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The Influence of Educational Mobile Apps Use on Teaching Effectiveness of Lecturers in Public Polytechnics in Ekiti and Ondo states, Nigeria

Author

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  • William, Kayode, BSc.

    (Department of Information Resources Management, Babcock University, Ilishan-Remo, Ogun State, Nigeria.)

  • Soyemi, O. D., Ph.D.

    (Department of Information Resources Management, Babcock University, Ilishan-Remo, Ogun State, Nigeria.)

  • Ajagunna, Adedayo E. BSc.

    (Department of Information Resources Management, Babcock University, Ilishan-Remo, Ogun State, Nigeria.)

  • Isaruk, Ikpoko-Ore-Ebirien Dike

    (Lecturer, School of Health Information Management, Rivers State College of Health Science and Management Technology, Port Harcourt, Nigeria.)

Abstract

The quality of teaching being imparted to students is supposed to be of high quality and effective in this information superhighway age. Teaching effectiveness typified with teaching methodologies, classroom management, assessment procedures and content knowledge is of great unease to any tertiary education institution since it furthers the productivity of the institution. In tertiary institutions, like public polytechnics in Ekiti and Ondo states, teaching effectiveness seems to be of poor quality because of students’ low capacity to analytically think, poor lecturers proficiency. Educational mobile apps use can further the teaching effectiveness in any institution of higher learning. Therefore, this study investigated the influence of educational mobile apps use on teaching effectiveness of lecturers in public polytechnics in Ekiti and Ondo States, Nigeria. The study used survey research design. The population of the study consisted of 116 lecturers and 1,978 students in the three public polytechnics in Ekiti and Ondo states. The lecturers were all enumerated to participate, while Taro Yamane was used to select 333 students’ participants and multistage sampling was used to select the participants from the various faculties, departments and levels. A self-structured validated, and reliable questionnaire was used to gather data. The data collected were analyzed with the use of descriptive statistics, and linear regression. Findings showed that the most used educational mobile apps was Google Apps for education (GAFE) with a mean score of (x̅=1.64).The result also indicated that there was a weak positive but not significant influence of educational mobile apps use on the teaching effectiveness in public polytechnics in Ekiti and Ondo State, (β=0.027, t = 0.270, p-value>0.05). The study concluded that educational mobile apps use contributes to teaching effectiveness of lecturers in public polytechnics in Ekiti and Ondo states, Nigeria. It was therefore recommended that the government of Nigeria, through the ministry in charge of education, and National Board for Technical Examinations (NBTE) should carry out continuous awareness program and training for lecturers in public polytechnics on the use of educational mobile apps.

Suggested Citation

  • William, Kayode, BSc. & Soyemi, O. D., Ph.D. & Ajagunna, Adedayo E. BSc. & Isaruk, Ikpoko-Ore-Ebirien Dike, 2022. "The Influence of Educational Mobile Apps Use on Teaching Effectiveness of Lecturers in Public Polytechnics in Ekiti and Ondo states, Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(7), pages 26-33, July.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:7:p:26-33
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    References listed on IDEAS

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    1. Kaukab Abid Azhar & Nayab Iqbal, 2018. "Effectiveness of Google classroom: Teachers’ perceptions," Prizren Social Science Journal, SHIKS, vol. 2(2), pages 52-66, December.
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