2 research outputs found

    Artificial Intelligence: Interactive Effect of Google Classroom and Learning Analytics on Academic Engagement of Business Education Students in Universities in Nigeria

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    The zeal to determine an interactive digital learning environment that supports students’ academic engagement and improve learning outcome necessitated this study. The study adopted quasi-experimental and non-equivalent control-group research design. We used purposive sampling technique to select the sample for the study. Also, the study draws from longitudinal research survey responses of 422 undergraduate marketing students from four universities in South-South Nigeria to test the study hypotheses. The universities include University of Calabar (UNICAL), Ambrose Alli University, Ekpoma (AAU), University of Uyo (UNIUYO), and Delta State University Abaraka, (DSUA). While students of UNICAL and AAU formed the treatment groups, UNIUYO and DSUA students were the control groups. Three sets of instruments were used for the study. They are: e-Marketing Achievement Test Questionnaire, Marketing students’ academic engagement scale, and Students\u27 Learning Satisfaction Scale. The three instruments were validated by five experts consisting of one expert from each of the institutions studied. The reliability of the instruments was tested using Cronbach alpha coefficients which yielded coefficient reliability indices of 0.850, 0.835 and 0.863 for e-MATQ, MSAES, and SLSS respectively. A repeated measure analysis of variance (ANOVA), hierarchical multiple regression (HMR) analysis, and 5000 re-samples BC bootstrapping were used to test the hypotheses at 0.05 level of significance. Results showed that marketing students exposed to treatment improved significantly in their academic achievement at Times 2-3 when compared to the control group. Students expressed satisfaction and willingness to engage in academic activities via E-MVC, while academic engagement had a full mediation effect on students learning performance. We recommend that university administrators and the Ministry of Education should create an enabling virtual environment that promotes the usage of E-MVC for effective teaching practice

    Extending the Technology Acceptance Model in the Impact of Vocational Educators' Gender, Experience and Perception

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    The study considered extending the technology acceptance model in learning-management-systems in TVET: The impact of vocational educators’ gender, experience and perception. A mixed research design was adopted for this study with 1314 TVET educators as the population. A sample of 386 respondents comprising of 234 and 152 vocational educators from federal and state institutions were selected based on Taro Yamene’s formula afterwards, proportionate sampling technique was used to determine the number of the vocational educators for each institution. The instrument for data collection was a structured questionnaire titled: “TVET Educators Experience and Perception of LMS Questionnaire” (TEEPLMSQ). The reliability of the instrument was determined using Cronbach’s Alpha which yielded reliability indices of (α = .761); (α = .816), (α = .832) with a high grand coefficient of 0.80 for vocational educators’ perception, LMS skills possessed and barriers militating against LMS use respectively. Data collected were analyzed using bivariate correlation, regression, and also path analysis through 5000 re-samples bias-corrected (BC) bootstrapping method, as well as confirmatory factor analysis. The result of the study revealed that vocational educators in Enugu and Anambra States of Nigeria perceived LMS as a credible ICT tool that supports the teaching of TVET courses and enhances the transfer of TVET skills to TVET students. The path analytical results revealed that lecturers’ characteristic (experience) has full mediation effects between the LMS skills possessed and level of LMS usage. Based on the findings of the study, it was recommended among others that The TVET educators should adopt LMS in teaching and learning of TVET courses in Nigerian tertiary institutions
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