ABSTRACT
The study examined Mobile Application Technologies and Managing Learning strategies as Correlates of Lecturer’s Instructional Effectiveness in Public Universities in South East Nigeria. Ten research questions were answered and ten hypotheses postulated and tested at 0.05 level of significance guided the study. The study adopted a correlation design. The population was 634 lecturers from six colleges and faculties of education in the selected universities. The sample size was 317 lecturers which represents 50% of the population. This consists of 80 lecturers from MOUAU, 75 lecturers from UNN, 53 lecturers from FUNAI, 28 lecturers from ABSU, 48 lecturers from IMSU and 33 lecturers from EBSU. The sample was arrived at using four-staged sampling technique. Data for the study was collected using researcher’s self-developed questionnaires titled ‘’Mobile Application Technology, Managing Learning Questionnaire (MATMALEQ) and ‘’Lecturers’ Instructional Effectiveness Questionnaire’’ (LIEQ). The instruments were validated by two experts from the Department of Educational Management, specialized in Educational Administration and Planning and one expert from the Department of Science Education specialized in Measurement and Evaluation, all from MOUAU. The reliability of the instruments was determined using Cronbach Alpha Method which yielded an alpha of.70 and .80 respectively which were considered reliable. Data were analyzed using Pearson Product Moment Correlation Coefficient to answer the research questions while linear regression analysis was used to test the null hypotheses at 0.05 level of significance. The study revealed that availability of mobile application technologies to a positive low/weak extent correlate with lecturers’ instructional effectiveness in public universities in south east Nigeria. Game software application technology has a positive low extent correlation with lecturers’ instructional effectiveness in public universities in South East Nigeria. The study recommends amongst others that there is need for training and retraining of lecturers to acquaint them with the development of new technologies for instructional delivery.
TABLE OF CONTENTS
Title page i
Declaration ii
Certification iii
Dedication iv
Acknowledgements v
Table of content vi
List of tables ix
Abstract xi
CHAPTER
1: INTRODUCTION
1.1
Background to the Study 1
1.2
Statement of the Problem 16
1.3
Purpose of the Study 17
1.4
Research Questions 18
1.5
Hypotheses 19
1.6
Significance of the Study 20
1.7
Scope of the Study 22
CHAPTER 2: REVIEW OF RELATED LITERATURE
2.1 Conceptual Framework 24
2.1.1 Mobile phone 24
2.1.2 Mobile application technology (MAT) 26
2.1.3 Types of mobile application technologies 28
2.1.3.1 Facebook 28
2.1.3.2 Twitter 29
2.1.3.3 WhatsApp 31
2.1.3.4 Google 33
2.1.3.5 Instagram 34
2.1.3.6 Chrome 35
2.1.3.7 Wikipedia 35
2.1.3.8 Game 36
2.1.3.9 Snap-chart 37
2.1.3.10 Blogs 38
2.1.3.11 Zoom
mobile application 39
2.13.12 Goggle
classroom application 40
2.1.3.11
Availability of mobile application technologies 41
2.1.3.12
Utilization of mobile application technologies 43
2.1.4 Mobile apps
and students centered learning 44
2.1.5 Mobile
application: The lecturers concept on instructional delivery 45
2.1.6 Synergy
between learning and internet communication network 47
2.1.7 Mobile apps
technology: the curriculum issues 48
2.1.8 Management 50
2.1.9 Managing
learning strategies 51
2.1.10 Components
of managing learning strategies 53
2.1.10.1 Classroom
management 53
2.1.10.2 Classroom
organization 55
2.1.10.3 Classroom
arrangement 56
2.1.10.4 Classroom
control 57
2.1.10.5 Effective
classroom communication 58
2.1.11
Instructional effectiveness 59
2.1.11.1 Elements
of instructional effectiveness 60
2.1.11.1.1
Instructional planning 61
2.1.11.1.2
Organization of instructional resources 62
2.1.11.1.3
Implementation of instructional plan 62
2.2 Theoretical Framework 63
2.2.1 Connectivism theory (George Siemen 2005) 63
2.2.2 Client theory (Carl Rogers (1902-1987)) 64
2.2.3 Belief modification theory Author Combs
(1912-1999) 66
2.3 Review of Empirical Studies 67
2.4 Summary of Review of Related Literature 76
CHAPTER
3: METHODOLOGY 80
3.1 Design of the Study 80
3.2 Area of the Study 80
3.3 Population of the Study 84
3.4 Sample and Sampling Techniques 84
3.5 Instrument for Data Collection 85
3.6 Validation of the Instrument 86
3.7 Reliability of the Instrument 87
3.8 Method of Data Collection 87
3.9 Method of Data Analysis 88
CHAPTER
4: RESULTS AND DISCUSSION
4.1 Results 89
4.2 Summary
of the Findings 109
4.3 Discussion
of the Findings 111
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary of the Study 120
5.2 Conclusion 122
5.3 Recommendations 123
5.4 Educational Implications of the
Study 125
5.5 Limitation of the Study 125
5.6 Suggestions for
Further Study 126
References 127
Appendix 137
LIST
OF TABLES
4.1 Correlation
Matrix between Availability of Mobile Application
Technology and Lecturers Instructional Effectiveness 90
4.2 Regression
Analysis of Relationship between Availability of Mobile Application Technologies
and Lecturers’ Instructional Effectiveness 91
4.3 Correlation
Matrix of Use of Mobile Application and Instructional Effectiveness 92
4.4 Regression
Analysis of Relationship between Use of Mobile Application
Technologies
and Lecturers’ Instructional Effectiveness 93
4.5 Correlation
Matrix of Use of WhatsApp and Lecturers Instructional Effectiveness 94
4.6 Regression Analysis of Relationship
between Use of WhatsApp Application Technology 95
4.7 Correlation
Matrix of Use of Game Software Mobile Application and
Instructional Effectiveness 96
4.8 Regression analysis of relationship
between use of game software mobile application
technology and lecturers’ instructional effectivenes 97
4.9 Correlation
Matrix of Use of Facebook Application and Instructional Effectiveness 98
4.10
Regression Analysis of Relationship
Between Use of Facebook Software Application Technology and
Lecturers’ Instructional Effectiveness 99
4.11 Correlation
Matrix of Effective Communication Strategy in Managing Learning
and Instructional Effectiveness 100
4.12
Regression Analysis of Relationship
between Classroom Communication Strategy
and
Lecturers’ Instructional Effectiveness 101
4.13 Correlation
Matrix of Lecturers’ Competence Strategy and Instructional Effectiveness
102
4.14
Regression Analysis of Relationship
between Lecturers’ Competence Strategy and Lecturers Instructional
Effectiveness 103
4.15 Correlation
Matrix of Lecturers’ Curriculum Assimilation Strategy and
Instructional Effectiveness 104
4.16
Regression Analysis of Relationship
Curriculum Assimilation Strategy
and Lecturers’ Instructional
Effectiveness 105
4.17 Correlation
Matrix of Lecturers’ Classroom Control Strategy and Lecturers Instructional Effectiveness 106
4.18
Regression Analysis of Relationship
Lecturers’ Classroom Control Strategy and Lecturers’
Instructional Effectiveness 107
4.19 Correlation
Matrix of
Instructional Planning Strategy Technology an Lecturers’ Instructional
Effectiveness 108
4.20 Regression Analysis of Relationship
Instructional Planning Strategy Technology and Lecturers’ Instructional
Effectiveness 109
CHAPTER 1
INTRODUCTION
1.1
BACKGROUND
TO THE STUDY
The
21st century education system has actually gone beyond traditional
classroom means of delivering instruction, and as such the emergent
technological applications and gadgets remain the leading point in educational
transaction and other sectors of the economy. The concept of mobile application
technology (MAT) in the education system denotes that the lecturers are seen in
the present day society beyond the traditional approach of transferring of
knowledge, rather they remain instructors and guide students become more
exploratory, experimental and self-reliant. This shift in the learning process
to student-centered learning in the wake of emergent technologies in the
education system.
The
present society is known by the use of technology in carrying out its daily
transactions in all sectors of the economy in which education is included.
Afriyie in Sazali, Raduan and Suzana (2012) define technology as comprising the
basic knowledge of sub-system, technical support system (software) and the
capital-embodied technology (hardware). This makes technology an inevitable
element in sourcing information and enhancing productivity with limited
manpower in a production circle. Volti (2009) define technology as a system
created by humans that uses knowledge and organization to produce objects and
techniques for attainment of specific goals. Anderson and Anderson (2011)
contend that technology is the idea of things that are created or human-made.
In essence, technology could be defined as the human intelligence in form of
software, hardware and electronic chips used for fast and convenient
productivity in human society. Technology therefore has expanded the horizon of
societies in terms of social, political, religious, economic, educational and
tourism as such every sector of the economy looks beyond the best
practice/technological gadgets in achieving its targeted production level. The
need for introduction and utilization of mobile application technologies in our
university system in Nigeria and other West African countries become needful as
a result of the emergence of the novel Corona Virus known as COVID19.
Saliently,
Corona Virus Disease 2019 which is known as COVID-19 is a respiratory disease
that can spread from person to person through contact with droplets and
touching amongst other means of contraction. It is a novel coronavirus called
SARS-CoV2 which is caused by COVID-19. The outbreak of the first index case of
the novel corona virus was recognized in China in December 2019. John Hopkins
University (2020) defined corona virus as non-living organism but a protein
molecule (DNA) covered by a protective layer lipid (fat) which when absorbed by
the cells of the ocular, nasal or buccal mucosa, changes their genetic codes in
form of mutation and thus convert them into aggressor a multiplier cells. The clinical
spectrum of COVID-19 ranges from mild disease with non-specific signs and symptoms
of acute respiratory disfunction to severe pneumonia with respiratory failure
and septic shock. Frequently reported signs and symptoms include fever, cough,
myalgia or fatigue, and shortness of breath at illness onset. The fever course
among patients with COVID-19 is not fully understood; it may be prolonged and
intermittent. More so, Sore throat has been reported among some patients early
in the clinical course to form part of the symptoms of the virus. Less commonly
reported symptoms include sputum production, headache, hemoptysis, and
diarrhea. The incubation period is estimated approximately 5 days (95%
confidence interval, 4 to 14 days). American College Health Association (2020) estimated
a wider range for the incubation period. They further stated that the data for
human infection with other coronaviruses (e.g., MERSCoV, SARS-CoV) suggest that
the incubation period may range from 2-14 days. There have also been reports of
asymptomatic infection with COVID-19.
Similarly, the advent of COVID19 has
actually affected virtually all the sectors of the economy, the education
sector inclusive. During the outbreak of COVID19, many debate has emerged in
the plight of this virus on how to achieve the purpose of the educational
industry. It thus become pertinent to say that one of the best approach towards
achieving the educational goals in West African Countries remain the adoption,
availability and utilization of mobile application technologies for
instructional delivery in all levels of the education system. The use of mobile
application technologies such as WhatsApp, zoom, You-Tube, Facebook, Google cloud
and Classroom, Chrome, Edmodo and Instagram amongst other mobile supported
technologies facilities social distancing and other COVID19 protocol towards
achieving healthy environment and healthy participants in education system in
ensuring quality instructional outcome. The emergence of technology thus
introduced the present day society to Mobile application technology which
facilitates quality and effective new approach to sustainable interaction and
accessing educative information in the global education system.
Mobile application therefore remains a
trending element in teaching and learning process as it helps in fast delivery of
instruction as well as having the propensity of quality learning outcome
especially in institutions of higher learning. It was on this premise that Jacob
and Isaac (2008) defined mobile application as small carry-able, wireless
computing and communication software installable in a cell-phone that can be
used from multiple locations to source information relevant to the user. Musa,
Alhaji and Aliyu (2017) defined mobile application as applications that help
users connect to internet services that are more commonly accessed on personal
computers or laptops. To Udo (2019), mobile application is defined as portable
devices that usually contain WiFi, Bluetooth, and other application capacities
that enhance effective communication amongst users. Hyvonen and Repo in
Rumanyika and Mashenene (2015) opined that mobile application can facilitate
students not only to obtain learning contents at ease rather help in
interacting with others collaboratively anytime anywhere. Put in a different
view, mobile applications are programmed devices downloadable and installable
in smart phones designed to perform specific functions. This entails that mobile applications are
technologies that help in facilitating quality learning outcome among students
as such can build confidence and encourage experimental learning through doing.
This calls for adequate knowledge of mobile application technologies.
Mobile
application technologies (MAT) are those mobile phone softwares that are
capable of connecting with internet using 2G, 3G or 4G networks to connect to
the world information server. Tynan, Berriman, Vale and Cladine (2010) defined
mobile application technology as software that provides a collaborative
learning using mobile phone platform to ensure wider level of interaction
between the instructor and the learner. This in essence shows that mobile
application/software learning is a verse and easy measure for quality
interaction between the teachers (lecturers) and the learners (students). Put
differently from the views above, mobile application technologies are that
software that can be downloaded, installed, and usually operated in smart phones
to source for information as well as communicate with other people using
internet subscription. The installed application seems to establish an
interactive forum between organizations, groups, families, friends and
individuals, lecturers and learners to achieve specified objectives or purposes
to which the communication is made. This is achievable as a result of mobile
application technology availability on iPhones, smart phones and Apple phones
amongst others as downloaded and installed by individual users.
The
availability of Mobile application technologies (MAT) is seen in the day to day
activities of both the students and the lecturers in communicating or
interacting which may be educationally induced. Availability is defined by
Ibrahim (2017) as the condition of being obtainable or accessible at a
particular point in time. This therefore puts into consideration how resources
can be gotten for a particular purpose when needed. Jackie in Udo (2019)
proposed that since the students now own mobile devices, it would be of immense
benefits if students should bring along their own devices to school for
teaching and learning purpose. The implication of the view of Udo is that
mobile application technologies is available to lecturers and students to a
certain extent since virtually most education participants now own
hi-technology driven phones like smart, android and blackberry phones.
Availability therefore is the condition of instructional resources
disposability and accessible for teaching and learning by teachers and students
for ensuring successful instructional outcome. It therefore means that some
mobile application technologies are available to lecturers and students for
effective instructional delivery.
Some available mobile application technologies
could be described as internet applications such as Facebook, WhatsApp, Twitter,
Imo beta, Termux, Androzip, Quoda, Xender, Google Maps, Google voice search and
Hacker’s Keyboard. Others include excel, WSP office, Google, Chrome, Gmail,
Wikipedia, Instagram, Opera mini and Games console. There are still others that
run on mobile phones (smart phones, iPhone, iPad, iPod, tablets) and other
mobile devices which allow the user to access information at one’s will and
convenience. Ogedi and Nwala (2019) noted that mobile application devices
include portable game console, blogs, chrome, internet facilities and Google
amongst others. Mobile application technology thus provides and functions as a
forum for multi-media discussion in education system and serves as a collaborative
e-learning space where lecturers and learners can develop functional support
for effective instructional delivery. Mustapha
and Adamu (2017) assert that multi-media discussion helps develop link to
teaching schedules, announcement board, discussion forum, lecture notes, video
recorded online tutorials for each lesson which include instruction on how to
set up the audio and video communication tools needed for effective delivery of
instruction. This view above entails that the present classroom can be accessible
by lecturers and students at their convenient time and whenever they wish. This
will also enable the instructor (lecturers) to link information in form of
text, audio, video instructions to the learners’ email box so that each item
posted in the forum can be received by the learner through mail. Since the
present society is seen to be in jet age, the utilization of emergent
technological gadgets become an inclusive element in our present day society in
achieving sporadic productivity in every facet of life. Availability of these
technologies leads to its utilization for instructional purpose in education
system.
The
present day society dwells and operates within the shores of technological facilities
thus every activity of human endeavor is being technologically driven. People
can conveniently order for things needed to them through utilization of online
platforms particularly mobile application technologies. Raghu (2012) defined
utilization as the primary method by which asset performance is measured and
determined. Agreeing to this fact, Subba (2012) defined utilization as the
transformation of a set of input into goods and services. In essence,
utilization is referred to the rate, how often and application of resources
available for the purpose of achieving quality results to which the resources
are designed to achieve. This when applied to the education system will ensure
effective instructional activities. Hannon (2017) asserted that high education
mobile apps can be used to facilitate knowledge acquisition as well as transfer
by the learners which in essence will stimulate experimental situation in training
and developing students. This view above revealed that mobile apps used for
delivery of instruction to a large extent encourages students’ learning by
doing which in turn enhances experimental ability and competence in using
technological gadgets to ensure that learning remains student-centered.
Utilization
of mobile application technologies thus could be seen as the level to which
mobile phone software is applied to enable the user operate the smart mobile
phone towards the discovery of an event with the phone. This encompasses those
apps that permit the cell-phone to function effectively for the purpose to
which it was designed. It seems that Yousuf and Mellow in Rogers and Picard
(2017) uphold that mobile technologies as electronic devices are small enough
to be carried conveniently and such devices include portable digital assistants,
iPod, iPhone, smart phones and mobile phones. It seems that almost all tertiary
institution students and lecturers have access to internet connecting smart
phones which enable them source for information, communicate through social
media as well as use email, WhatsApp, and Gmail to send and receive information
(especially for journal publication, assignments and class discussions amongst
others). In essence, the available mobile application technologies are used by
the lecturers and students either directly (knowingly) or indirectly
(unknowingly) in carrying out academic exercise. This utilization ability of
these emergent technological software discloses the functionality of mobile
application technologies in the education system globally.
Mobile
technologies function effectively using applications for SMS texting, MMS,
Yahoo-mail, Vidmade, Pdf, and Google go, games and other mobile phone devices.
These technological devices supported applications provide useful information
for the users on demand to support more advanced use of mobile application
technologies for pedagogies. Davison and Lazaros (2015) contend that
pedagogical functionality in using mobile application technologies involves
content delivery, task collaboration and planning, search for information and
assessment and access to virtual environment which holds on discussion board.
Iyo and Daagu (2017) opined that to improve quality of the teaching-learning
process in secondary schools, there is need for a sharp shift in the
pedagogical approaches in use. They recommend that attention be paid to move
from the traditional lecture and discussion method of teaching to methods that
ensure seeing, touching, hearing, manipulation, storing and managing large
volume of information with appropriate gadgets for effective teaching and
learning. Ogedi, Kenkwo and Ekeoma (2017) maintained that communication
technology really has contributed to skill development learning, creativity and
innovation, hi-technology thinking among students and development in
technological environment to access information that is educative to the user.
They further stated that the application of such technologies has greatly affected
the globe such that it has turned the society into a global community through
the introduction of electronic mail, money transfer, world-wide web, Google
search, quick inter-change of ideas through chart groups, video-conferencing, blogs,
teleconferencing, use of gamification for learning, and mobile apps
technologies. Hamri, Koivisto and Sarsa (2014) argued that applications with
gamified elements integrated into their design facilitate learning which can
engage and encourage students in terms of retention. These technologies in the
educational sector served as modification strategy to improve learning
methodologies, professional development of lecturers and effective delivery of
instruction which geared towards achieving high level of achievement among
students.
Notably,
technologies have taken over all aspects of human activities, especially mobile
phone technology and its application. This makes the demand and need for these
technological gadgets/software to be on the increase which effect leads to
sporadic development intellectually and economically through convenient search
for academic resourceful information needed by the clients. The importance and
usefulness of emergent technologies (mobile application technologies) cannot be
ignored in every sector of the economy with special emphasis on the education
sector. It was on this backdrop that Baradaran and Kharazyan (2016) concerted
that variety and usage of technological devices have been increasing in
education system. Nishizaki (2015) aptly noted that many new technologies such
as laptops, computers, high speed Wi-Fi, tablet, cell phones and other mobile
application technologies have found their places in the classroom as well as
become an integral part of teaching-learning activities in the 21st
century classroom. There is therefore need for educationalist and other
stakeholders in the education system to engraft technological facilities in
delivery of instruction in the school system.
Game-based
learning or gamification is a mobile phone application used for instructional
delivery at all levels of education. Udo (2019) averred that game-based
learning are important to learners as a result of its relevance within the
context and are active by providing social interaction as well as offer
emotional engagements. This in essence entails that students collaborative
learning and adequate interaction is achieved thereby leading to
learner-centred learning as well as constructive and fast knowledge application
in exchange of academic and social ideas. Gamification is also effective in
curriculum design, implementation and simulation of real world experience. It
seems that McClart (2013), Buck (2013) and Smith (2014) are in agreement that
game-based learning is built on the theory that students will be effectively
motivated to engage in learning process and achieve high academic result if learning
is based on game concepts like competition, incentives and goal attainment.
Game applications seem to be effective in instructional delivery in various
disciplines of learning such as political science, engineering, medicine and
surgery, building, architecture, psychology, sociology, nursing amongst others.
This implies that the use of mobile game application can facilitate innovative
and creative learning thereby bringing about new concepts and dimension of
learning. The game innovation in the education system requires adequate
managing ability in order to ensure that the learning exercise takes place
effectively. Mobile application technology elements such as Facebook, WhatsApp,
Instagram, Twitter, Gmail and Game-based learning seem to emerge as the emergent
learning tools that facilitate collaborative learning and students centred
learning thereby leading to quality delivery of instruction. Another 21st
century education tool of exigency is managing learning.
Managing
learning strategies can be interchangeably used to mean classroom organization
and classroom management, but the issue remains that classroom management and
organization form part of the elements of managing learning strategies. Rabiha and Sylia (2018) defined managing
learning as specific strategies actions, behaviors, steps or techniques such as
seeking out conservation, patterns or giving self-encouragement to tackle
difficult language task used by students to enhance their own learning.
Managing learning strategies therefore deals with the skills and techniques
employed by the lecturers to control learning activities in the classroom in
order to achieve effective instructional purpose. The instructor (lecturer)
must possess good communication skill, attitude, ability of having control over
emergent technologies and competence in using these technologies in order to
succeed. Ajayi in Ezimoha and Modebelu (2016) opined that effective teaching/learning
process cannot be accomplished without good classroom management. It therefore
becomes necessary for lecturers’ to be well equipped with appropriate
strategies for managing learning to guarantee effective, collaborative,
student-centered and self-reliant learning.
Managing
learning strategies looks into meta-cognitive, social, memory, cognitive and
comprehensive strategies of ensuring that learning activities are effectively
managed and controlled in order to ensure effective delivery of instruction by
the instructor (lecturers). Here meta-cognitive strategy deals with centering
learning, arranging and planning and evaluation of all learning exercise and
process. On the other hand, social strategies consider asking of questions,
cooperation and empathizing. The memory strategies deal with creation of mental
links using technological mobile applications for learning, applying image and
sound and reviewing of what is being thought thoroughly. Also, the cognitive
strategies involve effective practicing, receiving and sending messages (proper
use of mobile applications for learning), analyzing reasoning and employing
action as comprehension deals with intelligent guessing, overcoming limitations
in using mobile apps technologies (managing learning) as well as being creative
and innovative in using diverse mobile supported applications for teaching and
learning exercises.
Imperatively,
classroom management, classroom organization, planning learning, method of
instructional delivery, classroom arrangement, effective classroom
communication, classroom control/lecture and lecturer-learners’ relations
remain elements of managing learning strategies. Managing learning strategies is
an essential means of facilitating quality learning outcome. Olowoye in Ezimoha
and Modebelu (2017) defines classroom management as the method or technique
employed to ensure that learners utilize available resources which gear towards
accomplishing educational goals in the school system as well as enhance
learning. Agreeing to this fact, Orukotan and Oladipo in Ezimoha and Modebelu
(2017) opined that classroom management encompasses carefully bringing together
those elements which help to create good teaching-learning condition in the
class. The above definition entails that any measure taken by the lecturer
towards maintaining quality and conducive environment towards enhancing
learning activities of the students could be said to manage learning effectively.
This therefore means that the lecturers must manage learning effectively in
order to facilitate instructional delivery, they must first manage the
classroom effectively. Classroom/lecture organization should be organized in a
way that both the lecturers’ and the students’ will be interested and relaxed
for effective communication and interaction during lecture period. This could
be achieved through provision of purposeful learning activities with adequate
instructional resources.
In
other words, classroom organization remains vital in managing learning
activities. It therefore calls for adequate organization of required materials
or instructional aids in terms of technologies before venturing into
instructional delivery. Classroom organization deals with the establishment of
the mode of operation and other means of taking actions in the classroom. Eya
(2008) sees classroom organization as the means of bringing together all the
factor resources necessary for the formation of a classroom for the purpose of
achieving the set objectives of the class. Akubue in Eya (2008) noted that the
classroom environment affords the teacher an opportunity to exercise the
important role in teaching and learning. Classroom organization therefore
connotes putting into place required machinery of operational measures of
relationships to exist between and amongst the classroom participants for
quality and effective delivery of instructional content.
Classroom
control/lecture control remain a factor of managing learning strategy. The
classroom is a place where learning takes place and as such its quality should
reflect peaceful and conducive terrain. It should incorporate a high level of
discipline and co-existence, cooperation between the teacher and students as
well as amongst the students’. Akubue in Eya (2008) got it right concerning
classroom control when he concerted that the sufficient common concern in the
school should be to produce consistent school policies in dealing with problems
of conduct and other personal difficulties experienced by the learner. Looking
at this view, classroom control deals extensively with the number of
school/institutions policies formulated and implementable to facilitate
management efforts of the lecturers in delivery of instruction in the school
system. Observably from this idea, it becomes essential to say that for a given
lecture to be controlled effectively for purpose of effective instructional
outcome, classroom rules and regulations for control becomes the
responsibilities of the university management and the lecturers. A good
classroom control tends to facilitate effective instructional delivery among
lecturers.
In
a similar vein, the means through which learning is promoted and achieved is
known as instruction. Instruction therefore is defined by Gagne, Briggs and
Wanger in Ali-Okoro and Okoro (2019) as a deliberately arranged set of external
events designed to support internal learning process. To Ali-Okoro and Okoro
(2019), instruction is defined as a systematic way of providing knowledge. This
therefore entails that instruction involves students-activities and
lecturers-activities. Here the students-activities encompasses reading,
thinking, writing, memorizing, interpreting, discussing, differentiating,
enumerating, and identification amongst others. The lecturer-activities centres
on dictating or determining students-activities in terms of design,
development, planning, implementation, evaluation and assessment of
instruction.
Instructional
effectiveness is very important in evaluating the educational system since it
is only through efficiency that organizational goals could be attained. One of
the main functions of the school is to impact the learner with knowledge and
skills to apply what he/she has learnt or acquired. Effectiveness in
organization is linked to efficiency which is the ability to get things done
correctly in the context of output-input process. In education system,
efficiency connotes effective teaching /instructional delivery which could not
occur without effective lecturer and the assistance of emergent technological
gadgets. Ayeni (2009) defined instruction/teaching as a process of facilitating
students’ learning through the use of appropriate management and instructional
techniques by the teacher to manage the interrelatedness among students’
interest, the content for learning and instructional approach that the teacher
intends to use in teaching and learning. The above view entails that effective
instruction is a product of lecturers’ appropriate ways of managing and
harnessing learners’ interrelationship, interest, content of the curriculum to
be taught and learnt, and the instructional material and method to be used
during learning process. Put differently, instructional effectiveness deals
with lecturers’/instructors’ competence acquired in managing the learning
situation and ensuring positive outcome of instruction.
The
factors of managing learning play an essential role in effective instructional
delivery as such the lecturers are expected to plan the instruction to de
delivered, organize and control the instructional activities, implement
instruction, coordinate and assess instructional outcome. When instruction is
effectively planned it will invariably result to good management of learning
environment and processes as instructional organization will enhance
instructional harmony and effective delivery that results to quality learning
outcome. The factors of instructional learning give a clear view of the
elements of instructional effectiveness.
The
components of instruction effectiveness may involve instructional planning,
organization of instructional materials, implementation of instruction and
assessment of instruction. It also covers the development of instructional
objectives and methods. Such methods are discussion method, lecture method,
peer tutoring method, instructional procedures, systematic process of executing
instruction and dialectical method. Improvement of instruction requires
lecturers to improve the quality of education which makes supervision remain
the co-operative activity that can help achieve instructional improvement.
Planning of instruction deals with exercise of fore-sight in preparing
instructional activities in a conventional and meaningful way which geared
towards achieving instructional objectives.
The
need for this study arose as a result of information and communication
technology infusion into the education system leading to manufacturing of mobile
applications that supports learning of which the lecturers and students have
access to this software but seem to ignorant of the use of these mobile
technologies for instructional purpose. This study emerges as a result of the
survey conducted by the researcher amongst students of college of education in
Michael Okpara University of Agriculture Umudike on the use of mobile
application technologies which shows that most students have access to this
technological software but wrongly apply them for academic activities as the
lecturers on their side have little knowledge in using the applications for
instructional purpose. This study supported the empirical outcome of some
scholars below.
Inije, Utoware and Kren-Ikidi (2013) conducted a
study on utilization of e-learning technologies in business education
instructional delivery in Colleges of Education in Delta State of Nigeria. Findings
revealed that e-learning technology resources were not extensively utilized in
teaching business education in the colleges of education due to many challenges
which include shortage of qualified staff with e-learning application, lack of
e-learning facilities and infrastructure in the colleges of education. Training
and retraining of lecturers to acquaint them with the development of new
technologies, among others, were recommended.
Rumanyika and Mashenen (2015) conducted a study on mobile phone technology adoption and classroom
management in higher learning institutions in Tanzania: challenges and
implications. The results
indicate that, the majority of students switch on their mobile phones in silent
mode with the intention to use them for calling or receiving calls, for texting
SMS, for interacting with social media like facebook, twitter, whatsap, youtube
and for surfing information while the classroom lectures are in progress.
Proches and Shamim (2014) conducted a study on
managing learning and challenges: factors influencing the effectiveness of soft
systems methodology in sugar industry in Natal. The findings were that critical factors such as
starting conditions, time allocated, grouping of participants and prompts by
the facilitator affect the SSM process. These factors – along with strategic
initiatives led by significant participants that occurred behind the SSM scenes
– were found to impact on the extent to which participants were able to
confront the issues, engage in learning, and consequently take ownership of the
implementation of the proposals directed at change.
1.2
STATEMENT
OF THE PROBLEM
The
present day society is marked by its technological trends in carrying out daily
transactions. This has made mobile application technologies to be compatible
with mobile phones such as smart phones, iPhones, tablets, apple phones for
convenient sourcing of information using the internet. The ideal situation in
using mobile application technological software in managing learning as well as
effective delivery of instruction by lecturers’ incorporates instructional
effectiveness, managing learning for instructional effectiveness, availability
of mobile application technologies, lecturers’ positive attitude towards the use of mobile technologies,
constant power supply, good network operator, low cost of internet access,
competence in using mobile application technologies amongst lecturers’.
Others
include competence among students’, availability of mobile application
software, good management strategies in using mobile application technology,
quality control over mobile application technologies, effective instructional
control, organization and implementation all of which remain essential factors
in education system. If mobile application software such as google cloud,
google classroom and others is introduced in the education system, the tendency
of students been exploratory and self-reliant in carrying out their educational
activities becomes obtainable.
Currently
in the education system, efforts have been made by the university management to
provide Wi-Fi network within the university range but not connected to lecturers’
and students’ cell phones as a result of high cost of internet subscription. The
cost of providing mobile phones and the installation of applications that
supports instructional activities in the classroom is incurred by the
lecturers’ and students; poor practical use of mobile application technologies
for instruction delivery and manipulative skills in using mobile apps for
social networking and other social activities remain trendy among users of
mobile phone.
However,
it seems that the use of technology in the education system has remained a
serious problem in the use of mobile application technologies for managing
learning and ensuring effective delivery of instruction amongst lecturers. The
problem of instructional ineffectiveness and management of learning caused by
non-availability of mobile application technologies, high cost of mobile
phones like iPod, iPhone, apple phone,
Blackberry and other smart phones; poor network operating system, high cost of
internet access, unwilling attitude among lecturers’ to adopt the use of mobile
application technologies for instructional delivery, incompetence in using
emergent mobile technological facilities by lecturers, not believing to have
control over technologies by lecturers’. The issue of poor management of
learning using mobile phone application technology, inability to adapt to
paradigm shift in technology by the lecturers and students amongst others
remain a constraint in making available as well as using mobile application
technologies for managing learning and effective delivery of instruction by
lecturers.
The
problem of this study put in question form is do mobile application
technologies and managing learning strategies correlates with lecturers
instructional effectiveness in public universities in South East, Nigeria?
1.3
PURPOSE
OF THE STUDY
The
purpose of this study is to ascertain if mobile application technologies and
managing learning strategies correlate with lecturers instructional
effectiveness in public universities in South East, Nigeria. Specifically, the
study seeks to:
1.
Ascertain the extent to
which adequacy of mobile application technologies relate to instructional
effectiveness in public universities in South East, Nigeria.
2.
Ascertain the extent to
which the usage of mobile application technologies relate to lecturers instructional
effectiveness.
3.
Determine the extent to
which use of whatsApp mobile application technology in the university relate to
lecturers instructional effectiveness.
4.
Determine extent to which
game software mobile application relate to lecturers instructional
effectiveness.
5.
Determine the extent to
which use of facebook mobile application relate to lecturers instructional
effectiveness.
6.
Determine the extent to
which effective classroom communication strategy relate to lecturers
instructional effectiveness.
7.
Determine the extent to
which lectures’ mobile application competence strategy relate to lecturers
instructional effectiveness.
8.
Determine the extent to
which mobile application curriculum assimilation strategy relate to lecturers
instructional effectiveness.
9.
Determine the extent to
which lecturers’ classroom control strategy relate to lecturers instructional
effectiveness.
10.
Ascertain the extent to
which instructional planning strategy relate to lecturers instructional
effectiveness.
1.4
RESEARCH
QUESTIONS
The following research questions were asked to guide
the study:
1.
To what extent does adequacy
of mobile application technology relate to lecturers instructional effectiveness
in public universities in South East, Nigeria?
2.
To what extent does the
use of mobile application technology relate to lecturers instructional
effectiveness?
3.
To what extent does the
use of whatsapp application technology relate to lecturers instructional
effectiveness?
4.
To what extent does the
use of game software mobile application relate to lecturers instructional
effectiveness?
5.
To what extent does the use
of facebook mobile application relate to lecturers instructional effectiveness?
6.
To what extent does
effective classroom communication strategy relate to lecturers instructional
effectiveness?
7.
To what extent does lecturers’
mobile application competence strategy relate to lecturers instructional
effectiveness?
8.
To what extent does mobile
application curriculum assimilation strategy relate to lecturers instructional
effectiveness?
9.
To what extent does
lecturers’ classroom control strategy relate to lecturers instructional
effectiveness?
10.
To what extent does
instructional planning strategy relate to lecturers instructional
effectiveness?
1.5 HYPOTHESES
The following null hypotheses were
formulated and was tested at 0.05 level of significance to guide the study:
HO1: There is no significant relationship between availability
of mobile application technology and lecturers instructional effectiveness in
public universities in South East, Nigeria.
HO2: There is no significant relationship between
the use of mobile application technology and of lecturers instructional
effectiveness.
HO3: There is no significant relationship between
the use of whatsapp application technology
and lecturers instructional effectiveness.
HO4: There is no significant relationship between game
software mobile application and lecturers instructional effectiveness.
HO5: There is no
significant relationship between the use of facebook mobile application and lecturers
instructional effectiveness.
HO6: There is no significant relationship between
effective classroom communication strategy and lecturers instructional
effectiveness.
HO7: There is no significant relationship between
lecturers’ mobile application competence strategy and lecturers instructional effectiveness.
HO8: There is no significant relationship between mobile
application curriculum assimilation strategy and lecturers instructional
effectiveness.
HO9: There is no significant relationship between
lecturers’ classroom control strategy and lecturers instructional effectiveness.
HO10: There is no significant relationship between instructional
planning strategy and lecturers instructional effectiveness.
1.6 SIGNIFICANCE OF THE STUDY
The
findings of the study may be beneficiary to the government, ministry of
education, university management, telecommunication companies (MTN, Glo,
Visa-Phone, Bordex, Starcom etc.), lecturers, students, researchers and to
serve as academic blue print.
The
study may be useful as its findings shall be of great benefit to the government
by understanding the importance of technologization of education system thus
provides adequate financial resources for purchase and subsidization of smart
phones, iPhones, internet facilities for lecturers’ for effective delivery of
instruction. The government may also see
the need for ensuring that professional development funds for lecturers’
training in using mobile application technologies and other technological
gadgets for delivering instruction is made available.
The
Ministry of Education may also benefit from the study through its participation
in organizing regular training and workshop for lecturers’ and students’ on
using mobile application technology for delivery of instruction. They may
benefit also through formulation of policies and re-designing of education
curriculum at all levels of education to accommodate the use of emergent
technologies in the education system as well its implementation. The study may
serve as a bases for providing good channel for quality partnership between the
ministry of education and various higher institutions in ensuring that adequate
and appropriate mobile phones, applications, network and other required
resources (power supply etc.) are provided for the lecturers’ and students for
effective instructional delivery.
The
university management may benefit from the study by understanding the need for
providing adequate mobile application technologies for lecturers’ as well as
ensuring that on your own mobile device strategy is implemented for effective
delivery of instruction in the university community. They may also benefit from
the study by ensuring that seminar on use of emergent technologies for
instruction and learning is conducted for the lecturers, non-academic staff and
students.
The
telecommunication industries could benefit from the findings of the study by
understanding the need to ensure quality service provider and strong network
operation for their clients for effective use base on their demand and needs.
They may understand the need to provide various educational institutions with
cheap or free network devices for academic activities. It may also help them
see the need for partnering with different levels of education in providing
unique network services that will help in emergent technologies for instructional
delivery.
The
study may also benefit the lecturers through understanding of the need to
develop quality attitude, skill and knowledge in using mobile application
technologies for their various educational transactions (effective
instructional delivery). They may also benefit by understanding the best mobile
application technology that will facilitate instruction effectively,
application of best learning management strategies in handling these
technological devices as well as have a great insight on using mobile
application technologies to plan for their instruction effectively.
The
students may also benefit from the study through prudential use of their mobile
data for academic purposes as well as help in enhancing their competence in
using emergent technologies for learning activities. It may also help them in
adapting to the world technological trend of living in the 21st
century society. It shall also help them in wise and positive use of mobile
technologies to be useful and productive to themselves and the society at
large.
The
study may relevant to researchers such provides them with literature on
availability and utilization of mobile application technology and managing
learning strategy for lecturers instructional effectiveness. It shall also provide
them with reference point in their current studies.
1.7 SCOPE OF THE STUDY
The
study covered three federal universities and thee state universities out of ten
public universities in South East States of Nigeria. Only colleges and faculties
of education were used because the study centres on the field of education.
This involves public universities in South East which includes Michael Okpara
University of Agriculture, Umudike; University of Nigeria Nsukka, Nnamdi
Azikiwe University Awka, Federal University of Technology Owerri, Alex Ekwueme
Federal University Ikwo Abakaliki, Abia State University Uturu, Imo State
University Owerri, Ebonyi State University Abakaliki, Chukwuemeka Odumegwu
Ojukwu University Igbariam and Enugu State University of Science and Technology
Agbani. But for the purpose of this study, the following universities were used
by the researcher which are; Michael Okpara University of Agriculture, Umudike;
University of Nigeria Nsukka, Alex Ekwueme Federal University Ndufe-Alike Ikwo,
Abia State University Uturu, Imo State University Owerri and Ebonyi State
University Abakaliki.
The
study covered the concept of mobile phones, concept of mobile application
technology, types of mobile applications, concept of management, managing learning,
instructional effectiveness, synergy between mobile app technology and mobile
learning, mobile application learning: the student perspectives and mobile
application learning: the lecturers’ perspectives.
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