ASSESSMENT OF LECTURERS’ ATTITUDES, SELF- EFFICACY AND ACCESS TO THE UTILIZATION OF INFORMATION AND COMMUNICATION TECNOLOGY IN COLLEGES OF EDUCATION IN NIGERIA
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- NGN 3000
ABSTRACT
This study assessed lecturers‟ attitudes, self-Efficacy and access on utilization of Information and Communication Technologies in Colleges of Education in Kaduna State. The study has three objectives and corresponding null hypotheses. The study was conducted in the two Colleges of Education in Kaduna State. The study adopted survey research design. The population of this study comprises of all the lecturers in two Colleges of Education in Kaduna State. A sample size of 274 lecturers was used in the study based on the sampling table of Krejcie and Morgan. The instrument for data collection was a self-administered questionnaire. The instrument was subjected to validation before administration. A pilot test was conducted to test the reliability of the instrument. Reliability of the instrument was determined using the Cronbach Alpha Moment Co-efficient. Percentages were used to interpret the demographic data of the study, while cumulative frequencies were used to answer research questions 1-3 The independent t-test was used to answer research hypothesis 1 and one way Analysis of variance was used for hypothesis 2 and were tested at > p0.05 level of significance using Statistical Package for Social Science. Based on the results of this study, it can be concluded that that a majority (>90%) of the lecturers have a positive attitude towards the use of information and communication technologies for instructional purposes. Majority (>90%) of the lecturers were competent in using Information and Communication Technologies for instructional purposes. The study also confirmed that most of the information and communication technologies resources mentioned in the study instrument were not accessible for instructional purposes. It was also confirmed that significant differences exist in the attitude of lecturers towards the use of information and communication technologies for instructional purposes in Colleges of Education based on their qualification. The study also found that there exist a significant difference in the availability, accessibility and the use of information and communication technologies for instructional purposes in Colleges of Education based on source of funding. It is therefore recommended that tertiary institutions should conduct capacity building trainings for their lecturers in order to familiarize them with information and communication technologies. Also, funding for information and communication technologies infrastructure should be increased by both the Federal and State governments beyond what the Tertiary Education Trust Fund is doing.
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