LECTURER’ KNOWLEDGE AND SELF-EFFICACY TO EMPLOY DIGITAL TECHNOLOGIES FOR CURRICULUM INSTRUCTION IN TERTIARY INSTITUTIONS IN NORTH-EAST, NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
As digital technologies continue to transform various aspects of society, including education, it is essential to investigate the knowledge and self-efficacy of lecturers in employing these technologies for curriculum instruction. This study aims to examine the level of lecturers’ knowledge and self-efficacy in utilizing digital technologies for curriculum instruction in tertiary institutions located in the North-East region of Nigeria.
The research design employed in this study is a quantitative approach utilizing a survey questionnaire. A sample of lecturers from various disciplines in tertiary institutions in the North-East region of Nigeria will be selected using a stratified random sampling technique. The questionnaire will consist of two sections: the first section will assess lecturers’ knowledge of digital technologies, while the second section will measure their self-efficacy in using these technologies for curriculum instruction.
Data collected will be analyzed using descriptive and inferential statistics. The findings will provide insights into lecturers’ current knowledge levels and self-efficacy in employing digital technologies for curriculum instruction. Additionally, the study will explore potential factors influencing lecturers’ knowledge and self-efficacy, such as age, experience, and training background.
The results of this study will have significant implications for tertiary institutions in the North-East region of Nigeria. The findings can inform the development of targeted professional development programs to enhance lecturers’ knowledge and self-efficacy in utilizing digital technologies effectively. By equipping lecturers with the necessary skills and confidence, institutions can leverage digital technologies to improve curriculum instruction, enhance student engagement, and foster innovative teaching approaches.
Keywords: lecturers, knowledge, self-efficacy, digital technologies, curriculum instruction, tertiary institutions, North-East Nigeria.
LECTURER’ KNOWLEDGE AND SELF-EFFICACY TO EMPLOY DIGITAL TECHNOLOGIES FOR CURRICULUM INSTRUCTION IN TERTIARY INSTITUTIONS IN NORTH-EAST, NIGERIA, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS