Digital Learning Technology Usage and Teaching Effectiveness of Business Educators in Nigeria’s South-South Universities

Abstract

All subjects may be taught well, but a big part of it is how the instructor uses technology to make learning beneficial for the learners. This study investigated the extent to which digital learning technologies’ usage influences the teaching effectiveness of business educators in Nigeria’s South-South universities. Two specific objectives were established and two null hypotheses were tested. The level of significance was set at 0.05. Relevant literature was reviewed. The study adopted a predictive correctional research design. The study participants were 170 business educators from twelve universities in South-South Nigeria. No sample was drawn because the population was manageable. Data was generated using a 24-item Likert scale questionnaire called the "Digital Learning Technologies and Teaching Effectiveness Questionnaire (DLTTEQ). Seven experts from the University of Calabar validated the DLTTEQ. The study’s assumptions were evaluated using simple linear regression. The use of virtual reality simulation and teleconferencing by business educators in Nigeria’s South-South universities was found to significantly predict their teaching effectiveness. Sequel to the research findings, the study recommends that the national government should foster simulation-based education by building a digital learning environment appropriate for Business Education. The insights of this study call for the implementation of international best practices in order to help learners and instructors transition from digital immigrants to electronic natives.