EXTENT OF INTEGRATION OF EMERGING TECHNOLOGIES IN TEACHING AND LEARNING OF OFFICE TECHNOLOGY AND MANAGEMENT AT POLYTECHICS IN SOUTH EAST NIGERIA

Abstract

This study investigated the extent of integration of emerging technologies in the teaching and learning of OTM at public polytechnics in Southeast Nigeria. Three research questions and three null hypotheses guided the study. The study employed a descriptive survey research design. The population consists of 48 OTM Lecturers in the five public polytechnics in the area. There is no sampling for this study because of the manageable size of the population. A validated instrument titled “Emerging Technologies in Teaching and Learning Questionnaire” (ETTLQ) was used for data collection. The instrument is divided into two sections, A and B. Section A contains the demographic profile of the respondents, while Section B is subdivided into three clusters: 1-3, corresponding to the research questions, with seven items and six items, respectively, on a five-point rating scale. To ascertain the internal consistency of the instrument, a pilot study was conducted using 15 academic staff in Delta State Polytechnic. Cronbach Alpha Method was used to obtain values 0.79, 0.89 and 0.74 for the three clusters, respectively, with an overall reliability coefficient. Mean and standard deviation were used to answer the research questions to determine the homogeneity of respondents, while a t-test was used to test the null hypotheses at a 0.05 alpha level.  It was found that lecturers integrate learning management systems in teaching and learning of OTM at polytechnics in Southeast Nigeria to a great extent, but integrate adaptive learning systems and flipped classroom technologies to a small extent. Polytechnics in South-East Nigeria should promote awareness of adaptive learning systems and flipped classroom technologies among academic staff through informational sessions, expert presentations, and research findings.