PLANNING EDUCATION THROUGH INTEGRATION OF TECHNOLOGY TOOLS HIGHER INSTITUTIONAL DELIVERY IN DELTA STATE

Abstract

The study examined planning education through integration of technology tools higher institutional delivery in Delta State. Three research questions with corresponding hypotheses guided the study. The study adopted a descriptive survey research design. The population comprised 2,312 academic staff drawn from Delta State - Delta State University, Federal University of Petroleum Resources, and Delta State Polytechnic Ogwashi-Uku.Taro Yamane formula was used to determine a sample size of 341 respondents. A stratified random sampling technique was used to select academic staff based on departments and institutions. Proportionate sampling was applied across the three institutions to ensure equal representation: 132 from Delta State University, 96 from Federal University of Petroleum Resources, and 112 from Delta State Polytechnic. A structured questionnaire titled:“Technology Integration in Educational Planning Questionnaire (TIEPQ)”, designed 15-items using a 4-point Likert scale. The instrument was validated by three experts. CronbachAlpha method yielded a reliability index of 0.86. A total of 328 copies of questionnaire were retrieved out of 341 copies. Mean and standard deviation answered the research questions, while Analysis of Variance (ANOVA)tested the hypotheses at a 0.05 level of significance. The study found that educators from DELSU, FUPRE, and DSPZ widely acknowledged that using technology enhances teaching, learning, and administrative processes, contributing to more effective educational planning and improved institutional operations across the three institutions. The study recommended among others that education planners should be encouraged to invest in regular training for teachers on emerging technology tools to ensure continued improvement in classroom engagement and content delivery.