Influence of Utilization of Electronic Instructional Media on Undergraduate Educational Management Students’ Academic Performance in Rivers State Universities

Abstract

The study investigated influence of utilization of electronic instructional media on undergraduate Educational Management students’ academic performance in Rivers State universities. Six specific objectives, six research questions and six hypotheses guided the study. This study adopted quasi-experimental research design. The population of the study was all 170 level 300 undergraduate Educational Management students in Rivers State Universities. The study used the entire population. The data collecting instrument for this study is a self-structured questionnaire titled “Influence of Utilization of Electronic Instructional Media on Undergraduate Educational Management Students’ Academic Performance Questionnaire.” The instrument was structured using 4-point rating scale and was face and content validated by the researcher’s supervisor and two experts in Measurement and Evaluation in Rivers State University. The instrument was tested for reliability using test-retest reliability technique and the scores collated were analyzed using Pearson Product Moment Correlation Coefficient which yielded an average reliability index of 0.77. Mean and standard deviation were used in answering the research questions while the null hypotheses were tested using quasi-experimental design at 0.05 level of significance with a critical value of ±1.96. Findings revealed that lecturers’ utilization of zoom, google classroom, WhatsApp, digital textbooks, open educational resources, and computer networks in instructional delivery influences students’ academic performance in Rivers State universities to a high extent. Based on the findings, it was recommended among others that seminars and training workshops be regularly organized to empower the teachers with skills needed for using the zoom for instructional delivery by the school management.