IMPROVING EDUCATIONAL QUALITIES THROUGH TECHNOLOGY: ADOPTION AND UTILISATION OF EDUCATIONAL TECHNOLOGY IN DELTA STATE UNIVERSITIES

This study examined improving educational qualities through technology adoption and utilization of educational technology in Delta State Universities. Six research questions and six hypotheses were formulated and tested respectively from the study. The population of this study was all the science education students in higher institution of learning in Delta State universities. The sample size for the study was one hundred (100) randomly selected students from Delta State university, Abraka, University of Delta, Agbor, Dennis Osadebay University, Anwai and Micheal and Cecilia Ibru University, Agbara with twenty-five student (25) students per university from science education department and computer science department at Dennis Osadebay university . The simple random sampling technique was utilized in the selection of sample, and the study employed the use of likert scaled questionnaire to collect data from the randomly selected respondents. The research design used for the study was a descriptive design and the percentage was used to answer the research questions, while the Chi square was used to analyze the hypotheses for the study. The findings of the study revealed that educational technology have been greatly adopted and integrated into teaching and learning activities at Delta State Universities; the adoption and utilization of educational technology have impacted the quality of education, students engagements and academic performance in Delta State Universities and that student faculty and administrative staff encounter many challenges in the adoption and effective use of educational technology in Delta State universities. The study therefore recommended that continuous training programmes for faculties and staff should be implemented to enhance their competence in using educational technology effectively, that clear policies, well defined institution frameworks should be develop and institutions should conduct regular assessment to understand the specific technological needs of students, faculty and staff to ensure that adopted tools aligned with actual learning and learning requirement. Faculty, administrators and students should be engaged in the planning and evaluation of educational technology to ensure that their perception and feedback inform policy and practices. Finally, institutions and students should promote ongoing research into the impact of educational technology on learning outcome, for this can help encourage the adoption of practices that are proven to be effective.