Instructional Preference for Technological Devices in Coping with the Realities of Curriculum Delivery in the Health Distress Economy by Academic Staff in South East States Universities in Nigeria

The study seeks to determine the instructional preference for technological devices in coping with the realities of curriculum delivery in the health distress economy by academic staff in south east states universities in Nigeria. Three research questions were asked, and three corresponding null hypotheses were formulated to guide the study. The descriptive survey research design was adopted for the study. The stratified random sampling technique was used to select a sample of fifty-five (55) respondents from 5 south eastern universities with one university representing each state of the region. The instrument for data collection was a researcher made questionnaire titled “Staff Preference for Technological Instructional Devices (SPTID) which was developed after extensive review on related. The reliability coefficient of 0.75 was determined using Alpha Cronbach. Primary data were obtained after an informed consent from the participants. The null hypotheses were all tested at the .05 alpha level using the Analysis of Variance (ANOVA), Multivariate Analysis of Variance (MANOVA) and Multiple Regression statistical techniques. Findings revealed that there is no significant difference in preference of technological instructional devices in curriculum delivery by academics’ staff of faculties of education in south eastern states universities in Nigeria especially in a health distress economy. Also, there is no significant difference in the extent of utilization of technological instructional devices in curriculum delivery by academic staff in South Eastern States Universities in Nigeria. Additionally, there is no significant effect of technological instructional devices on curriculum delivery in South Eastern state universities in Nigeria, especially in a health-distress economy. Based on these findings key theoretical, practical and research implications were discussed. It was recommended, among other things, Universities should invest in smart classrooms, multimedia equipment, and internet access to support technology-driven curriculum delivery. Faculties should organize continuous professional development programs on instructional technology for academic staff. This integration will provide students with personalized learning experiences that support their understanding of subject content as well as exposed universities with low levels of technology adoption to share best practices with others through inter-institutional workshops or partnership.