Lecturers’ Perception on the Adoption of Google Applications for Education (GAfE) in Nigeria
PDF

Keywords

classroom instruction
Information and Communication Technology
GAfE

How to Cite

Falade, A., Odewumi, M., Ogunlade, O., Aladesusi, G., & Fagbenro, M. (2020). Lecturers’ Perception on the Adoption of Google Applications for Education (GAfE) in Nigeria. Indonesian Journal of Curriculum and Educational Technology Studies, 8(2), 102-112. https://doi.org/10.15294/ijcets.v8i2.38975

Abstract

Google Application for Education is a free suite of hosted communication and collaboration applications, provided by Google for educational institutions. This study investigates lecturers’ adoption of Google applications (apps) for education (GAFE) in university of Ilorin, Nigeria. The objectives of the study, among others, were to determine lecturers’ perceived adoption of Google Application for Education for instruction in a Nigerian university. The study adopted descriptive research design, using quantitative survey method. Four research questions and two hypotheses were answered and tested respectively. A total of one hundred and sixty-eight (168) respondents were randomly sampled; frequency counts, percentages and mean were employed to answer research questions while hypotheses were tested using t-test and analysis of variance (ANOVA). The findings of the study concluded, among many others, that lecturers perceived adoption and ease of adoption of GAFE for instruction in the university was positive. The study recommended that lecturers should be encouraged to explore full benefits of GAFE to improve classroom instruction.

Abstrak

Aplikasi Google untuk pendidikan (Google Applicaiton for Education, GAfE) merupakan aplikasi komunikasi dan kolaborasi yang disediakan oleh Google secara gratis untuk dunia pendidikan. Penelitian ini mengkaji adopsi GAfE oleh para dosen di Universitas Ilorin, Nigeria, terutama untuk mengetahui pemahaman para dosen dalam mengadopsi GAfE untuk perkuliahan. Penelitian ini mengadopsi desain deskriptif, terutama menggunakan survei. Terdapat empat pertanyaan penelitian yang diajukan dan dua hipotesis yang diuji. Sebanyak 168 responden dipilih secara acak, perhitungan frekuensi, persentase, dan rata-rata digunakan untuk menjawab pertanyaan penelitian, sementara hipotesis diuji menggunakan uji-t dan analisis varian (Anova). Penelitian ini merekomendasikan bahwa para dosen hendaknya harus didorong untuk mengeksplorasi manfaat sepenuhnya dari GAfE untuk meningkatkan kualitas pengajaran di kelas.

https://doi.org/10.15294/ijcets.v8i2.38975
PDF

References

Agbonlahor, R. O. (2008). Individual characteristics as correlates of attitudes to information technology among Nigeria universities lecturers. African journal of library, achieve and information science, 8(2), 131-146.

Allen, I. E., & Seaman, J. (2013). Changing Course: Ten years of tracking online education in the United States. Babson Survey Research Group.

Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United States. Babson Survey Research Group.

Al-Emran, M. & Malik, S. I (2016). The impact of google Apps at work: higher educational perspective. Int. J. Interactive Mobile Tech.,10(4), 85-88.

Almobarraz, A. (2007). Perceived attribute of diffusion of innovation theory as predictor of internet adoption among the faculty ´members of Imam Mohamed Bin Saud University. PhD Thesis, University of North Texas.

Amali, U. R. K. (2017). The usage of google Apps for education (GAFE). Higher Education (Malaysia), 3(8),17-22.

Amadin, F. A, Obienu, A. C. & Osaseri, R. O. (2018) Barriers and possible enablers of google Apps for education adoption for education among university staff members. Nigerian Journal of Technology (NIJOTECH), 37(2) 432-439

Anderson, D. M., & Haddad, C. J. (2005). Gender, voice, and learning in online course environments. Journal of Asynchronous Learning Network, 9(1), 3–14.

Arbaugh, J. (2000). Virtual classroom characteristics and student satisfaction with internet-based MBA courses. Journal of Management Education, 24(1), 32 – 54.

Azhar, K.A. & Iqbal, N. (2018). Effectiveness of google classroom: teachers’ perceptions. Prizren Soc. Sci. J.,2(2),52-66.

Awuah, L.J. (2015). Supporting 21st century teaching and learning: the role of google Apps for education (GAFE). J. Instr. Res., 4, 12-22.

Badmus, A. M. (2013). Development and evaluation of a webquest Application on educational technology concepts for selected undergraduates’ students in Nigeria. (Unpublished doctoral dissertation). Department of Science Education, University of Ilorin.

Brown, (2002). Individual and technology factors affecting perceived ease of use of web-based learning technologies in developing country.The electronic journal on information system in developing countries, vol. 9(5), pp. 1-15.

Brown M.E. & Hocutt, D. L. (2015). Learning to use, useful for learning: ausability study of google Apps for education. J. Usability Studies, 10(4),160-181.

Bryant, B. R., Ok, M., Kang, E.Y., Kim, M. K., Lang, R., Bryant, D.P. & Pfannestiel, K. (2015). ‘Performance of fourth-grade students with learning disabilities on multiplication facts comparing teacher-mediated and technology-mediated interventions: A preliminary investigation. Journal of Behavioural Education. 24. 255-272.

Cummins-VanHerreweghe, M.-P. (2016). All about GAFE: a study on a learning module on the use of google Apps for education with a rural 47 Hawaiian middle school’s faculty: a part of MEd thesis. Mänoa: University of Hawai’i.

Coursera. (2014). Coursera. https://www.coursera.org/

Davis, F. D., Bagozzi, R. P. & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science 35, 982-1002. Retrieved from: http://www.vvenkatesh.com/it/organizations/models.asp

Davis, N. E. & Tearle, P. (Eds.) (1999). A core curriculum for telematics in teacher training. Teleteaching 98 conference, Vienna. http://www.ex.ac.uk/telamatics/T3/corecurr/tteach98.htm

Dhindsa, H. S., & Shahrizal-Emran (2011). Using interactive whiteboard technology-rich constructivist learning environment to minimize gender differences in chemistry achievement. International Journal of Environmental & Science Education, 6(4), 393-414

Ebener, S. (2017). Using google tools to enhance secondary writing instruction. Graduate Res. Papers, art. 135.

Enis, M. (2013). Mobile evolution. Library Journal, 138(2), 34–36.

Falade, A. (2013). Stakeholders’ Perception of the Integration of Information and Communication Technology into Distance Learning in Nigeria. Unpublished Ph.D Thesis, University of Ilorin.

Fu, H., Chu, S., & Kang, W. (2013). Affordances and Constraints of a Wiki for Primary-school Students’ Group Projects. Educational Technology & Society, 16(4), 85–96.

Greenhalgh-Spencer, H. (June 2020). Gender and Technology in Education. Oxford Research in Education. DOI: 10.1093/acre/9781902264093.013.1250

Hodge, K., Hodge, L. H. K., & Harman, L. (2013). Technology from Gutenberg to Google and the Plastic Brain. Curriculum and Teaching Dialogue, 15(1 & 2), 111-114.

Ikolo, V. E., & Okiy, R. B. (2012). Gender differences in computer literacy among clinical medical students in selected Southern Nigerian Universities. Library Philosophy and Practice (e-journal). 745. https://digitalcommons.unl.edu/libphilprac/745

Israel, M., Marino, M. T., Basham, J. D., & Spivak, W. (2013). Fifth graders as App designers: How diverse learners conceptualize educational Apps. Journal of research on technology in education, 46(1), 53-80.

Kaino, L. M. (2008). Technology in learning: Narrowing the gender gap? Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 263-268.

Li, N., & Kirkup, G. (2007). Gender and cultural differences in internet use: A study of China and the UK. Computers & Education, 48(2), 301-308.

Lian, J. W. (2015). Critical factors for cloud e-invoice service adoption in Taiwan: An empirical study. International Journal of Information Management, 35, 98-109.

Liaw, S. S., & Huang, H. M. (2011). A study of investigating learners’ attitudes toward e-learning. 5th International Conference on Distance Learning and Education, 12(2011), IACSIT Press, Singapore, 28-32. Retrieved from http://www.ipcsit.com/vol12/6-ICDLE2011E0014.pdf

Mahmud, R. (2006). ICT Readiness Among Secondary School Teachers. Doctoral Dissertation, Universiti Kebangsaan Malaysia.

Nikolopoulou, K. & Diamantidis, D. (2014). Integrating Mathematics and science with ICT: A problem-centering strategy in a Greek secondary school. The Eurasia proceeding of Educational and Social Sciences (EPES), (1)62-67.

Odewumi, M. O. (2017). Perception of postgraduate students on the integration of social media in learning in South-West Nigeria. PhD thesis. Ilorin: University of Ilorin.

Odewumi, M. O. & Ahmed, M. A. (2019). Fostering Google Apps for Education (GAFE): The conceptual framework. Bulgarian Journal of Science and Education Policy (BJSEP), 13(1), 34-49.

Olivia, A. T. (2009). Comparing knowledge and usage of ICT among male and female distance learners of an endowed and deprived area in a developing country in Africa. Journal of information Technology Education, 8, 1-17.

Onasanya, S. A., Fakomogbon, M. A., Shehu, R. A., & Soetan, A. K. (2010). Learning information and technology skills and the subject context of introductory technology learning in Nigeria. Journal of Artificial Intelligence, 3(2), 59-66.

Olson, J., Codde, J., DeMaagd, K., Tarkelson, E., Sinclair, J., Yook, S., & Egidio, R. (2011). An Analysis of e-Learning Impacts & Best Practices in Developing Countries With Reference to Secondary School Education in Tanzania. Michigan State University.

Papaioannou, P., & Charalambous, K. (2011). Principals’ attitudes towards ICT and their perceptions about the factors that facilitate or inhibit ICT integration in primary schools of Cyprus. Journal of Information Technology Education, 10, 349-369.

Shaw, K., Shankar, R., Yadav, S. S., & Thakur, L. S. (2012). Supplier selection using fuzzy AHP and fuzzy multi-objective linear programming for developing low carbon supply chain. Expert systems with Applications, 39(9), 8182-8192.

Singh, S. K. (2017). Role and impact of ICT in education learning. Journal of Advances and Scholarly Researches in Allied Education (JASRAE), 12(2), 1050-1056.

Sisay, A. W. (2018). University students’ perception and utilization of technology for learning: The case of Haramaya University. International Journal of Pedagogy, Policy and ICT in Education, 6(1),17-32.

Suorsa, J-M. & Eskilsson, N. (2014). Students’ perceptions of learning management systems: an explorative case study of upper secondary school students. Gothenburg, Sweden: Department of Applied Information Technology, University of Gothenburg.

Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46, 186-204.

Widodo, S. (2017). Implementing google Apps for education as learning management system in math education. J. Phys: Cong. Ser., 895, art. no. 012053.

Wong, S. L., & Hanafi, A. (2007). Gender differences in attitudes towards information technology among Malaysian student teachers: A case study at University Putra Malaysia. Educational Technology and Society, 10(2), 158-169.

Yau, H. K., & Cheng, A. L. F. (2012)). Gender difference of confidence in using technology for learning. The Journal of Technology Studies, 38(2), 74-79.