Determinant of lecturers acceptance toward open educational resources for knowledge sharing in Universities of north east Nigeria

Abstract

This study investigated the Determinants of Lecturers ’ Acceptance and Attitude Towards Open Educational Resources for Knowledge Sharing in Universities of North-East Nigeria. The population of the study was 632 lecturers drawn from Federal Universities of Northeast Nigeria. The sample of the study comprised of338 lecturers purposive ly selected from three Federal Universities distributed within the three states (Adamawa, Bauchi and Borno State) in North-east Nigeria. The study adopted concurrent embedded mixed method research design in which four Quantitative and one qualitative (QUAN + qual) research questions guided the study. The instruments used for data collection are questionnaire and focus group interview protocol. The instruments were validated by experts and subjected to reliability test using Cronbach’s alpha. The reliability coefficient of the constructs for lecturers ’ acceptance to share OER was; a = .956for PE, a = .925; for EE, a =. 955; for SI, a = .879; for FC and a = .948for acceptance to share OER For the focus group interview protocol, a pilot focus group interview was conducted with seven lecturers purposively selected in the university where the questionnaire was pilot tested. Multiple investigators of two lecturers were used in collecting, transcribing and coding the data. The result of the analysis showed that Cohen's k = .611 with p < 0.002 was obtained on lecturers' attitude toward knowledge sharing on OER Mean (x) and standard deviation (SD) was used to answer the research questions with the arithmetic mean for the values computed as: 5+4+3+2+l= 15/5= 3.00. Descriptive statistic for qualitative data was a thematic analysis and was use to answer research question five with the help of Atlas ti. Version 9.1. The findings of the study revealed that Performance expectancy, effort expectancy, social influence and facilitating conditions variables collectively influence lecturers ’ acceptance to share OER. Based on these findings, the study recommends among others that the university management should consider adjusting OER policy to be centred around actualizing lecturers career progression.