Computer Technology Usage and Teaching Efficiency in Tertiary Educational Institutions in Lagos State, Nigeria
A Thesis Submitted to the School of Postgraduate Studies, University of Lagos
The study examined the relationship between computer technology usage and teaching efficiency in tertiary institutions in Lagos State by ascertaining how lecturers perceive their rate and mode of computer usage, enhancing and inhibiting factors and the influence of their computer usage perceptions on teaching efficiency. The target population for the study included all the tertiary institutions in Lagos State. Descriptive and correlational survey research designs were adopted and lecturers were the major participants. Stratified and simple random sampling techniques were employed to select 438 (15%) out of the 2,919 lecturers in the 13 out of the 14 tertiary institutions in Lagos State. Two sets of instruments were used to collect data. They included Computer Usage and Teaching Efficiency Questionnaire for Lecturers (CUTEQ-L), and an interview schedule. CUTEQ-L was pilot-tested and was certified valid and reliable. The reliability coefficient was 0.87. The research questions were answered using descriptive statistics such as means, percentages, ranking and frequency counts. The research hypotheses were analyzed with inferential statistics namely Pearson's Product Moment Correlation and T-test statistics. The study's major findings include: 76% of the lecturers in Lagos State were inexperienced in computer usage, there was low rate of computer technology (CT) use; 77% of the sample depended on technical assistants to operate computers; poor technical support, epileptic power supply, lack of facilities and lack of CT training/skills ranks high among hindering factors; internet surfing, multi-media projectors/power points, lecture notes on web as modules, marking /grading with rubrics and tele-conferencing were among the ICT firms' recommended ways of enhancing efficiency; CT use contributed: 23.33% to teaching efficiency, 77.97% to large class management and 51.27% to lesson delivery; CT literacy levels accounted for 52.42% of its use; gender did not affect CT use while years of lecturing experience did, with the less experienced (probably younger) out using their counterparts. Contributions to knowledge included: empirical evidence to the findings, a valid model of computer adoption for efficiency with interactive factors and a comprehensive measuring instrument (questionnaire). Technical support, compulsory CT training and increased computer usage enhance teaching efficiency.