Correlation Between Access and Utilization of Digital Tools for Instruction Among Federal Tertiary Institution Lecturers in Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026574Keywords:
Digital tools, accessibility, utilization, Computer Science education, lecturers and ICT integration.Abstract
The integration of digital technologies has become central to effective teaching and learning in higher education, particularly in Computer Science education. This study assessed the accessibility and utilization of digital tools for Computer Science education among lecturers in federal tertiary institutions in Kaduna State, Nigeria. A cross-sectional descriptive survey design was adopted. The population comprised 202 Computer Science lecturers, and a census sampling technique was employed. Of the 202 questionnaires administered, 192 were valid for analysis. Data were collected using a validated questionnaire with a reliability coefficient of 0.75 (Cronbach's Alpha). Descriptive statistics and inferential statistics, including Pearson Product-Moment Correlation, independent samples t-test, and one-way Analysis of Variance (ANOVA), were used to analyze the data at the 0.05 level of significance. The findings revealed that lecturers utilized digital tools for Computer Science education to a high extent (grand mean = 2.56). A moderate positive and statistically significant relationship was found between accessibility and utilization of digital tools (r = 0.521, r² = 0.271, p < 0.05), indicating that accessibility accounted for 27.1% of the variance in lecturers' utilization of digital tools. However, no significant difference was found in accessibility based on gender (t(190) = 1.327, p > 0.05), and no significant difference was observed in utilization based on years of teaching experience (F(3,188) = 1.642, p > 0.05). The study concluded that accessibility significantly influences lecturers' utilization of digital tools, although other factors also contribute to technology use, while gender and teaching experience do not significantly affect accessibility or utilization. The study recommends improving ICT infrastructure, ensuring equitable access to digital resources, and providing continuous professional development programmes to strengthen the integration of digital tools in Computer Science education.
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