This study examined lecturers’ perceptions of using digital tools for professional development in universities in Enugu State, Nigeria. The study adopted a research and development (R&D) design involving 53 participants, comprising 32 male lecturers and 21 female lecturers from both public and private universities offering computer education. The instrument for data collection was a questionnaire, which was administered and retrieved by the researcher with the help of six research assistants who were properly briefed on the content of the questionnaire and its administration to ensure that the questionnaire was properly administered. Data were collected using validated instruments with Cronbach’s alpha reliability coefficients of 0.91 and 0.84. Mean (x̅) with Standard Deviation (SD) was used to answer each of the research questions. And each of the hypotheses was tested using t-test statistics at a 0.05 level of significance. The analysis was computer-based with the use of the Statistical Package for Social Sciences (SPSS) to analyze the respondents’ ratings. The t-test was used because of the sample size, and also the researcher made use of two groups. Mean with 2.50 and above was regarded as Important (I) while a mean value below 2.50 was regarded as Of Little importance (OLI). The null hypotheses were rejected when the significance level was less than 0.05, and were not rejected when the significance level was more than 0.05 level of significance. Findings revealed that lecturers perceived digital tools, particularly Microsoft PowerPoint, as vital for improving teaching effectiveness, presentation quality, and learner engagement. However, limited technical competence, erratic power supply, and inadequate infrastructure hindered effective utilization. The study concluded that the adoption of digital tools enhances instructional delivery and professional growth among lecturers. It recommended adequate training, provision of reliable electricity, and institutional support to promote sustainable digital competence among university educators in Nigeria.
| Published in | American Journal of Education and Information Technology (Volume 9, Issue 2) |
| DOI | 10.11648/j.ajeit.20250902.17 |
| Page(s) | 125-134 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Computer Studies, Digital Tools, Tertiary Institution, Microsoft PowerPoint, Professional Development
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APA Style
Odoh, C. E., Agbanimu, D. O., Ukeh, B. O. (2025). Perception of Lecturers on the Use of Digital Tools for Professional Development. American Journal of Education and Information Technology, 9(2), 125-134. https://doi.org/10.11648/j.ajeit.20250902.17
ACS Style
Odoh, C. E.; Agbanimu, D. O.; Ukeh, B. O. Perception of Lecturers on the Use of Digital Tools for Professional Development. Am. J. Educ. Inf. Technol. 2025, 9(2), 125-134. doi: 10.11648/j.ajeit.20250902.17
AMA Style
Odoh CE, Agbanimu DO, Ukeh BO. Perception of Lecturers on the Use of Digital Tools for Professional Development. Am J Educ Inf Technol. 2025;9(2):125-134. doi: 10.11648/j.ajeit.20250902.17
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Download@article{10.11648/j.ajeit.20250902.17,
author = {Cornelius Ekene Odoh and Deborah Oluwatosin Agbanimu and Batholomew Oluchi Ukeh},
title = {Perception of Lecturers on the Use of Digital Tools for Professional Development},
journal = {American Journal of Education and Information Technology},
volume = {9},
number = {2},
pages = {125-134},
doi = {10.11648/j.ajeit.20250902.17},
url = {https://doi.org/10.11648/j.ajeit.20250902.17},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajeit.20250902.17},
abstract = {This study examined lecturers’ perceptions of using digital tools for professional development in universities in Enugu State, Nigeria. The study adopted a research and development (R&D) design involving 53 participants, comprising 32 male lecturers and 21 female lecturers from both public and private universities offering computer education. The instrument for data collection was a questionnaire, which was administered and retrieved by the researcher with the help of six research assistants who were properly briefed on the content of the questionnaire and its administration to ensure that the questionnaire was properly administered. Data were collected using validated instruments with Cronbach’s alpha reliability coefficients of 0.91 and 0.84. Mean (x̅) with Standard Deviation (SD) was used to answer each of the research questions. And each of the hypotheses was tested using t-test statistics at a 0.05 level of significance. The analysis was computer-based with the use of the Statistical Package for Social Sciences (SPSS) to analyze the respondents’ ratings. The t-test was used because of the sample size, and also the researcher made use of two groups. Mean with 2.50 and above was regarded as Important (I) while a mean value below 2.50 was regarded as Of Little importance (OLI). The null hypotheses were rejected when the significance level was less than 0.05, and were not rejected when the significance level was more than 0.05 level of significance. Findings revealed that lecturers perceived digital tools, particularly Microsoft PowerPoint, as vital for improving teaching effectiveness, presentation quality, and learner engagement. However, limited technical competence, erratic power supply, and inadequate infrastructure hindered effective utilization. The study concluded that the adoption of digital tools enhances instructional delivery and professional growth among lecturers. It recommended adequate training, provision of reliable electricity, and institutional support to promote sustainable digital competence among university educators in Nigeria.},
year = {2025}
}
TY - JOUR T1 - Perception of Lecturers on the Use of Digital Tools for Professional Development AU - Cornelius Ekene Odoh AU - Deborah Oluwatosin Agbanimu AU - Batholomew Oluchi Ukeh Y1 - 2025/12/09 PY - 2025 N1 - https://doi.org/10.11648/j.ajeit.20250902.17 DO - 10.11648/j.ajeit.20250902.17 T2 - American Journal of Education and Information Technology JF - American Journal of Education and Information Technology JO - American Journal of Education and Information Technology SP - 125 EP - 134 PB - Science Publishing Group SN - 2994-712X UR - https://doi.org/10.11648/j.ajeit.20250902.17 AB - This study examined lecturers’ perceptions of using digital tools for professional development in universities in Enugu State, Nigeria. The study adopted a research and development (R&D) design involving 53 participants, comprising 32 male lecturers and 21 female lecturers from both public and private universities offering computer education. The instrument for data collection was a questionnaire, which was administered and retrieved by the researcher with the help of six research assistants who were properly briefed on the content of the questionnaire and its administration to ensure that the questionnaire was properly administered. Data were collected using validated instruments with Cronbach’s alpha reliability coefficients of 0.91 and 0.84. Mean (x̅) with Standard Deviation (SD) was used to answer each of the research questions. And each of the hypotheses was tested using t-test statistics at a 0.05 level of significance. The analysis was computer-based with the use of the Statistical Package for Social Sciences (SPSS) to analyze the respondents’ ratings. The t-test was used because of the sample size, and also the researcher made use of two groups. Mean with 2.50 and above was regarded as Important (I) while a mean value below 2.50 was regarded as Of Little importance (OLI). The null hypotheses were rejected when the significance level was less than 0.05, and were not rejected when the significance level was more than 0.05 level of significance. Findings revealed that lecturers perceived digital tools, particularly Microsoft PowerPoint, as vital for improving teaching effectiveness, presentation quality, and learner engagement. However, limited technical competence, erratic power supply, and inadequate infrastructure hindered effective utilization. The study concluded that the adoption of digital tools enhances instructional delivery and professional growth among lecturers. It recommended adequate training, provision of reliable electricity, and institutional support to promote sustainable digital competence among university educators in Nigeria. VL - 9 IS - 2 ER -
Science Education, National Open University of Nigeria, Abuja, Nigeria
Science Education, National Open University of Nigeria, Abuja, Nigeria
Mathematics and Computer Education, Federal University Otuoke, Otueke, Nigeria
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