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Asia-Pacific Forum
on Science Learning and Teaching, Volume 10, Issue 2, Article 7
(Dec. 2009) |
Instructional technology in higher education: A case of selected universities in the Niger Delta
Nwachukwu Prince OLOLUBE
Department of Educational Foundations and Management
School of Education, University of Education, Port Harcourt, NIGERIA.Email: ololubenp@gmail.com,ololubeprince@yahoo.com
Paul EKE
Department of Sociology
Faculty of Social Sciences , University of Port Harcourt, NIGERIA.Michael Chukwuwieke UZORKA
Department of Intelligence and Security Studies
Faculty of Management and Social Sciences, NOVENA University, Ogume, NIGERIA.Nkereuwem Stephen EKPENYONG
Department of Sociology
Faculty of Social Sciences, Niger Delta University, NIGERIA.and
Ngboawaji Daniel NTE
Department of Intelligence and Security Studies
Faculty of Management and Social Sciences, NOVENA University, Ogume, NIGERIA.Received 28 Feb., 2009
Revised 15 Dec., 2009
Contents
This article examines the effectiveness of instructional technology in higher education institutions in relation to the role and usage of Information Communication Technology (ICT), its effectiveness in faculty teaching and its impact on student learning in universities in the Niger Delta of Nigeria. This study applied the Need Assessment Approach (NAA). A self-designed questionnaire, that employed benchmarks from similar studies conducted in the West, was used to collect data for this study. One hundred and twenty five (n = 125) respondents participated in the study. The results suggest that there are significant relationships between the impact of instructional technology, the usage of instructional technology and students’ academic achievement. An absence of ICT instructional materials, ineffective policy implementation and a lack of other resources (infrastructures) to aid teaching and learning are responsible for short comings in the effective implementation of ICT in education. The study revealed that experience makes it easier to employ and exhibit greater proficiency when using ICT instructional material in the teaching and learning process. The findings and nature of this study bare implications for higher education administrators, faculty and researchers. By design, this research was based on a narrow field of literature and a small sample size. Consequently, it is recommended that further studies are based on a more widespread survey of literature and a larger sample size, which might also involve multiple case studies.
Keywords: Instructional technology, effectiveness, higher education, attitude and anxiety, universities, Niger Delta.
