Visual Basic 2010

subjects in the curriculum as well as students’ utilization of and access to ICT, in order to establish a fact on its
implications to e-learning. Data were collected from 105 Form 2 Junior Secondary School students from four Federal
Unity Schools (FUS) in South Eastern Nigeria. Questionnaire was used for data collection that were analysed
descriptively and quantitatively using frequency, percentages, charts, and cross tabulation chi-square to test the null
hypotheses. Findings indicate that except for computer studies, ICT was not integrated into other school subjects in the
curriculum. Although ICT is seldom used, the level of ICT integration into the curriculum χ2 (8, n=105) =7.704 p> .05 has
no significant influence on the level of ICT utilization. Alternatively, students’ access to ICT package, χ2 (12, n=105)
=22.207 p< .05 has a significant influence on ICT utilization; majority (66%) never had access to ICT usage.
Recommendations were directed towards government assistance in equipping FUS with adequate facilities, teacher
preparation towards ICT usage as well as monitoring and assessment of ICT utilization.

Keywords: Access, Information Communication Technology, Junior Secondary School, Integration, Utilizati