Faculty attitude and use of ICT in instructional delivery in tertiary institutions in a developing nation

Abstract

This study is a survey aimed at ascertaining the attitude of academic staff in tertiary institutions in Imo State Nigeria towards the use of information and communications technology (ICT) in teaching. It also examines their level of use of ICT for teaching and learning purposes. The paper also compares the attitude of the faculty by gender and type of the institution they teach in, i.e. college of education, polytechnic and universities. The paper tried to ascertain if attitude of faculty to ICT correlates to actual usage in the classroom. 300 academic staff members were randomly selected from lecturers in tertiary institutions in Nigeria. A set of instrument tagged ICT attitude questionnaire and ICT use questionnaire was administered to the respondents. Data collected was analysed using descriptive, inferential and correlational statistics. Findings reveal that although academic staff have positive attitude about ICT use in instruction, they however reported low level use of ICT for instructional purposes. There is no significant difference in attitude according to gender; similarly, significant differences in attitude does not exist by type of institution among the three types of tertiary institutions. Faculty attitude was found to be positively correlated with use of ICT in curriculum. The paper concludes that academic staff should embrace innovative techniques by a favourable disposition towards them which will help boost classroom implementation of such innovations.

Attitude of Millennial Generation Towards Social Media Devices in Nigerian Universities

“…The findings in Table 2 showed that gender had no significant influence in their attitude towards the usage of social media devices. This is in line with the finding in the research work done by Onwuagboke and Singh [20] who compared the attitude of the faculty member by gender and type of institute. The finding revealed no significant difference in attitude by gender towards the usage of Information, Communication and Technology (ICT) and in like manner, significant differences in attitude do not exist by type of institutions among the three types of tertiary institutions.…”

“…As their understandings increase, achievement increases in all round activities. Alansari [20] noted the increase in achievement in "all ability levels (high, medium, low); higher-level thinking processes can result; a deeper level of understanding is possible and critical thinking is promoted." Again, in his research, he noted more positive peer interaction and understanding as they demonstrate social skills and render more social support for each other.…”

“…Attitude is viewed in psychology as an expression of favour or disfavor towards an object, be it an event, person, place or thing. This attitude can be a positive or negative evaluation of people, objects, activities and ideas [20]. Attitude could be described as a learned state of mind to react to an object or class of objects in a consistently favourable or unfavourable manner [12].…”

“…Many studies have examined the millennial generation's attitude towards the usage of SMDs both for academic purpose and in other areas of endeavour. A study by Onwuagboke and Singh [20] examined faculty attitude and use of ICT in instructional delivery in tertiary institutions in a developing nation. It was discovered that faculty attitude was positively correlated with the use of ICT in curriculum.…”

Male and female language teachers' technology integration differences in elementary schools in the United Arab Emirates

“…The authors indicated that this finding suggested that IT did not have any significant gender disparity. Similarly, a study conducted in Nigeria by Onwuagboke and Singh (2016) about the use of ICT in teaching and the attitude of male and female teachers in three tertiary institutions reported no significant differences in relation to gender.…”