ABSTRACT
This research project aims to investigate the utilization of digital instructional technologies for teaching Office Technology and Management (OTM) students in the new normal era in polytechnics located in the North-Central region of Nigeria. The study seeks to assess the current state of digital technology integration in OTM education, examine the extent to which digital instructional technologies are utilized by educators, evaluate their impact on student learning outcomes, identify the challenges hindering their effective utilization, and propose recommendations for optimizing their use in the teaching and learning process.
A mixed-methods research design will be employed, incorporating surveys, interviews, and data analysis of instructional materials and platforms. The research objectives include assessing the current state of digital technology integration in OTM education, examining the utilization of digital instructional technologies by educators, evaluating their impact on student learning outcomes, identifying the challenges in their effective utilization, and proposing recommendations for enhancing their use.
The findings of this research project will contribute to the existing body of knowledge by providing insights into the utilization of digital instructional technologies for teaching OTM students. The research will assess the current state of digital technology integration, including the availability of digital infrastructure, the level of digital literacy among educators, and the types of digital instructional technologies employed in the teaching and learning process. Additionally, the research will examine the extent to which digital instructional technologies are utilized by educators, encompassing the use of online platforms, multimedia resources, virtual simulations, and collaborative tools. Furthermore, the research will evaluate the impact of digital instructional technologies on student learning outcomes, including measures of knowledge acquisition, skill development, and student engagement. Moreover, the research will identify the challenges hindering the effective utilization of digital instructional technologies, such as limited access to technology, inadequate training for educators, resistance to change, and the need for appropriate instructional design and content. Based on the findings, recommendations will be proposed for optimizing the utilization of digital instructional technologies in the teaching and learning process of OTM education, including infrastructure improvement, professional development programs for educators, curriculum alignment, and student support services.
The implications of this research extend to educators, curriculum developers, policymakers, polytechnics, and OTM students. The findings will inform educators about the current state of digital technology integration in OTM education, guiding them in designing effective instructional strategies that utilize digital technologies. Curriculum developers can utilize the research findings to align the OTM curriculum with the demands of digital technology integration, ensuring the inclusion of relevant digital skills and competencies. Policymakers can consider the implications of the research when formulating policies and initiatives that promote the integration of digital instructional technologies in polytechnics. Polytechnics can benefit from the research findings by identifying areas for improvement in terms of digital infrastructure and resources. OTM students can benefit from the research findings by gaining access to innovative and technology-enhanced learning experiences that prepare them for the workplace.
In conclusion, this research project investigates the utilization of digital instructional technologies for teaching OTM students in the new normal era in polytechnics in the North-Central region of Nigeria. By assessing integration, examining utilization, evaluating impact, identifying challenges, and proposing recommendations, stakeholders can optimize the utilization of digital instructional technologies and ensure quality education in OTM.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
THE UTILIZATION OF DIGITAL INSTRUCTIONAL TECHNOLOGIES FOR TEACHING OFFICE TECHNOLOGY AND MANAGEMENT STUDENTS IN THE NEW NORMAL IN POLYTECHNICS, IN NORTH-CENTRAL, NIGERIA, GET MORE  PHD DISSERTATION BUSINESS EDUCATION MATERIALS HERE.
