Information and Communication Technologies Readiness and Acceptance among Teachers in Vocational Enterprises Institutions in Abuja, Nigeria

Abstract

The study determined the level of Information and Communication Technologies (ICT) readiness and acceptance among teachers in Vocational Enterprise Institutions (VEIs) in Abuja, Nigeria. Two research questions were raised and answered and two null hypotheses were formulated and tested at .05 level of significance. The research design used for the study was descriptive survey research design, specifically, using cross-sectional study. The population of the study was 154 respondents consisting of all the 91 male and 63 female teachers from the six VEIs, one each from the six area councils in Abuja. Total population sampling technique was used to select the whole population of the study. The instruments used for data collection include: Technology Readiness Index (TRI) and Educational Technologies Acceptance Index (ETAI). Cronbach’s Alpha statistical technique was used to determine the reliability index of the instruments and found to be .89 and .90 respectively. The study employed the use of mean to answer the research questions and independent sample t-test to test the null hypotheses using Statistical Package for Social Sciences (SPSS) version 25. The study found low level of ICT readiness and acceptance among teachers in VEIs in Abuja, Nigeria with grand mean of 2.40 and 2.37 respectively. The study also found no substantial dissimilarity between the level of ICT readiness and acceptance of male and female teachers (Substantial value >.05). Based on the findings, the study recommended among others that the Federal Capital Territory Administration should develop a framework for enhancing the ICT readiness and acceptance among teachers in VEIs in Abuja, Nigeria.