to be displayed (M=4.27), information 
including course details, contents, time-table, etc. are accessed online (M=3.98), examination 
results are released online (M=4.26), students’ accommodation/hostels are allocated online 
(M=3.69) with the highest standard deviation of (±SD=1.342), students information is prevented 
(M=4.22), transcripts and other documents can be accessed (M=3.85). Furthermore, the 
respondents indicated that ICT has prospects that students' information will be retrieved on time 
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(M=4.39) with the lowest standard deviation (±SD=.846), service delivery is improved (M=4.30) 
and saves space previously used for keeping hard-copy files (M=4.36).  
The results indicate that the selected TUs use ICTs for the application and admissions conducted 
online which has ensured fairness in the admission processes and reliable data of all-year-round 
students’ information management, unlike the manual system which is prone to unreliable and 
unfair admission practices. 
4.5.6 The Extent to which ICT has been applied in Monitoring educational activities 
Table 4.29 ICT and monitoring 
Variable N Mean ±SD 
Class Attendance of students  103 1.87 1.281 
Academic performance records of students  103 4.07 1.199 
Managing absenteeism of students  103 1.98 1.372 
A personal record of students 103 4.39 4.819 
Class Attendance of Lecturers 102 1.97 1.308 
Assessment records of Lecturers  103 3.06 1.595 
Managing absenteeism of Lecturers  103 2.07 1.330 
Personnel records of Lecturers  103 3.36 1.552 
Other students’ and Lecturers information 95 2.99 1.505 
Valid N (listwise) 94   
Fieldwork (2019) 
 
Table 4.29 presents respondents’ views on the extent to which ICT is used in monitoring 
educational activities in the three selected TUs. Responses were measured on a scale of 1-5; 1- 
not at all, 2- small extent, 3- moderate extent 4-large extent, 5-a very large extent. The majority 
of the respondents agreed that ICT was used in monitoring academic performance records of 
students (M=4.07) and personal records of students (M=4.39) to a large extent. ICTs was used in 
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monitoring assessment records of lecturers (M=3.06) personnel records of lecturers (M=3.36) 
and other students’ and lecturer's information (M=2.99) to a moderate extent.  
However, respondents agreed to a small extent that ICT was used to monitor class attendance of 
lecturers (M=1.97), manage absenteeism of lecturers (M=2.07), manage absenteeism of students 
(M=1.98) and manage class attendance of students (M=1.87). 
From the responses, it can be concluded that in the three Technical Universities surveyed, ICT is 
used to monitor the personal records of students, academic performances of students as well as 
personal and assessment records of lecturers. However, it is worth noting that the institutions do 
not use ICT to monitor the class attendance and absenteeism of students which is critical in 
reliable students’ information management.   
4.5.7 Areas ICT has contributed to the management of Students’ Information 
Table 4.30 ICTs and Management of students’ information 
Variable N Mean ±SD 
Registration of students (Academic and residential) 100 4.58 .806 
Verification of students’ payments of fees 100 4.40 .888 
Management of students’ academic information 100 4.42 .867 
Ensuring the authenticity of students’ information 99 4.08 1.056 
Preservation of students’ information 99 4.29 .961 
Constant access to students’ information 99 4.13 .955 
Valid N (listwise) 99   
Fieldwork (2019) 
 
Table 4.30 gives a representation of the areas ICT has contributed to the management of 
students’ information. Responses were measured on a scale of 1-5; 1- not at all, 2- small extent, 
3- moderate extent 4-large extent, 5-a very large extent. 
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From the table, respondents affirmed that ICT has to a large extent contributed in the registration 
of students (academic and residential) (M=4.58), verification of students payment of fees 
(M=4.40), management of students’ academic information (M=4.42), ensuring authenticity of 
students’ information (M=4.08), preservation of students’ information (M=4.29) and ensuring 
constant access to students’ information (M=4.13).  
From the results it can be concluded that in the selected Technical Universities surveyed, the use 
of ICT has contributed largely in the areas of students’ registrations both academic and 
residential, verification of students’ fees payments, the management of students’ academic 
information, students’ information authentication, preservation of students’ information as well 
as constant access to students’ information. Therefore, authenticity, reliability, and accessibility 
of students’ information can be achieved attested by the results of the selected TUs. 
4.5.8 Challenges Related to ICT use for Students’ Information Management 
Table 4.31 Challenges related to the usage of ICTs 
Descriptive Statistics N Mean ±SD 
Lack of ICT Policies and strategies 100 3.59 1.147 
Lack of commitment by University Management 100 3.78 1.106 
Inadequate ICT facilities (e.g. computers, infrastructure, etc.) 101 3.80 1.158 
Inadequate trained ICT personnel   100 3.56 1.305 
The absence of ICT operational guidelines and regulations, as 
there is a lack of record manuals and filling guidelines and this 102 3.51 1.132 
may lead to loss of students’ information. 
Inadequate computer terminals as this have made the retrieval 
102 3.53 1.123 
and maintenance of students’ information difficult  
Outdated systems e.g. software, database, infrastructure, etc. 101 3.62 1.287 
Poor ICT maintenance culture (irregular updates and upgrades) 101 3.81 1.146 
Poor management of ICT tools and facilities 101 3.69 1.164 
Limited data management capacity e.g. increased numbers of 
102 3.65 1.224 
students require more data 
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Inadequate horizontal and vertical communication 102 3.54 1.200 
Inadequate communications and power infrastructure 102 3.61 1.170 
Limited financial resources 102 3.88 1.245 
Irregular power supply 102 3.57 1.270 
Valid N (listwise) 93   
Fieldwork (2019) 
 
Table 4.31 provides an overview of the extent to which respondents agree to the challenges that 
hinder the usage of ICTs for the management of students’ information. Responses were 
measured on a scale of 1-5; 1- not at all, 2- small extent, 3- moderate extent 4-large extent, 5-a 
very large extent. 
It was agreed to a large extent that lack of ICT policies and strategies (M=3.59), lack of 
commitment by University Management (M=3.78), inadequate ICT facilities (M=3.80), 
inadequate trained ICT personnel (M=3.56), absence of ICT operational guidelines and 
regulations (M=3.51), and inadequate computer terminals (M=3.53) hinder the integration of 
ICT into students information management. 
Moreover, factors such as outdated systems (M=3.62), poor ICT maintenance culture (M=3.81), 
poor management of ICT tools and facilities (M=3.69), limited data management capacity 
(M=3.65), inadequate horizontal and vertical communication (M=3.54), inadequate 
communications and power infrastructure (M=3.61), limited financial resources (M=3.88) and 
irregular power supply (M=3.57) posed challenges to the successful integration of ICT into 
students’ information management. Limited financial resources for ICT related activities and 
poor ICT infrastructure maintenance has been the bane of the three selected TUs which needs 
maximum attention to ensure proper and reliable management of students’ information.  
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Also, the institutions are constrained with the absence of ICT operational guidelines and 
regulations, as most of the schools lack records of manuals and filing guidelines which can lead 
to loss of students’ information. There are inadequate computer terminals; most of the systems 
are outdated, which is both software and hardware. The TUs also contend with poor maintenance 
culture when it comes ICT tools and equipment as well as poor management of ICT tools and 
facilities, poor ICT maintenance culture (irregular updates and upgrades), poor management of 
ICT tools and facilities, limited data management capacity e.g. increased numbers of students 
require more data, Inadequate communications, and power infrastructure, limited financial 
resources and irregular power supply. 
4.5.9 Strategies for the Use of ICT to Manage Students’ Information 
Table 4.32 Strategies 
Descriptive Statistics N Mean ±SD 
The University must adopt and adapt ICT and automated institutional 
administration programs that build capacities for its implementation (e.g. 
102 4.55 .804 
development of appropriate ICT policies, strategic plans, and manuals 
for managing ICTs).  
A University Wide-Area-Network which enables automation of a variety 
103 4.58 .721 
of processes must be installed.  
The University must establish a state of the art, appropriate, cost-
effective and adequate ICT and other enabling infrastructure  103 4.57 .722 
Based on the needs of ICT and time-sharing possibilities, the University 
103 4.31 .817 
must define an optimum ICT infrastructure  
Appropriate hardware for satellite terminals must be provided in a 
101 4.29 .887 
progressive manner 
Computer access points with internet connectivity must be provided at 
the Academic Affairs department to facilitate effective and efficient 103 4.53 .814 
management of student’s information activities. 
A wide variety of software applications and tools, going well beyond an 
office suite is required to meet the demands of a broad-based ICT 
103 4.45 .763 
literacy and ICT to enable the effective and efficient management of 
student’s information activities e.g. dedicated 
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An enabling infrastructure required to maintain the ICT facility 
103 4.42 .835 
efficiently must be defined, established and maintained. 
Regular and regulated supply of electricity, appropriate electrical 
fixtures, adequate power backup and support, including alternative 103 4.60 .647 
sources of energy, must be ensured. 
All the equipment and resources must be secured from theft and damage.  102 4.57 .907 
The equipment must also be covered under an appropriate insurance 
103 4.48 .838 
policy against any disaster. 
All administrative and ICT personnel must be given adequate training 
103 4.58 .799 
and support to use the technology effectively. 
Formulation and codification of monitoring, evaluation and feedback 
102 4.48 .931 
system to ensure that the ICT system achieves it set goals. 
Valid N (listwise) 98   
Fieldwork (2019) 
 
From table 4.32, most of the respondents agree to a large extent that the following strategies 
must be incorporated to effectively use ICT to Manage Students’ Information; the University 
must adopt and adapt an ICT and automated institutional administration programs that build 
capacity for its implementation (M=4.55), a Wide-Area-Network which supports automation 
must be installed (M=4.58), a state of the art, appropriate, cost-effective ICT infrastructure must 
be installed (M=4.57), an optimum ICT infrastructure must be defined (M=4.31), appropriate 
hardware for satellite terminals must be provided (M=4.29), computer access points with internet 
connectivity must be provided for the Academic Affairs Department (M=4.53) and a wide 
variety of software applications and tools is required (M=4.45). 
Furthermore, respondents affirmed to a large extent that an enabling infrastructure required to 
maintain the ICT facility efficiently must be defined, established and maintained (M=4.442), 
regular and regulated supply of electricity, appropriate electrical fixtures, adequate power 
backup, and support must be provided (M=4.60) with the lowest standard Deviation (SD)=947), 
equipment must be secured from theft and damage (M=4.60), equipment must be insured with an 
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appropriate insurance plan (M=4.48), adequate training must be given to administrative and ICT 
personnel (M=4.58) and a monitoring, evaluation and feedback system must be put in place to 
ensure ICT systems achieves set goals (M=4.48) with the highest standard Deviation (SD)=931. 
From the responses it can be concluded that the Technical Universities in Ghana must adopt and 
adapt an ICT and automated institutional administration programs that build capacities for its 
implementation, also, there has to be a Wide-Area-Network which would enable automation of a 
variety of processes must be installed, the University must establish a state of the art, 
appropriate, cost-effective and adequate ICT and other enabling infrastructure, the universities 
must define an optimum ICT infrastructure based on the needs of ICT and time-sharing 
possibilities.  
Furthermore, appropriate hardware for satellite terminals must be provided in a progressive 
manner; computer access points with internet connectivity must be provided in all departments to 
facilitate effective and efficient management of student’s information activities. Again, there 
must be a wide variety of software applications and tools, going well beyond an office suite is 
required to meet the demands of a broad-based ICT literacy and ICT to enable the effective and 
efficient management of student’s information activities, an enabling infrastructure required to 
maintain the ICT facility efficiently must be defined, established and maintained, regular and 
regulated supply of electricity, appropriate electrical fixtures, adequate power backup and 
support, including alternative sources of energy, must also be ensured.  
More so, all the equipment and resources must be secured from theft and damage, and the ICT 
tools and equipment must also be covered under an appropriate insurance policy against any 
disaster. All administrative and ICT personnel must be given adequate training and support to 
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use the technology effectively and that there should be a formulation as well as codification of 
monitoring, evaluation and feedback systems to ensure that the ICT systems achieve its set goals.  
4.6 QUALITATIVE DATA ANALYSIS 
This aspect of the data analysis sought to assess the responses obtained from representatives of 
educational service providers regarding the management of students’ information in Technical 
Universities in Ghana.  
4.6.1 Internal policies regarding the use of ICT for managing students’ information  
From the responses when the professionals were asked about their views on internal policies 
regarding students’ information management in the educational institutions. From the responses 
it could be observed that the majority of the professionals interviewed spoke about data security. 
Summary of the responses showed that the experts were rather particular about the security of 
the information once it has been collected. The protection of data collected was paramount to the 
professionals than the process of data collection itself. Snippets of the responses have been 
presented below; 
“When we talk about policies realistically in this day of cybercrime my concern has to do 
with the protection of students’ information. I mean you can think all you want about making 
policies on strategies, the award of grades and whatnot like what you have on that paper but 
trust you me if there is no security for your systems it's useless”. 
The other respondent also noted; 
“I believe that securing the data both by virtue of hardware security and software security 
against cyber attacks is important. So, I think that management should concentrate on 
making policies to prevent unwarranted access to the information collected” 
From the results, it could be observed that rather the ICT educational service providers are much 
interested in data protection and security. Thus it can be concluded that contrary to the beliefs 
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shared by the staff of the TUs, the professionals want management to formulate internal policies 
that will ensure that the integrity, credibility, and security of students’ information.  
4.6.2 Impressions about data management and use within the educational sector 
Again, the respondents were asked to give their impressions about data management and use in 
the educational sector. Analysis of the responses suggests that ICT professionals have a negative 
perception of the management of student information in the education sector. They have the firm 
belief that information is poorly managed all because the institutions being public institutions are 
inadequately resourced. They do not have the required structures to fully integrate ICT into their 
systems hence they are unable to do away with the manual processes. Excerpts from selected 
responses have been presented below; 
“You see I’ve been talking to you about the inability of the schools to properly integrate the 
ICT into their processes. This is all because you see this is a state-owned and controlled 
agency but you know government work, they are always under-resourced so they always 
have to do a mix and when it’s like that it becomes difficult. Things get dualised and lack 
circumspect.” 
Another notable statement is given below; 
“You know what in the school’s students’ information management is poorly handled. And 
it’s all because they are stingy instead of hiring professionals to handle their processes, they 
want to do all by themselves hence they have problems. Let me tell you they are not doing 
things right and someone must tell them. They always have their questions leaking before 
exams what do you think is the cause of that?” 
The position of the respondents implies that the professionals have a negative perception about 
how the tertiary institutions manage information suggesting that it is poorly managed.  
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4.6.3 Database support infrastructure that should be employed to manage students’ 
information at the tertiary level of education 
Furthermore, the respondents were asked to indicate the kind of database infrastructure that 
should be employed to manage students’ information at the tertiary level of education. The trend 
of responses suggests that most of the respondents want the institutions to procure database 
infrastructure that offers high-speed internet, servers, and high data storage capacity units and 
among others. Selected comments have been given below; 
“There should be high internet support bandwidth; if not, there will be issues system lags 
and errors in data captured. Also, the institutions considering the huge number of students 
admitted means that the schools should procure high data storage capacities to be able to 
hold the volume of data on students. Not forgetting cloud computing also offers great 
opportunities that the schools can take advantage of…” 
The professionals implored that if the universities have adopted ICT then they should take 
pragmatic steps to acquire every required infrastructure for effective management of students’ 
information.  
4.6.3 Type of database suitable for managing students’ information at the tertiary level of 
education 
The respondents were asked to indicate the type of database system most appropriate for 
managing students’ information. Summary of the responses showed that the professionals 
recommend a database system with a Structured Query Language (SQL) or Oracle as the 
programming software. This according to them is the best database management development 
system on the market and what makes them the best is the robustness and security of data 
structures. Selected comments have been posted below; 
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“…by far SQL and Oracle are the best on the market at the moment. They offer you a lot of 
tools necessary for effective management of the data captured…” 
“…in today’s highly technologically enabled society you can’t afford to collect people’s 
information and just keep it anyhow so you need a system that is robust to deal with the day 
to day changes in the set up hence I think SQL powered databases are the best…and also, 
SQL uses a very strong compression technology which is appropriate for the purpose…” 
The responses imply that ICT educational service providers recommend the use of Structured 
Query Language (SQL) and Oracle because of the relative advantages that it offers to users and 
managers of big data or information.  
4.6.4 ICT impact or influence the management of students’ records/information 
The respondents were asked to indicate what they think about the impact the use of ICT has had 
on the management of students’ information. Summary of the responses to that effect shows that 
the professionals believe that to a large extent it had a positive impact on the management of 
students’ information. However, they stressed that much needs to be done especially in the areas 
of full integration into their entire internal processes. Selected comments have been given below; 
“Oh, to an extent it had a relatively positive impact on their activities considering where 
most of these institutions are coming from in terms of how they used to do their things and 
how they do it not. See hitherto they were not selling online forms, right? You’d have to go 
there buy the forms fill and post through the post office but now it's not like that anymore so 
that alone is sufficient stride they’ve made and its all founded on the use of ICT…” 
Another observed that; 
“Without  ICT it's not faster-accessing students’ records, registration of students for the 
semester, attendance and many other things. It’s now been made easier all through ICT.”  
 
The professionals noted that through ICT most of the educational institutions are even able to 
organize classes for students through online portals. Lecturer’s record and share lecture materials 
such as articles, lecture presentations on the internet. They made a notable observation regarding 
the use of social media in their activities. They stated that lecturers of today manage thesis 
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supervision groups through WhatsApp (social media platform) where they communicate with 
their students on a daily basis regarding their thesis. 
This goes to support the notion that the use of ICT to the professionals has had a significant 
impact on the management of students’ information by the educational institutions.  
4.6.5 Challenges associated with the use of ICT for students’ information management 
The respondents were asked about the challenges they perceive the institutions are facing relative 
to the use of ICT for students’ information management. Responses to that effect show that the 
service providers mainly spoke about the effects of erratic power supply. The point was made 
that in the absence of a standby generator it makes the whole idea useless if the power supply is 
not stable; to which they believe that it’s been very difficult for complete integration of ICT into 
the internal processes. They still have to do some form of manual record keeping.  
Also, they spoke about the lack of well-skilled IT personnel to take charge of both the hardware 
and software infrastructure that supports the whole idea of using ICT to manage students’ 
information. Selected comment; 
“in most cases, people with the right skills are not employed to manage systems like these. 
You see the ICT discipline has so many branches the fact that someone comes around and 
says I have a qualification in ICT doesn’t mean they are qualified enough to manage things 
like these. Sometimes you find their specialty is in just one field like say networking or 
troubleshooting…” 
 
4.6.7 Strategies that can help with the use of ICTs for students’ information management 
Regarding the strategies that can be adapted to help with the use of ICT for students’ information 
management. The recommendations of the professionals were that the right human resource with 
the requisite qualification and experiences should be employed to manage the students’ 
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information management systems. That notwithstanding, they also maintained that the 
institutions need to take the issue of security very seriously. They reckoned that this has to do 
with the personal information of students and hence if management has to spend every dime to 
protect or ensure the privacy of students’ information it must do that.   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
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CHAPTER FIVE 
DISCUSSION OF FINDINGS 
5.1 Introduction 
This section of the study presents the discussion of the findings relative to relevant literature. A 
significant number of findings have been made in this study, and these findings have been 
discussed in relation to the objectives of the study as follows: 
 Socio-Demographic Information of the Respondents 
 Internal policies regarding the use of ICT for managing students’ information 
 ICT platforms/use available for managing students’ information 
 Prospects of ICT use for managing students’ information 
 Challenges relating to the use of ICT for managing students’ information  
 Strategies for using ICT  to manage students information 
5.2 Biographic Data of Respondent 
The biographic factors were the institution of work, gender, age, department, education, and 
position held. This was to enable the researcher to examine the views of the respondents with 
one another. As per the distribution of the questioner, it became obvious that 41 of the 
respondents representing 39.8% were staff at ATU, 33 representing 32.0% were at KsTU and 29 
respondents representing 28.2% were at STU. This could be partly attributed to the fact that the 
population of these institutions differs. Since KsTU has a larger population than that of ATU and 
STU, a greater part of respondents was selected from there but the results showed otherwise that 
ATU had more participants than the other two universities. 
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With regard to the gender status of the respondents, the study found that the majority (68.4%) of 
the respondents were males while 30.5% were females. The male dominance among the selected 
TUs is evident by the fact that most organizations in Ghana are dominated by male workers 
(Lawson, 2018). 
Age being an essential determinant of labour force, respondents among the three TUs have an 
overwhelming relatively younger workforce between the ages of 36-40 representing 33.3%. With 
this workforce, management can tap into their potential to respond to technological advancement 
in the changing working environment. 
In terms of departments, it was discovered that respondents from the “ICT” department were 30 
representing 29.1% of the TUs which is the key department in terms of the responsibility of 
managing students’ information electronically. This was followed by the Academic Affairs with 
27 respondents representing 26.2%. Most of the respondents ie. 46 representing 46% have a 
master’s degree and 69 respondents, representing 69% were administrators with the requisite 
skill to manage students’ information using ICT. 
5.3 Internal policies regarding the use of ICT for managing students’ information 
Following the Technology Acceptance Model (TAM) (Venkatesh & Davis, 1996), several 
attempts have been made to improve education through technology such as the invention of 
th
lantern slides and television, photography, which all dates back to the early 20  Century (Reiser, 
2001). In recent times, the exponential increase relative to information has changed the manner 
in which institutions carry out their activities (Mukred et al., 2016). 
 Major changes have taken place particularly in the areas of information generation as well as 
how it is stored, processed and distributed across internal value chains. In spite of the fact that 
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technology can be used to facilitate the effective processing of information if used without the 
fullest of understanding of its use, it may generate adverse effects.  Policy is a blueprint for a 
university to design and manage ICT programme for the administrators of students’ information 
in a systematic and progressive manner. Boudry and Verdegem (2014) as cited by Yeboah 
(2013) acknowledged the significance of ICT policy to organisation and state that, organisations 
that have ICT policy/strategy see ICT as tools and services for supporting and improving the 
organisation as a whole.  
Concerning internal policies that relate to ICT for students’ information management, the study 
found that the selected TUs in Ghana have internal policies regarding the management of 
students’ information on the processing of admissions, awarding of grades, management of 
records, software management, security as well as ICT infrastructure (See Table 4.24).  
This finding is consistent with the classification of Rowland (1996) as cited by Yusuf (2005) that 
proposed ICT in education as part of the infrastructure of the educational system.  
5.4 ICT platforms/use available for managing students’ information 
Considering the type of students information kept by the TUs in Ghana the study found that the 
institutions primarily keep information on students’ admissions and enrolment, academic 
registrations, admission letters, examination results and transcripts, student examination 
performances, summary sheets, payments of both academic and residential fees, students 
personal bio-data, payment history of students, acceptance letters, residential registration, 
examination schedules, matriculation oaths as well as medical examination registration as 
indicated in Table 4.25.  
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The findings confirm the writings of Achu (2017), and Bigirimana et al., (2015) who asserted 
that students records have transited from a paper-based task concerned with the storage of 
organisations carried documents, to a profession engaged with the administration of detailed 
internal information in varied medium (media). Additionally, the introduction of ICT into 
records management has afforded swiftness, accuracy, variety, flexibility and rich and inclusive 
documentation of procedures (Büyükbaykal, 2015; Pegu, 2014; Toro & Joshi, 2012). 
Again, it was discovered that consistent with the findings of Idowu & Esere (2013) and 
Egwunyenga (2009) Technical Universities in Ghana use contemporary ICT amenities such as 
input and output devices, storage devices, processor components, networks, software, data, user 
interfaces and database and file concepts in managing students’ information (See Table 4.26). 
Idowu & Esere (2013) and Egwunyenga (2009) in their respective studies noted that 
contemporary information management utilities such as computers, microfilm, CD-ROMs, 
Cassettes, E-mail, collaborative software, and hardware, have all contributed to the actual storage 
and management of university students’ information. 
Moreover, relative to the extent to which ICT is used in the operations or processes of managing 
students’ information, the study observed that the three selected TUs in Ghana utilises ICT in the 
creation of records. It is also used in the processing of records, its storage, preservation, retrieval, 
distribution and the migration of records (See Table 4.27). Consequently, Misra et al., (2018) and 
Parker, (2012) reached similar outcome when they observed that ICT systems have transformed 
the manner in which processes are carried particularly with data being transformed, stored, 
retrieved and processed by those that manage, learn and interact with a specific educational 
organization. Also, Bigirimana et al., (2015) and Olubusuyi (2008) concluded in their study that 
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ICT affords numerous facilities and opportunities for educational managers to carry out their 
responsibilities adequately.  
5.5 Prospects of ICT use for managing students’ information 
The study discovered that ICT use offers the prospects of the institutions being able to process 
prospective students’ applications and admissions online whereas applicants can then also check 
their admission status anywhere through the use of ICT. Also, registrations can be done online, 
thereby eliminating the previous process of long queues at the university registration desks, ICT 
enabled processes could reduce time spent on retrieving students’ information as well as save 
space previously used for keeping hard copy files.  
More so, ICT use could aid the keeping of students’ records for faster service delivery, faster 
processing of examinations and assessment results of students prevent the loss of students’ 
information and the effective processing of students’ fees. Additionally, students’ transcripts and 
other documents could be processed online as well as allocate hostel or residential 
accommodation for students (See Table 4.28).  
Misra et al., (2018) and Bigirimana et al., (2015) reached similar conclusions where they 
asserted that the use of ICT has the prospect of satisfying the gap created by manual information 
management and thus can be used to facilitate the management of accurate records in the areas 
such as examinations, employee recruitment, and promotions, publishing of students enrolments 
as well as admissions. Furthermore, Mosweu et al., (2014) and Asogwa, (2013) who maintained 
that the use of ICT systems in students’ information management has brought in its wake space 
savings as the most information could be filed by electronic means which can diminish the risks 
in the events of a loss.  
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According to Afonso et al. (2013) as cited by Yeboah (2013) administrators with higher 
expectancy are likely to use ICT when they know the usefulness of ICT tools and service will 
improve their work performance and productivity, address their needs and help them accomplish 
a task more efficiently and effectively.   
Concerning the extent to which ICT has been applied in monitoring of educational activities; the 
study noted that TUs use ICTs to monitor many activities which include personal records of 
students, academic performances of students as well as personal and assessment records of 
lecturers (See Table 4.29). The study also observed that the use of ICT has contributed to the 
management of students’ information particularly in the areas of students’ registrations both 
academic and residential, verification of students’ fees payments, the management of students’ 
academic information, students’ information authentication, and preservation of students’ 
information as well as constant access to students’ information.  
The findings epitomise the position of Bakari, (2017) and Sichalwe et al. (2011) on the 
management of records in Tanzania revealed that staff who apply ICT in generating and storing 
experienced improved storage, retrieval, access, usage, improved security, improved 
preservation, improved communication as well as enhanced record generation. The findings are 
also in agreement with Otaghsara et.al (2012) whose study revealed that the use of ICT in the 
educational front will reduce material costs and increased efficiency of the education process. 
5.6 Challenges relating to the use of ICT for managing students’ information  
The use of ICT in the management of students’ information remains a crucial factor in the 
effective administration of educational institutions. Thereby, ICT help in addressing issues 
concerning students’ information does not come without its associated challenges. The study 
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found that the three selected TUs in their attempt to use ICT in the management of students’ 
information is challenged by the lack of ICT Policies and strategies, lack of commitment by 
University Management to support the initiative, inadequate ICT facilities, inadequately trained 
ICT personnel, lack of operational guidelines and regulations, inadequate computer terminals, 
outdated software and hardware systems, poor ICT maintenance culture (irregular updates and 
upgrades), poor management of ICT tools and facilities, limited data management capacity, 
inadequate communications and power infrastructure, limited financial resources and irregular 
power supply (See Table 4.31).  
The finding falls in line with the works of Katuu (2015); Abdulkareem et al., (2013) and 
Nakpodia (2011) who concluded in their study that institutions adopting ICT as an information 
management tool are challenged by the lack of basic and adequate infrastructures and/or 
resources such as the non-existence of elementary and satisfactory physical amenities including 
space for computers with internet connectivity, generators, and satisfactory equipment pose 
challenges in the application of ICT for students’ information management.  
The result also affirmed the position reached by Pegu (2014) and Lemieux et al., (2014) who 
found the poor installation of ICT associated facilities, irregular electricity supply, and poor 
maintenance culture. Moreover, the finding also supports previous research findings by Yeboah 
(2013) who also see the lack of funding and inadequate ICT infrastructure as a challenge to ICT 
deployment. According to Yeboah (2013), there is a competing priority between ICT projects 
and other projects and management normally prioritise projects that the benefit can be seen than 
those that are intangible   
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5.7 Strategies for using ICT to manage students’ information 
In mitigating the challenges associated with the use of ICT in the management of students’ 
information, the study noted that the three selected TUs have adopted the strategy of ensuring 
that the equipment and resources are secured from theft and damage. Also, ensure that ICT tools 
and equipment are covered under an appropriate insurance policy against any disaster. All 
administrative and ICT personnel must be given adequate training and support to use the 
technology effectively and that there should be a formulation as well as codification of 
monitoring, evaluation and feedback systems to ensure that the ICT systems achieve its set goals.  
 
5.8 Conclusion 
In conclusion, the findings reinforce the Technology Acceptance Model (TAM) framework 
within which the study was conducted. Notwithstanding the challenges faced by the selected TUs 
in Ghana in the use of ICT for students’ information management, the perceived usefulness of 
technology (the system improving on the task accomplishment more swiftly) and the perceived 
ease of use (finding technology usage easier) has given these institutions the mindset to automate 
majority its administrative activities.   
 
 
 
 
 
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Abdulkareem, A. K. (2015). Challenges of e-government implementation in the Nigerian public 
service. Journal of Creative Writing, 1 (04), 45-56. 
Achu, F. (2017). The role of ICT in effective management of students records in Cross River 
University of Technology, Cross River State. Unpublished Undergraduate, Calabar, 
University of Calabar. 
Asogwa, D. U., Muhammed, A., Ahmed, B. & Danmaitaba, S. G. (2015). Need for Student 
information Management System (SIMS) for Nigerian Universities in a technological 
age: Challenges and strategies for proper integration. The International Journal of Social 
Sciences and Humanities Invention (12), 1765-17. 
Bigirimana, S., Jagero, N. & Chizema, P (2015). An Assessment of the effectiveness of 
electronic records management at Africa University, Mutare, Zimbabwe. British Journal 
of Economics, Management & Trade,10 (1), 1-10. 
Büyükbaykal, C. I. (2015). Communication technologies and education in the information age. 
Procedia-Social and Behavioral Sciences, 174, 636-640. 
Egoeze, F., Misra, S., Maskeliūnas, R., & Damaševičius, R. (2018). Impact of ICT on 
Universities Administrative Services and Management of Students' Records: ICT in 
University Administration. International Journal of Human Capital and Information 
Technology Professionals (IJHCITP), 9(2), 1-15. 
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Egwunyenga, E. J. (2009). Record keeping in universities: associated problems and management 
options in South West geo-political zone of Nigeria. International Journal of Educational 
Sciences, 1(2), 109-113. 
Idowu, A. I., & Esere, M. (2013). ICT and higher educational system in Nigeria. Educational 
Research and Reviews, 8(21), 2021-2025. 
Katuu, S. (2015). The development of archives and records management education and training 
in Africa–challenges and opportunities. Archives and Manuscripts, 43(2), 96-119. 
Kipsoi, E. J., Chang’ach, J. K., & Sang, H. C. (2012). Challenges facing adoption of information 
communication technology (ICT) in educational management in schools in Kenya. 
Journal of Sociological Research, 3(1), 18-28. 
Lawson, P. C. (2018). Employee motivation and job satisfaction in Ghanaian academic libraries: 
A comparative study of Sam Jonah and Osagyefo libraries. Unpublished MPhil. Thesis, 
Legon, University of Ghana  
Mohamed, B. M., Rasheli, G. A., & Mwagike, L. R. (2018). Institutional and regulatory 
constraints in managing procurement records: Exploratory case of procuring entities in 
Tanzania. Records Management Journal, 28(3), 278-292. 
Mosweu, O., Bwalya, K., & Mutshewa, A. (2016). Examining factors affecting the adoption and 
usage of document workflow management system (DWMS) using the UTAUT model: 
Case of Botswana. Records Management Journal, 26(1), 38-67. 
Mukred, M., M Yusof, Z., Mokhtar, U. A., & Abdul Manap, N. (2016). Electronic records 
management system adoption readiness framework for higher professional education 
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institutions in Yemen. International Journal on Advanced Science, Engineering and 
Information Technology, 6(6), 804-811. 
Nakpodia, E. D. (2011). Student’s records: Challenges in the management of student personnel 
in Nigerian tertiary institutions. Prime Research on Education (PRE), 1(3), 44-49. 
Ndenje-Sichalwe, E., Ngulube, P., & Stilwell, C. (2011). Managing records as a strategic 
resource in the government ministries of Tanzania. Information Development, 27(4), 264-
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Olubusuyi, A. (2008). Educationists identify obstacles to information and communication 
technology (ICT) development good quality education Vanguard (Lagos). Retrieved from 
http://a//africa.com (Accessed 20 January 2019) 
Otaghsara, M. K., & Mohseni, A. (2012). The role of ICT in-service training of employees of 
government Organization (Case Study: Institute of Water and Power Unit, Mazandaran). 
Procedia-Social and Behavioral Sciences, 47, 1985-1990. 
Parker, S. (2012). Records management and ICTs. Information Development 28 (3), 171-172 
Pegu, U. K. (2014). Information and communication technology in higher education in India: 
Challenges and opportunities. International Journal of Information and Computation 
Technology, 4(5), 513-518 
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instructional media. Educational technology research and development, 49(1), 53. 
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Vanwynsberghe, H., Boudry, E., Vanderlinde, R., & Verdegem, P. (2014). Experts as facilitators 
for the implementation of social media in the library? A social network approach. Library 
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Development and test. Decision Sciences, 27, 451–481. 
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Nigerian national policy for information technology. International education journal, 
6(3), 316-321. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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CHAPTER SIX 
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS 
6.1 Introduction 
This chapter of the study summarises the findings, concludes as well as presents the 
recommendations of the study. Provision is also made for further research. 
6.2 Summary of findings 
The purpose of the study was to examine the use of ICTs for students’ information management 
in selected Technical Universities (TUs) in Ghana that address information security challenges 
and enhance the accuracy and sustainability of students’ information and management. The 
conduct of the study was guided by five (5) objectives which sought to; examine the internal 
policies that relate to ICT for students’ information management in TUs in Ghana, analyse ICTs 
platforms/use available for students’ information management in TUs in Ghana, examine the 
prospects of ICTs use for students’ information management in TUs in Ghana, investigate the 
challenges related to ICTs use for students’ information management in TUs in Ghana and 
recommend strategies for the use of ICTs for students’ information management in TUs in 
Ghana. 
6.3 Findings of the Study 
6.3.1 Internal Policies Regarding ICT for Students’ Information Management 
The study found that regarding students’ information management, the Technical Universities 
have internal policies regarding admissions, award of grades, records management, ICT usage, 
ICT software management, ICT security and ICT infrastructure and that concerning the type of 
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students’ information maintained, the selected Technical Universities surveyed keep information 
on students’ admissions and enrolment, academic registrations, admission letters, examination 
results and transcripts, student examination performances, summary sheets, payments of both 
academic and residential fees, students personal bio-data, payment history of students, 
acceptance letters, residential registration, examination schedules, matriculation oaths as well as 
medical examination registration.   
6.3.2 The Extent to which ICT is used in Operations/processes 
The study found that the three selected Technical Universities examined resort to the use of input 
and output devices, storage devices, processor components, networks, software, data, user 
interfaces and database and file concepts in managing students’ information. Also, it was 
discovered that the Technical Universities utilises ICT in the creation of records, processing of 
records, storage, preservation, retrieval, distribution and the migration of records. 
6.3.4 Prospects of ICT on the Management of Students’ Information 
Concerning the prospects that ICT use offers the Technical Universities about the management 
of students’ information, it was found that admissions and applications can be conducted online 
and applicants can then also check their admission status anywhere through the use of ICT. 
Students’ registrations can also be done online, thereby eliminating the previous process of long 
queues at the university registration desks. Also, ICT could be used to enable processes to reduce 
time spent on retrieving students’ information as well as save space previously used for keeping 
hard copy files.  
Further, ICT could be used to aid the keeping of students’ records for faster service delivery, 
faster processing of examinations and assessment results of students, prevent the loss of students’ 
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information and the effective processing of students’ fees. Additionally, students’ transcripts and 
other documents could be processed online as well as allocate hostel or residential 
accommodation for students.  
6.3.5 The Extent to which ICT has been applied in Monitoring Educational Activities 
Again, the study discovered that the 3 Technical Universities use ICT to monitor the personal 
records of students, the academic performances of students as well as personal and assessment 
records of lecturers but do not use ICT to monitor the class attendance and absenteeism of both 
lecturers and students.   
6.3.6 Areas ICT has Contributed to the management of Students’ Information 
Regarding the areas ICT has contributed the most to the management of students’ information, 
the study observed that the use of ICT had contributed mainly in the areas of students’ 
registrations both academic and residential, verification of students’ fees payments, the 
management of students’ examination results, students’ information authentication, preservation 
of students’ information as well as constant access to students’ information.  
6.3.7 Challenges Related to ICT use for Students’ Information Management 
On the challenges faced by the three Technical Universities in the management of students’ 
information, the study discovered that the TUs had limited financial resources, poor maintenance 
culture when it comes ICT tools and equipment as well as poor management of ICT tools and 
facilities, lack commitment by Management, inadequate ICT facilities (e.g. computers, 
infrastructure, etc.), inadequately trained ICT personnel. Also, the TUs are constrained with the 
absence of ICT operational guidelines and regulations. Most of the TUs lack records of manuals 
and filing guideline and there are inadequate computer terminals, most of the systems are 
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outdated that is both software and hardware, limited data management capacity e.g. increased 
numbers of students require more data, inadequate communications, and power infrastructure as 
well as irregular power supply. 
6.3.8 Strategies for the use of ICT to Manage Students’ Information 
The study found that the 3 TUs must adopt and adapt an ICT and automated institutional 
administration programs that build capacities for its implementation, also, there has to be a 
Wide-Area-Network which enable the automation of a variety of processes must be installed. 
Also, the TUs must establish a state of the art, appropriate, cost-effective and adequate ICT 
infrastructure and define an optimum ICT infrastructure based on the needs of ICT.  
Further, appropriate hardware for satellite terminals must be provided progressively, computer 
access points with internet connectivity must be provided in all departments to facilitate effective 
and efficient management of students’ information activities. Again, there must be a wide variety 
of software applications and tools, going well beyond an office suite are required to meet the 
demands of a broad-based ICT literacy and ICT to enable the effective and efficient management 
of students’ information activities. In addition, there should be an enabling infrastructure to 
maintain the ICT facility efficiently. Provisions should be made to ensure there is a regular and 
regulated supply of electricity, appropriate electrical fixtures, adequate power backup and 
support, including alternative sources of energy, must also be ensured.  
More so, all the equipment and resources must be secured from theft and damage, and the ICT 
tools and equipment must also be covered under an appropriate insurance policy against any 
disaster. All administrative and ICT personnel must be given adequate training and support to 
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use the technology effectively and that there should be a formulation as well as codification of 
monitoring, evaluation and feedback systems to ensure that the ICT systems achieve its set goals.  
6.4 CONCLUSION 
From the findings of the study, the three (3) Technical Universities in Ghana only has internal 
policies guiding admissions, the award of grades, records management, ICT usage, ICT software 
management, ICT security, and ICT infrastructure. They keep information on students’ 
admissions and enrolment, academic registrations, admission letters, examination results, and 
transcripts. Also, student examination performances, summary sheets, payments of both 
academic and residential fees, student’s personal bio-data, payment history of students, 
acceptance letters, residential registration, examination schedules, matriculation oaths as well as 
medical examination registration are all kept at the TUs.  
Through ICT use, the study area process admissions and applications online, and applicants can 
then also check their admission status anywhere through the use of ICT. Students’ registrations 
can also be done online, thereby eliminating the previous process of long queues at the university 
registration desks and that ICT could be used to enable processes to reduce time spent on 
retrieving students’ information as well as save space previously used for keeping hard copy 
files.  
However, the three (3) Technical Universities in Ghana is challenged in the lack of adequate ICT 
policies and strategies, poor ICT maintenance culture and poor management of ICT tools and 
facilities, limited financial resources, lack of commitment by Management, inadequate ICT 
facilities (e.g. computers, infrastructure, etc.), inadequate trained ICT personnel and also, the 
TUs are constrained with the absence of an ICT operational guidelines and regulations, lack of 
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manuals and filing guidelines, outdated systems,  poor management of ICT tools and facilities, 
limited data management capacity. 
On the bases of the findings made out of the study, it can be concluded that ICT use is a complex 
concept and can help or harm an organization depending on how it is used within an 
organisation. If the Technical Universities in Ghana Management takes the time to understand 
the needs of information managers or administrators, then the recognition for ICT use can be 
extremely useful. The implication is that when information managers or administrators are 
provided with the right resources and training, it will go a long way to address information 
security challenges and enhance the accuracy and sustainability of students’ information and 
management thereby achieving the organisational goals.  
 
6.5 RECOMMENDATIONS 
Based on the conclusions the following were recommended; 
6.5.1 The three (3) Technical Universities (TUs) in Ghana must reinforce the automation of 
institutional administrative activities that build capacities for its implementation. 
Additionally, there has to be a Wide-Area-Network which enables the automation of a 
variety of processes that should be installed. 
6.5.2 The development of ICT related internal policies in areas such as ICT security, ICT 
Training and Development, Software Management and ICT Infrastructure must be done. 
Adherence to national policies on Data Collection and Health Information Collection 
must be encouraged in the institutions under study. 
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6.5.3 The automation of students and Lecturer's attendance to lectures and Lecturers 
assessment by students must be deployed in the three (3) selected TUs. 
6.5.4 Again, the three (3) TUs in Ghana must establish a state of the art, appropriate, cost-
effective and adequate ICT infrastructure; the TUs must define an optimum ICT 
infrastructure based on the needs of ICT. Appropriate hardware for satellite terminals 
must be provided in a progressive manner as well as computer access points with internet 
connectivity must be provided in all departments to facilitate effective and efficient 
management of students’ information activities.  
6.5.5 Also, there must be a wide variety of software applications and tools, going well beyond 
an office suite are required to meet the demands of a broad-based ICT literacy and ICT to 
enable the effective and efficient management of students’ information activities.  
6.5.6 Moreover, all the equipment and resources must be secured from theft and damage, and 
the ICT tools and equipment must also be covered under an appropriate insurance policy 
against any disaster.  
6.5.7 All administrative and ICT personnel who deals with students’ information in the three 
TUs must be given adequate training and support to use the technology effectively and 
efficiently. 
6.5.8 There should be a formulation as well as codification of monitoring, evaluation and 
feedback system to ensure that the ICT systems achieve its set goals.  
 
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6.6 Suggestions for Further Research 
1. This study was primarily limited by the number of institutions selected to participate in the 
study. There is a total of eight (8) Technical Universities in Ghana. However, a sample of 
only three (3), representing 37.5% of the total number of Technical Universities in Ghana can 
be considered inadequate to be able to generalise the findings of this study. The remaining 
five (5) TUs could be undertaken to generalise the findings on the state of ICT use for 
managing students’ information in TUs in Ghana.  
2. More so, it was primarily focused on public tertiary institutions at the Technical University 
level; it is therefore suggested that a wider scope of the study sample to include mainstream 
tertiary institutions (public and private) that would be more appropriate to generate findings 
that can be generalised to cover the state of ICT use in higher education in Ghana.  
3. The population used for the study was only the three Technical Universities administrative 
and ICT staff who directly deals with students’ information management and therefore 
further studies could be deployed to include the Technical University students. 
 
 
 
 
 
 
 
 
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APPENDIX A 
UNIVERSITY OF GHANA 
COLLEGE OF EDUCATION 
DEPARTMENT OF INFORMATION STUDIES 
QUESTIONNAIRE: INSTITUTIONAL OFFICERS 
Dear Participant, 
I am an M.Phil. Student of the University of Ghana. As part of the requirement for the award of a 
Master of Philosophy Degree (Information Studies), I am conducting a study on the topic “Use 
of Information and Communication Technology for students’ information management in 
Technical Universities in Ghana”. The purpose of the study is to examine the use of ICT for 
students’ information management in Technical Universities in Ghana that addresses information 
security challenges and enhance the credibility and sustainability of students’ information. To 
this effect, I humbly solicit your help in completing this questionnaire. The study is basically for 
academic purposes, thus, I guarantee that your responses will be kept strictly anonymous and 
confidential. Thank you for your support and co-operation. 
 
Yours sincerely, 
 
Akwasi Duffour Frimpong 
 
Thank you for your time 
 
 
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SECTION A - DEMOGRAPHICS  
1. Name of the institution: KsTU [   ] ATU [   ] STU [   ]  
2. Department: Admissions [   ] Academic Affairs [   ] ICT [   ]  Examinations Office[   ]
 Planning & Quality Assurance [   ]  
3. Gender:  Male [   ]  Female [   ] 
4. Age:   Below 30 [   ]      31-35 [   ]       36-40 [   ]       41-45 [   ]       46 & above [   ] 
5. Highest Educational qualification:  Certificate and/or Diploma [   ] Bachelor's Degree [   ] 
Master's degree [   ] Postgraduate Certificate and/or Diploma [   ] Graduate Certificate and/or 
Diploma [   ] PHD  [   ] Others please specify …………………… 
6. What is your position: Administrator [  ] Lecturer/Examinations Officer[  ] Senior 
Lecturer/Examinations Officer [  ] Professor[  ]  
       Others: Please specify …………………………………. 
 
SECTION B: INTERNAL POLICIES REGARDING ICT FOR STUDENTS’ INFORMATION 
MANAGEMENT  
S/N 7. Which of the following internal policies are in place Tick as 
for students’ information management? applicable 
i  Privacy Policy  
ii  Data Collection Policy  
iii  Health Information Collection Policy  
iv  Admission Policy  
v  Awards of Grades Policy  
vi  Records Management Policy  
vii  ICT Infrastructure Policy  
viii  ICT Software Management Policy  
ix  ICT Security Policy  
x  ICT Usage Policy  
xi  ICT Training and Development  
xii  Others  
 
S/N 8. Type of Students’ Information Kept at Your Tick as applicable 
Institution 
i  Students Admission/Enrolment Records   
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ii  Admission Letters  
iii  Acceptance Letters  
iv  Academic Registration  
v  Residential Registration  
vi  Matriculation Oath  
vii  Students Personal Bio-data  
viii  Students performance in examinations  
ix  Examination results and transcripts  
x  Students Results (Summary Sheets)  
xi  Payment of Academic and Residential Fees  
xii  Payment History of Students  
xiii  Medical Examination Registration  
xiv  Examination Schedules  
xv  Others  
 
SECTION C: ICT PLATFORMS/USE AVAILABLE FOR STUDENTS’ INFORMATION   
MANAGEMENT  
S/N 9. ICT Platforms/Use Tick as applicable 
i  Input and Output devices (keyboards, pointing devices; document  
readers; cards; speech input, video input; sensors and data logging; 
printers, plotters, display units; speech output and output to other 
electronic devices). 
ii  Storage devices (internal memory including RAM & ROM; external  
memory using both optical and magnetic technologies) 
iii  Processor components (CPU components including control unit,  
arithmetic, and logic unit and memory). 
iv  Networks (LAN and WAN; ISDN adapter, modem, router, fiber optic  
cable, gateway, firewall, CD server, proxy server, hub, switch, bridge, 
etc.). 
v  Software (Generic software packages: word processing, desktop  
publishing, spreadsheet, database management, presentation, graphics, 
web authoring, and communication packages). 
vi  Data (Data validation and verification techniques: range checks, check  
digits, presence and format checks, batch (hash and control) totals and 
data representation: numeric (currency, date, real, integer), text 
(character, string) and logical/Boolean). 
vii  User interfaces (Prompted dialogue (wizards and forms), command-line,  
menu, graphical user interface and combinations of these). 
viii  Database and File concepts  
ix  Others  
 
S/N 10. To what extent do you agree To a very    Not at all 
to the use of ICT in the large extent     
following processes? 5 4 3 2 1 
i  Creation of records      
ii  Processing of records      
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iii  Storage of records       
iv  Use/distribution records      
v  Retrieval of records      
vi  Migration of records      
vii  Records Security      
viii  Preservation of records      
ix  Continued access to records      
 
SECTION D: PROSPECTS OF ICT ON THE MANAGEMENT OF STUDENTS’  
INFORMATION 
S/N 11. To what extent do you agree with the following Strongly    Strongly 
regarding the prospects of ICT in the Agree    disagree 
management of students’ information 5 4 3 2 1 
i  Applicants purchase and/or return admission forms 
     
online through the use of ICT 
ii  Applications and admissions are conducted online, and 
applicants can check admission status anywhere      
through the use of ICT 
iii  Registrations are also online, eliminating the previous 
process of long queues at the university registration      
desk due to the use of ICT 
iv  Due to the use of ICT, payments of fees are processed 
online averting the fraudulent loss of revenue, to      
students who would want to evade payment    
v  ICT is used to capture students information and make      
such information available online 
vi  There is online access to information including course      
details, course content, time-table, etc. through the use 
of ICT 
vii  Examination and assessments results of students’ are      
released online, eliminating cheating and manipulations   
viii  Through the use of ICT, students’      
accommodation/hostels are allocated online 
ix  The use of ICTs prevents the loss of students’      
information 
x  It is now easy to access students’ transcript and other      
documents online 
xi  The Use of ICTs reduces the time spent on retrieving      
students’ information 
xii  The use of ICTs in keeping students’ records aids faster      
service delivery 
xiii  The use of ICT saves space previously used for      
keeping hard copy files 
 
 
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S/N 12. To what extent has ICT been applied To a very 
Not at all 
in monitoring the following activities? large extent 4 3 2 
1 
5 
i  Class Attendance of students       
ii  Academic performance records of students       
iii  Managing absenteeism of students       
iv  A personal record of students      
v  Class Attendance of Lecturers      
vi  Assessment  records of Lecturers       
vii  Managing absenteeism of Lecturers       
viii  Personnel records of Lecturers       
ix  Other students’ and Lecturers information      
 
 
 
S/N To a very    Not at 
13. In what areas has ICT contributed to the large extent    all 
management of students’ information? 5 4 3 2 1 
i  Registration of students (Academic and residential)      
ii  Verification of students’ payments of fees      
iii  Management of students’ academic information      
iv  Ensuring the authenticity of students’ information      
v  Preservation of students’ information      
vi  Constant access to students’ information      
 
SECTION E: CHALLENGES RELATED TO ICT USE FOR STUDENTS’ INFORMATION 
MANAGEMENT  
S/N 14. To what extent do you agree to the following To a very    Not at 
challenges faced in the management of students’ large extent    all 
information using ICT? 5 4 3 2 1 
i  Lack of ICT Policies and strategies      
ii  Lack of commitment by University Management      
iii  Inadequate ICT facilities (e.g. computers,      
infrastructure, etc.) 
iv  Inadequately trained ICT personnel        
v  The absence of ICT operational guidelines and      
regulations, as there is a lack of record manuals and 
filling guidelines and this may lead to loss of students’ 
information. 
vi  Inadequate computer terminals as this have made the      
retrieval and maintenance of students’ information 
difficult  
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vii  Outdated systems eg. software, database, infrastructure,      
etc. 
viii  Poor ICT maintenance culture (irregular updates and      
upgrades) 
ix  Poor management of ICT tools and facilities      
x  Limited data management capacity eg. increased      
numbers of students require more data 
xi  Inadequate horizontal and vertical communication      
xii  Inadequate communications and power infrastructure      
xiii  Limited financial resources      
xiv  Irregular power supply      
 
15. Identify current challenges encountered in using ICT to manage students’ academic records  
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SECTION F: STRATEGIES FOR THE USE OF ICT TO MANAGE STUDENTS’ 
INFORMATION  
S/N 16. To what extent do you agree to the following To a very    Not at 
Strategies for the use of ICT to manage students’ large extent    all 
information 5 4 3 2 1 
i  The University must adopt and adapt an ICT and      
automated institutional administration programs that build 
capacities for its implementation (eg. development of 
appropriate ICT policies, strategic plans, and manuals for 
managing ICTs).  
ii  A University Wide-Area-Network which enables      
automation of a variety of processes must be installed.  
iii  The University must establish a state of the art,      
appropriate, cost-effective and adequate ICT and other 
enabling infrastructure  
iv B ased on the needs of ICT and time-sharing possibilities,      
the University must define an optimum ICT infrastructure  
v  Appropriate hardware for satellite terminals must be      
provided in a progressive manner 
vi  Computer access points with internet connectivity must be      
provided at the Academic Affairs department to facilitate 
effective and efficient management of student’s 
information activities. 
vii A  wide variety of software applications and tools, going      
well beyond an office suite is required to meet the 
demands of a broad-based ICT literacy and ICT to enable 
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the effective and efficient management of student’s 
information activities eg. dedicated servers, software, etc.  
viii  An enabling infrastructure required to maintain the ICT      
facility efficiently must be defined, established and 
maintained. 
ix R egular and regulated supply of electricity, appropriate      
electrical fixtures, adequate power backup and support, 
including alternative sources of energy, must be ensured. 
x  All the equipment and resources must be secured from      
theft and damage.  
xi T he equipment must also be covered under an appropriate      
insurance policy against any disaster. 
xii  All administrative and ICT personnel must be given      
adequate training and support to use the technology 
effectively. 
xiii F ormulation and codification of monitoring, evaluation      
and feedback system to ensure that the ICT system 
achieves it set goals. 
Which new or other information technologies would you recommend to enable your University to manage 
its information better? 
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THANK YOU  
 
 
 
 
 
 
 
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APPENDIX B 
UNIVERSITY OF GHANA 
COLLEGE OF EDUCATION 
DEPARTMENT OF INFORMATION STUDIES 
INTERVIEW PROTOCOL 
 
I am an M.Phil. Student of the University of Ghana. As part of the requirement for the award of a 
Master of Philosophy Degree (Information Studies), I am conducting a study on the topic “Use 
of Information and Communication Technology for students’ information management in 
Technical Universities in Ghana”. By honoring this interview schedule, your responses will be 
highly confidential since I am using it for academic purposes. The study is basically for 
academic purposes, thus, I guarantee that your responses will be kept strictly anonymous and 
confidential. Thank you for your support and co-operation. 
 
Thank you 
Akwasi Duffour Frimpong 
 
SECTION A: DEMOGRAPHY 
Interview No.: ______________________________ 
Date/Time: _________________________________ 
Interviewee: ________________________________ 
Company: ______________________ 
Female [  ] Male [  ]  
 
 
 
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SECTION B: STANDARDS IN ICT USAGE FOR MANAGING STUDENTS’ 
INFORMATION 
1. Which of the following policies are used as far as the implementation of a student’s 
information management system is concerned? 
 Privacy Policy  [  ] 
 Data Collection Policy [  ] 
 Health Information Collection Policy [  ] 
 Admission Policy  [  ] 
 Awards of Grades Policy  [  ] 
 Records Management Policy  [  ] 
 ICT Software Management Policy  [  ] 
 ICT Security Policy  [  ] 
 ICT Usage Policy  [  ] 
 ICT Training and Development  [  ] 
 Others __________________________________________________________ 
2. What are your impressions about data management and use within the educational sector? 
3. What is your opinion is the kind of database infrastructure that should be employed to manage 
students’ information at the tertiary level of education? 
4. What type of database will you prefer for managing students’ information at the tertiary level 
of education? 
5. What do you think should be the minimum volume that a database should handle at the tertiary 
level of education? 
6. What kind of software development will you recommend for management of students’ 
information at the tertiary level?  
 In-house 
 Outsourced 
 
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7. Which technology do you think will better serve the management of students’ information at 
the tertiary level? 
 Web. Application 
 Desktop Application 
 Mobile Application 
8. Which type of students’ information should ICT be used to manage at the Tertiary level?  
9. Do you think the use of ICT has had an impact or influence on the management of students’ 
information? If YES, then in what way? 
  
10. Which storage system will you prefer using ICT for managing students’ information 
 Cloud base 
 In-house storage 
 Off-site storage  
11. What challenges can you associate with the use of ICT for students’ information 
management? 
12. What strategies do you think can help with the use of ICT for students’ information 
management? 
13. Any further comments on the management of students' information using ICT that will 
address information security challenges and enhance credibility and 
sustainability......................................................................................................................................
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Thank you very much 
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