Cloud computing technology had been found effective and efficient in providing online learning at all levels of education. This study investigated the relationship between the lecturers’ acceptance of the technology and its’ actual use for teaching. It also determined the influence of sex, academic qualifications and university ownership on the acceptance and actual use of the technology for teaching. The study is a survey. The population consisted all the lecturers in all the universities in southwestern Nigeria. Three hundred lecturers selected from one Federal, one State and one Private university using multistage sampling technique were the sample. AUCT an adapted questionnaire was used for data gathering. Analysis of data showed a significant relationship between acceptance and actual use of cloud computing technology for teaching among the lecturers (R2 = 0.37; p = 0.00). Also neither sex (F(1,274) = 1.83; p > 0.05), academic qualifications (F(3,274) = 0.30; p > 0.05) nor ownership of university (F(3,274) = 2.57; p > 0.05) significantly influenced lecturers’ acceptance of cloud computing technology for teaching. Sex, academic qualifications and ownership of university combined also had no significant influence on the lecturers’ acceptance of cloud computing technology for teaching (F(3,274) = 0.12; p > 0.05). Sex, academic qualifications and ownership of university combined also had no significant influence on the lecturers’ actual use of cloud computing technology for teaching (F(3,274) = 0.23; p > 0.05). Acceptance of cloud computing technology for teaching has positive correlation with actual use among university lecturers in southwestern Nigeria.
Cloud computing technology had been found effective and efficient in providing online learning at all levels of education. This study investigated the relationship between the lecturers’ acceptance of the technology and its’ actual use for teaching. It also determined the influence of sex, academic qualifications and university ownership on the acceptance and actual use of the technology for teaching. The study is a survey. The population consisted all the lecturers in all the universities in southwestern Nigeria. Three hundred lecturers selected from one Federal, one State and one Private university using multistage sampling technique were the sample. AUCT an adapted questionnaire was used for data gathering. Analysis of data showed a significant relationship between acceptance and actual use of cloud computing technology for teaching among the lecturers (R2 = 0.37; p = 0.00). Also neither sex (F(1,274) = 1.83; p > 0.05), academic qualifications (F(3,274) = 0.30; p > 0.05) nor ownership of university (F(3,274) = 2.57; p > 0.05) significantly influenced lecturers’ acceptance of cloud computing technology for teaching. Sex, academic qualifications and ownership of university combined also had no significant influence on the lecturers’ acceptance of cloud computing technology for teaching (F(3,274) = 0.12; p > 0.05). Sex, academic qualifications and ownership of university combined also had no significant influence on the lecturers’ actual use of cloud computing technology for teaching (F(3,274) = 0.23; p > 0.05). Acceptance of cloud computing technology for teaching has positive correlation with actual use among university lecturers in southwestern Nigeria.
The present study examined how preservice teachers' perceived value of teaching practice is influenced by their feeling of preparedness, perception of student growth mindset, growth mindset about teaching ability, and the support they receive from mentor teachers. We analyzed data from 227 preservice teachers from three universities in Southwest Nigeria for this study. In line with extant literature, perception of mentoring positively mediates the relationship between the feeling of preparedness and value of teaching practice experience. In essence, the more PTs feel prepared, the more they are likely to positively perceive and benefit from mentoring and, consequently, value their teaching practice experience. Additionally, we found that the more PTs feel prepared, the higher they believe they could positively change their teaching to influence student success. Consequently, the more they value their teaching practice experience. We also observed that the relationship between PT's perception of students' growth mindset and value of teaching practice is positively mediated by growth teaching mindset, however when holding feeling of preparedness constant, the two variables were not significantly related, except through the influence of the mediator. We concluded with implications of findings, recommendations, and direction for future research.
The study investigated the effectiveness of sustainable and systemic innovative learning technologies introduced into secondary school in Osun State. It discussed the concepts of sustainable and systemic innovative technology and how it was used to enhance students' attitude and performance in Physics in secondary schools in Osun State. The study employed the pre-test post-test control group experimental design. Sixty samples were selected purposively from two secondary schools in Ile-Ife based on availability of internet facilities, computer and functional Physics laboratory. The three instruments used were (i) Students Attitude towards Physics (SAP);(ii) Perceived Impact of the E-Learning Engrade System on Students Attitude towards Physics (PIESAP) and (iii) Physics Achievement Test (PAT). The results showed that elearning engrade system significantly improved students' attitude and performance in Physics. It was concluded that the innovative strategy enhanced quality of teaching and learning. Students also found the strategy motivating and effective in resolving the challenges of shortage of instructional materials and provision of quality access to education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.