Instructional technology in higher education: A case of selected universities in the Niger Delta

This study applied the Need Assessment Approach (NAA). The NAA was used to determine if gaps exists in the current state of ICT in Nigeria, the causes of these gaps, the ideal implementation scenarios for ICT in higher education institutions and how to achieve these ideals. NAA is aimed at problem eradication or the amelioration of a gap where one exists. This approach measures the discrepancies between the current and desired result or the differences between the current situation and the ideal.

In this case, the Need Assessment Approach was used to examine the effectiveness of instructional technology in higher institutions in relation to the role and usage of ICTs, its effectiveness in faculty teaching and its impact on student learning in two Universities in the Niger Delta area of Nigeria. The two Universities were labeled University 1 and University 2. The assessment sought to ascertain the factors that hinder effective instructional technology implementation and its impact on students’ educational achievement. The study also investigates faculty and undergraduate students’ attitudes and anxiety about ICTs which includes the gender differentiations in their attitudes and anxiety. In this paradigm, attitudes involve the predisposition of a person to respond positively or negatively towards computers. Their computer-attitudes affect they do with the computer, reflects the experiences the user has had with technology, and is a determining factor of the user’s future behavior towards computers. The user’s computer attitude also provides the user with a framework within which to interpret the effect and the integration of computers in the user’s life. Computer-related anxiety is a state of fear or tension of imminent contact with a computer that might be inconsistent with the actual danger presented to computer users. It has been associated with decreased use and worse, avoidance that can seriously affect some students’ academic development. Computer anxiety, if untreated, can lead to complete ICT avoidance (Ololube, 2008).

One hundred and twenty five (n = 125) respondents participated in the study (60 [48%] from University 1 and 65 [52%] from University 2). Forty-five faculty (36%) and 80 students (64%) were randomly selected. The faculty was between 35 and 61 years of age, while the students were between 22 and 35 years old. Seventy-five (60%) were female, and 50 (40%) were male (see Figure 2). A self-designed questionnaire, that employed benchmarks from similar studies conducted in the West, was used to collect data for this study and the instrument was validated with the assistance of experienced faculty and university researchers. To further validate the instrument, a pre-test for this study was performed in the first three weeks, and responses from participants were used to make changes and modifications. The post-test was conducted in the last week of April 2008. The data collection instrument was made up of 25 items and employed a four point Likert-type scale response pattern. The scale consisted of: strongly agree, agree, disagree and strongly disagree. These answer options were weighted 4, 3, 2 and 1 respectively. The researchers conducted a Cronbach’s alpha coefficient measurement to appraise the reliability of the research instrument, and the instrument was found to have a reliability coefficient of 0.843. The data collected was analyzed using simple percentages, t-test and chi-square of the Statistical Packages for Social Sciences (SPSS) version 17.