Assessment of Lecturers’ Acceptance and Adoption of M-Learning Technology for Instructional Delivery in Tertiary Institutions in Kogi State, Nigeria

Abstract

This study assessed lecturers’ acceptance and adoption of M-learning technology for instructional delivery in tertiary institution in Kogi State. The study was guided by six research questions and four of them were hypothesized. The study adopted a descriptive research of the cross sectional survey type. The population of the study consisted of lecturers in tertiary institutions in Kogi State. Purposive sampling technique was used to select one university, one polytechnic and one college of education that was used for the study. The sample size of the respondent was 333 lecturers. A researcher’s designed questionnaire titled LAAMTID was used as the instrument for data collection and the study instrument was validated by experts. Mean, ttest and ANOVA were used to analyze the data. The analysis was done using SPSS. The findings indicated that lecturers’ in tertiary institutions in Kogi State accept M-learning technology. That gender was not a moderating factor in lecturers’ acceptance of M-learning technology in instructional delivery in tertiary institutions in Kogi State. Also, that gender was a moderating factor in lecturers’ adoption of M-learning technology in instructional delivery in tertiary institutions in Kogi State. That area of specialization is not a moderating factor in the acceptance of M-learning technology among lecturers’ in tertiary institutions in Kogi State. Based on these findings, it was recommended that lecturers ’should be motivated and encouraged to incorporate the adoption of M-learning technology for instructional delivery in tertiary institutions by organizing of workshop through agencies such as TETFUND. Gender should be considered in the adoption of M-learning technology, authorities of tertiary institutions should adopt strategies that are gender sensitive while planning to integrate Mlearning technology. Also, lecturers irrespective of their area of specialization should be given equal opportunity to integrate and u