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Factors Militating Against Innovative Digital Pedagogy in Tertiary Institutions in Rivers State

Maduabuchukwu John Orie

Abstract

The implementation of cutting-edge digital pedagogy has the capacity to improve educational outcomes in tertiary institutions. Nevertheless, despite the potential advantages of digital pedagogy, numerous higher institutions in River State have not yet fully embraced it due to various obstacles. The research examines the variables that hinder the use of innovative digital pedagogy in tertiary institutions in Rivers State. More precisely, the study focused on instructors' perception, digital infrastructure, and digital skills. The study employed a descriptive survey design, with a sample size of 400 individuals selected through random selection. The study was conducted with three research questions and three null hypotheses, which were examined at a significance level of 0.05 ?. Data collection, involved the use of a structured questionnaire of 15 items. The reliability of the questionnaire was assessed using Cronbach alpha, resulting in a coefficient of 0.86. The study questionnaires were resolved by employing the mean and standard deviation, while the hypotheses were tested with linear regression statistics. The results indicated that the instructors/lecturers hold a favourable perception of innovative digital pedagogy. Nevertheless, the lack of digital infrastructure and digital skills were discovered to hinder the implementation of innovative digital pedagogy in tertiary institutions in River State. Integrating digital infrastructure and improving digital skills in tertiary institutions will encourage lecturers/instructors to engage in creative digital teaching methods. Hence, it was deemed imperative for the government to furnish technology and orchestrate programmes that can enhance adherence to digital pedagogy.

Keywords

digitalpedagogyTertiary Institutions

References

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