Assessing the Effectiveness of Instructional Technology in Nigerian Universities

Abasiama G. Akpan, Chris Eriye Tralagba


In developing countries, tertiary institutions, and particularly university education is renowned as a key force for modernisation and development. This has caused an increase in the demand for its access, accompanied by a number of challenges. This paper examine the effectiveness of instructional technology in higher education institutions in relation to the role and usage of ICTs, its effectiveness in faculty teaching and its impact on students academic achievements. The paper is based on a study of some private universities in Nigeria. Data was collected through: (a) Focus Group Discussions with students in the various faculties, (b) In-depth interviews with lecturers in Evangel University, Akaeze, counselors, management and administrative staff and (c) Document analyses of Conference papers and journal articles. Findings reveal that the quality of tertiary education in developing countries is influenced by socio–cultural, academic, economic, policy, political and administrative factors all of which are inextricably interwoven. Factors that hinder the implementation and use of effective instructional technology and the impact of these factors on students’ education were unraveled. The discussion of the findings is based on the research on a wide range of related literature on learners’ challenges in other universities in the developing world, especially Africa. The paper concludes that the quality of higher education in public tertiary institutions in developing countries is influenced by factors that have their roots in commercialization, general funding, and human population growth. It was recommended that appropriate policies and indigenous professionals (both academic and administrative) are necessary for improving the quality of higher education in public tertiary institutions for developing countries.

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