COMPARATIVE ANALYSIS OF THE ADOPTION AND USE OF EMERGING TECHNOLOGIES IN SCHOOLS SUPERVISION AND INSPECTION OF PUBLIC AND PRIVATE PRIMARY AND SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA

Abstract

Emerging technologies, like digitalization and models are often hailed as transformative technologies that will help to increase the quality of education and learning and bear significance to educational development. Hence this study examined the adoption, and use of technology through public private partnership in primary and secondary schools in Enugu state, Nigeria. The government of Enugu state alone cannot accomplish  the gigantic  task of providing  quality education and meeting the targets of sustainable development goals (SDGs) and Education for ALL (EFA), but policy makers are optimistic since they think that public-private partnership (PPP) programmes could bring better educational outcomes which help in educational sustenance (Mason, R. 2018). Two objectives with two corresponding research questions and hypotheses were posed for the study. The study adopted both descriptive and cross sectional design to examine the primary and secondary schools owned by the government, and d the ones in joint ownership in terms of use of technology in supervision and inspection since the use of electronic supervision enhances teaching and quality educational outcome. The study used 561 sample drawn from 54 education zones and seventeen L.G.As samples that were used includes purposive, stratification and simple random sample technique. Questionnaire was used to collected data from principals, head teachers and other educational stake holders in Enugu state. Face and content validity was ensured for the instrument by two experts. Cronbach Alpha was used to test the reliability and the result is 0.794. Result of the research questions were analyzed using means score and standard deviation. ANOVA (F-Statistic) was used to determine if there existed significant used to determine if there existed significant variance in the respondents responses based on their school category. Hypotheses was analyzed using t-test. The result revealed that respondents from schools under partnership had a higher mean responses in most of the items than from respondents from school not under partnership. The hypothesis was tested of < 0.05 level of significance. School under partnership had a higher mean score of 4.34 while school not under partnership had a mean rating of 4.02. It was found that the use of technology in schools supervision through public private partnership can significantly predict educational development enhances quality teaching and educational outcome. It was recommended among others that digital supervisory measures must be put in place, implemented well monitored and activities of the teachers checked by all educational stakeholders.