Ph.D. Research Proposal Seminar BY OLASEDIDUN, Olutoye Kunle 93/036210 RELATIONSHIP AMONG PERCEIVED USEFULNESS, EASE OF USE, ATTITUDE AND COLLEGE LECTURERS’ INTENTION TOWARDS USING SOCIAL MEDIA IN TEACHING IN SOUTH-WEST, NIGERIA   Ph.D. Research Proposal Seminar BY   OLASEDIDUN, Olutoye Kunle 93/036210 DEPARTMENT OF SCIENCE EDUCATION FACULTY OF EDUCATION UNIVERSITY OF ILORIN ILORIN, NIGERIA Supervisor: Prof. M. O. Yusuf

CHAPTER ONE INTRODUCTION Background to the Problem Around the world, there is a growing consensus among education leaders, researchers and educators that teaching and learning must change to help students develop the skills they will need to succeed in the 21st century (Ananiadou & Claro, 2009; Partnership for 21st century skills, 2004; Scheuermann & Pedro, 2009). The purpose of education is not just making a student literate but adds rationale thinking, knowledgeability and self sufficiency. However, traditionally, teaching is viewed as a process of delivering to students what is required and without any opportunity for questioning. The delivery medium involved the “chalk and talk” method and overhead projector. To address the inadequacies of traditional teaching, innovative tools will have to be used. We need to have interactive teaching and this changing role of education is inevitable with the introduction of ICT in general and specifically, social media. The role of teachers will change from being ‘transfers’ of a predefined body of knowledge to being ‘mentors’ and ‘managers’ of learning environment.

Background to the Problem cont. Bryer and Zavatarro (2011) described social media as technologies that facilitate social interaction, make possible collaboration and enable deliberation across stakeholders. The six types of social media are collaborative projects (e.g. Wikipedia), blogs and microblogs (e.g. Twitter ), content communities (e.g. Youtube), social networking sites (e.g. Facebook), virtual game worlds (e.g. World of warcraft) and virtual social worlds (e.g. SecondLife). Social media may have started as a fun way to connect with friends but it has evolved to become a powerful tool for education and business.  

Statement of the Problem Jhuree (2005) noted that one of the tenets of education throughout the world is the introduction and integration of ICT in education. Social media and networking technologies have significant potential to recreate the learning environment between student and teacher. However, in Nigerian higher institutions today, the traditional mode of teaching is still widespread. The use of social media in teaching is scarce. The students who are fond of using social media use them for personal reasons but rarely for educational or learning purposes. If social media tools will therefore be relevant within the education context, particularly in colleges of education, lecturers’ perception of the usefulness, ease of use, as well as their attitude and intention towards its usage in teaching should be looked into. Among the works reviewed in Nigeria, no one seemed to have worked along this line.

Purpose of the Study The purpose of this study is to investigate the perception, attitude and intention of colleges of education (COE) lecturers towards the integration of social media in instruction in South-west, Nigeria. Specifically, the study will find out: The perception of COE lecturers towards the usefulness of social media in instruction. The perception of COE lecturers towards the ease of use of social media in instruction. The attitude of COE lecturers towards using social media in instruction. The intention of COE lecturers in using social media in teaching. The influence of COE lecturers’ gender on their perceived usefulness, ease of use, attitude and intention towards the integration of social media in instruction. The influence of COE lecturers’ experience on their perceived usefulness, ease of use, attitude and intention towards the integration of social media in instruction

Research Questions This study will attempt to answer the following questions: What is the perception of colleges of education lecturers towards the usefulness of social media in instruction? What is the perception of COE lecturers towards the ease of use of social media in instruction? What attitude do COE lecturers have towards using social media in instruction? Do COE lecturers have the intention of using social media in instruction? What relationships exist among COE lecturers’ perceived usefulness, ease of use, attitude and intention to use social media in instruction. Does COE lecturers’ perception of the usefulness of social media in instruction vary based on their gender?

Research Questions cont. 7. Does COE lecturers’ perception of ease of use of social media in instruction vary based on their gender? 8. Does COE lecturers’ attitude towards social media in instruction vary based on their gender? 9. Does COE lecturers’ intention towards using social media in teaching vary based on their gender? 10. What influence does COE lecturers’ experience have on their perceived usefulness of social media in instruction? 11. What influence does COE lecturers’ experience have on their perceived ease of use of social media in instruction? 12. What influence does COE lecturers’ experience have on their attitude towards the use of social media in instruction? 13. What influence does COE lecturers’ experience have on their intention to use social media in instruction?

Research Hypotheses Based on research questions 5 – 13 the following null hypotheses shall be tested in this study: There is no significant relationship among COE lecturers’ perceived usefulness, ease of use, attitude and intention to use social media in instruction. There is no significant difference between male and female COE lecturers on their perceived usefulness of social media in instruction. There is no significant difference between male and female COE lecturers on their perceived ease of use of social media in instruction. There is no significant difference between male and female COE lecturers on their attitude towards the use of social media in instruction. There is no significant difference between male and female COE lecturers on their intention to use social media in instruction. No significant difference exists between experienced and less experienced COE lecturers on their perceived usefulness of social media in instruction. No significant difference exists between experienced and less experienced COE lecturers on their perceived ease of use of social media in instruction. No significant difference exists between experienced and less experienced COE lecturers on their attitude towards the use of social media in instruction. No significant difference exists between experienced and less experienced COE lecturers on their intention to use social media in instruction.

Scope of the Study This study will cover all State and Federal government owned colleges of education in the South-West geo-political zone of Nigeria. This comprises of Oyo, Ogun, Ondo, Osun, Lagos and Ekiti states. Lecturers will be sampled from all the schools in each of the colleges of education. The dependent variables of concern would be the lecturers’ perceived usefulness and ease of use in using social media in teaching as well as their attitude and intention towards using it. Other variables of sex and years of teaching experience would also be considered.

Clarification of Major Terms and Variables The following terms and variables are clarified as used in the study : - Perceived Usefulness - Perceived Ease of Use - COE - Attitude - Intention - Lecturer - Social media - Relationships among the variables - Experienced lecturers - Less experienced lecturers

Significance of the Study The findings of this study is expected to be of benefit to : - the lecturers - students - the teaching learning process - the government - curriculum designers - professional organisations - philanthropists - school administrators - fellow researchers

REVIEW OF RELATED LITERATURE CHAPTER TWO REVIEW OF RELATED LITERATURE The literature review for this study is discussed under the following headings : Web 2.0 and the Concept of Social media. Categories and Usage of Social media. Social media in Higher Institutions’ Instruction. Colleges of Education Lecturers and the Integration of Information and Communication Technology in Nigerian Higher Educational Institutions. Perceptions on the Integration of Social media in Instruction. Ethical Issues on the use of Social media in Education. Conceptual Framework on Perception of Social media Integration in Instruction. Gender and Experience as factors in Social media Perception. Appraisal of Reviewed Literature

CHAPTER THREE RESEARCH METHODOLOGY This chapter presents the methods and procedures to be employed in carrying out this study. This is presented under the following sub-headings: Research Type Sample and Sampling Techniques Research Instrument Validation of Research Instrument Procedure for Data Collection Data Analysis Techniques

Research Type This study will be a descriptive research type utilizing survey method Descriptive research connotes describing events exactly as they appear without the manipulation of external researchers.

Sample and Sampling Techniques The targeted population for the study consists of all the lecturers in the Federal and State owned colleges of education in the South-Western states of Nigeria because these are institutions making use of permanent lecturers that can be easily contacted. Many of the lecturers teaching in the private-owned colleges of education are from government-owned colleges of education and universities employed on part-time basis. So, they could not be used because they may not readily be available to give adequate information needed for the research and to avoid duplication of responses. All the eleven colleges of education in the six states of the South-West of Nigeria will be used. Stratified random sampling technique would be used to divide lecturers along gender and experience across the five schools of Arts and Social Sciences, Education, Languages, Sciences and Vocational and Technical Education in the colleges. Twenty respondents will be randomly selected using simple random technique from each of the five schools. One hundred lecturers will be randomly selected from each of the eleven colleges of education for the study. In all, a sample of one thousand, one hundred (1,100) subjects will be used for the study.  

Research Instrument The Instrument for this study is a questionnaire adapted online from the previous studies of Lin, Chuan-Chuan and Lu (2000), Moon, Ji-won and Kim (2001) as adapted by Chang (2004), and Yusuf, Mejabi, Fakomogbon, Gambari, Azuquo and Oyeniran (2013). The questionnaire contains sections I and II. Section I deals with the lecturers’ biographical information while section II which was sub-divided into four (A-D) contains items based on the perceived usefulness, ease of use, attitude and the intention of the colleges of education lecturers in using social media in teaching. The questionnaire has ten items for each of the variables.  

Validation of the Instrument   The Instrument will be given to the researcher’s supervisor, educational technology experts and computer science lecturers in colleges of education for validity. Despite the fact that the reliability of the adapted instruments had been determined, the researcher will still determine the reliability of the instrument for this study.

Procedure for Data Collection The researcher will personally administer the questionnaire to the lecturers in all the sampled institutions with the help of two research assistants that will be recruited from each of the institutions. The questionnaire will be given to the lecturers and research assistants will help to collect the completed questionnaire.

Data Analysis Techniques The analysis and interpretation of data obtained through the questionnaire will be done using descriptive and inferential statistics. The frequencies will be converted to means and percentages to answer the research questions. Section II will be ranked 5 for Strongly Agree, 4 for Agree, 3 for Undecided, 2 for Disagree and 1 for Strongly Disagree. Hypothesis one will be tested using regression analysis while hypotheses two to nine will be tested using t-test. All hypotheses will be tested at 0.05 level of significance.

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