COMPUTER SCIENCE LECTURERS’ UTILIZATION OF MICROSOFT TEAMS FORINSTRUCTION IN FEDERAL TERTIARY INSTITUTIONS IN KADUNA STATE, NIGERIA

Abstract

Technology is increasingly reshaping teaching and learning globally. This study examined the utilization of Microsoft Teams for instruction and explored whether lecturers’ demographic characteristics influence
its use. Two research questions and two hypotheses guided the study. A cross-sectional research design was adopted across seven institutions. The population consisted of 242 Computer science Lecturers (CSLs), from which 202 were selected using a census-based sampling technique of the 202 questionnaires administered, 192 were retrieved and analyzed. The instrument was validated with a reliability index of 0.752 using Cronbach’s Alpha. Data were analyzed using descriptive statistics and inferential tests. The Chi-square test indicated a statistically significant difference in utilization (p < 0.001). However, the Kruskal–Wallis H test showed that demographic characteristics had no statistically significant influence
on lecturers’ utilization (p = 0.53). The study concluded that CSLs demonstrate utilization of Microsoft Teams for instruction. It recommends improved ICT infrastructure and continuous capacity-building
programmes to enhance effective technology integration in teaching.