Journal of Education, Teaching and Learning Research

The Role of Technological Transformation in Enhancing Management and Administrative Decision-making in Tertiary Institutions in Anambra and Imo States

2025-10-05T18:06:30+07:00

Background: Technological transformation is vital for efficient management and decision-making in higher education, making it essential to understand regional differences and adoption challenges to enhance institutional performance and innovation. Objective: This study aims to examine how technological transformation enhances management and administrative decision-making in tertiary institutions across Anambra and Imo States, Nigeria. Method: A descriptive survey involving 2,000 respondents was conducted using a validated questionnaire with high reliability (α = 0.81–0.86). Data collected through physical and online methods were analyzed using descriptive and inferential statistics at a 0.05 significance level. Results: The study found significant differences in technological adoption between tertiary institutions in Anambra and Imo States, with Imo showing higher use of digital platforms, administrative digitization, ICT infrastructure, and staff training. ANOVA results (F = 256.898, p = .000) confirmed these differences as statistically significant. Conclusion: Despite varying levels of technological implementation, institutions in both states face similar challenges, including poor ICT infrastructure, limited funding, and low technical capacity. The study recommends greater ICT investment, ongoing staff training, and clear digital policies to enhance technological transformation in tertiary education. Contribution: This study provides empirical evidence on how technological transformation enhances management and decision-making in Nigerian higher education and offers theoretical and practical guidance for implementing sustainable digital strategies.

Effect of Think-pair Share Learning Strategy on Secondary School Students Achievement in Computer Studies: Implications for Global Development

2025-09-08T23:32:53+07:00

Background: This study examined the effect of the Think-Pair-Share (TPS) learning strategy on secondary school students’ achievement in computer studies in Anambra State. The strategy was considered against the traditional lecture method to explore its potential in fostering meaningful learning. Objective: The study aimed to determine the effectiveness of TPS in enhancing students’ achievement in computer studies and to establish whether gender differences exist in students’ performance when taught using this approach. The study focused on Junior Secondary School Two (JSS2) students in Aguata and Awka education zones of Anambra State. Methods: The study used a quasi-experimental pre-test post-test non-equivalent group design with 393 JSS2 students. Data were collected using a validated CSAT (KR-20 = 0.70). Mean and standard deviation answered research questions, and ANCOVA tested hypotheses at the 0.05 level.. Result: Findings revealed that students taught computer studies with TPS achieved significantly higher results than those taught using the lecture method. In addition, male students taught with TPS performed better than their female counterparts. Conclusions: The study concluded that the TPS learning strategy effectively promotes meaningful learning in computer studies in secondary schools. Contribution: The study proves that TPS is a viable student-centred strategy capable of enhancing achievement in computer studies. It recommends that curriculum planners encourage teachers to adopt TPS more frequently and that educators shift from lecture-dominated instruction to interactive approaches that prioritise students’ active participation.

An Investigation of Government Led Online Capacity Building Interventions in Higher Education: The Start of the Journey, the Administration and Finish Line

2025-09-14T22:50:14+07:00

Background: This study investigates the effectiveness of government-led online capacity-building interventions in higher education institutions in Nigeria, aiming to evaluate their impact on instructional quality and institutional resilience. Objective: The study aims to assess the effectiveness of online capacity-building interventions in improving faculty performance and institutional adaptability in Nigerian higher education institutions. Method: This investigation employed a mixed-methods approach, integrating quantitative surveys and qualitative interviews to gather data from a diverse range of higher education stakeholders. The research focused on both immediate and long-term effects of online training programs on instructional quality and institutional resilience. Result: The study anticipates revealing critical insights into the relationship between government-led online initiatives and the outcomes of educational practices. The results will offer an in-depth analysis of how these programs impact faculty performance, teaching strategies, and the overall adaptability of institutions to digital transformation. Conclusion: By analyzing the correlation between government initiatives and educational outcomes, this research provided a comprehensive framework for policymakers and educational leaders. The findings are expected to inform future strategies for online capacity building, contributing to improved educational quality and institutional sustainability. Contribution: The implications of this research extend beyond immediate educational contexts, offering a practical guide for implementing effective online training interventions.