Technology Educator’s Perception of Strategies for Effective Learning of Technology Courses During Covid-19 Locked Down Era in Tertiary Institutions in Anambra State.
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To find out the experience of technology educator during Covid19 locked down in tertiary institution in Anambra state
- To find out the technology educator strategies used in teaching technology courses during Covid19 locked down in tertiary institution in Anambra state
- To find out the effect of Covid19 on educational sector in Nigeria
CHAPTER TWO
LITERATURE REVIEW
Introduction
The development of the Nigerian University education system has come a long way. Otonko (2012) opined that the history of University education in Nigeria can be traced to the Elliot Commission of 1943, which recommended the establishment of the University College, Ibadan in 1948 as an affiliate of the University of London. Over the years, more universities have been established, culminating in the current figure of one hundred and seventy-four (National Universities Commission, 2020). Categorizing the Universities shows that 43 are owned by the Federal Government, 52 are owned by various State Governments and 79 are owned by private individuals and bodies. It is important to note these Universities were established along with libraries to meet the information needs of lecturers, students and other members of the University communities. Odimayo (2019) noted that the objectives of Nigeria University education are based on the National Policy on Education that implies the following:
- Education is an instrument for national development, and the interaction of persons and ideas are all aspects of education.
- Education fosters the worth of development of the individual, for each individual’s sake, and general development of the society.
- The training of the mind in the understanding of the world around.
- The acquisition of appropriate skills and competencies as equipment for the individual to live in and contribute to the development of the society.
From inception to now, the attainment of educational objectives in the Nigerian University system has been achieved through non electronic teaching and learning methodologies. Eze et al. (2018) posited that the traditional educational system required having students on campus and taking lectures, examinations, seminars and other academic assignments in classrooms in physical buildings. Other support services like library operations and services are built around this traditional system. Thus, most library services are modelled in such a way that users have to be on campus to utilize them. Asogwa et al. (2015) observed that most Nigerian academic libraries offered non electronic/internet-based services. Perhaps the only resemblance of an online service was the provision of electronic databases; the latter noted that only a few libraries could provide access to databases because of infrastructural and maintenance problems. However, the traditional methods adopted by universities and libraries attained some level of success in the achievement of educational objectives before the breakout of Covid-19 pandemic and the subsequent shutting down of universities in the country. University World News, 2020a, University World News, 2020b reported that Universities across Africa, including those in Nigeria are shifting to online teaching and learning, though most of these efforts are at their initial stages of implementation. Professor A. Atayero, the Vice-Chancellor of Covenant University, a privately owned institution in Nigeria, in a webinar on the future of education post Covid-19, opined that the shutting of universities and the subsequent adoption of online teaching and learning methodologies have opened a new window of opportunities for Nigerian Universities which can be further explored post Covid-19 (Atayero, 2020). The latter further posited that though the adoption of online teaching methodologies is not new in developed countries, it is novel in Nigeria and have come to stay post Covid-19. Before now, the only resemblance of out-of-campus teaching and learning program was the distance education program run by a few universities in the country. However, no real online teaching takes place, as students are required to visit the campus periodically and are provided with materials which they take home for further studies; they are also required to visit the library for their information needs to be met. Atayero (2020) opined that Nigerian Universities may adopt a combination of traditional and online teaching methodologies like their counterparts in developed countries post Covid-19. Whatever be the case, libraries would need to find a place in the scheme of things if they must remain relevant in the University system in Nigeria. Literature indicates that university libraries in developed countries have always utilized online platforms for meeting the information needs of users, provide user education and information literacy, as well as conduct orientation for freshmen (Fernández-Ramos, 2016; Gonzales, 2014). In the course of the Covid-19 pandemic, many university libraries across Europe and America continued to render online services to their users during the lockdown. A good example is the University of Sussex, which did not only offer vital online services, but also provided academic materials made freely available by publishers during the lockdown (University of Sussex Library, 2020). On the contrary, literature did not report any Nigerian university library actively involved in providing online information resources to support the online educational activities of their institutions during the period of the lockdown; a routine and random check on the websites of some of the libraries indicated that nothing was ongoing to support the online education of users.
CHAPTER THREE
Research Methodology
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from selected tertiary institution in Anambra state e in order to determine technology educators perception of strategies for effective learning of technology courses during covid-19 locked down era in tertiary institutions. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) lecturers from selected tertiary institution in Anambra state
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Technology educator’s perception of strategies for effective learning of technology courses during covid-19 locked down era in tertiary institutions in Anambra State. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of technology educator’s perception of strategies for effective learning of technology courses during covid-19 locked down era in tertiary institutions 5.2 Summary
This study was on Technology educator’s perception of strategies for effective learning of technology courses during covid-19 locked down era in tertiary institutions in Anambra State. Three objectives were raised which included: To find out the experience of technology educator during Covid19 locked down in tertiary institution in Anambra state, to find out the technology educator strategies used in teaching technology courses during Covid19 locked down in tertiary institution in Anambra state and to find out the effect of Covid19 on educational sector in Nigeria. The total population for the study is 75 selected staffs of tertiary institution in Anambra state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Covid-19 pandemic has totally changed the education arena globally. Tertiary institutions are facing challenges due to this sudden outbreak. On the bright side, this pandemic has motivated the educational institutions worldwide to upgrade their teaching approaches and facilities. In this study, we have highlighted few challenges faced by educators in online teaching and learning such as lack of facilities, poor internet connection, lack of required skills and motivation issues. Hence, it is important for the authorities to address these issues. This study also highlights strategies that educators could use to enhance online teaching and learning in this pandemic outbreak. The importance of using suitable online platforms, the ability to use effective communication such as asynchronous and synchronous communication tools as well as motivating students by giving feedback are among the strategies stated in this study
Recommendation
Government and other stakeholders should provide special ICT funding for all public universities, provide adequate ICT infrastructural facilities, subsidize ICT facilities for students and lecturers, ensure stable network services in all public universities, implement all ICT policies and ICT capacity development for lecturers and learners.
Government should ensure all the educational institutions in the country especially the university education are equipped with all ICT facilities to enable them switch at any time to virtual learning para-vulture of any pandemic resurface again. This will enable education to continue in the country just like other advance country.
To enhance the online education in Nigerian public universities, the government should subsidize the cost of ICT facilities for students and lecturers across the country.
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