MOBILE APPLICATION TECHNOLOGIES AND MANAGING LEARNING STRATEGIES AS CORRELATES OF LECTURERS INSTRUCTIONAL EFFECTIVENESS IN PUBLIC UNIVERSITIES

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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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