Chat-Applications Usage among Educational Technology Undergraduate Students in University of Calabar, Nigeria


Authors : Effiong , Abigail Aniefiok; Udoh, Victoria Inebehe; Okworo, Gibson Samuel

Volume/Issue : Volume 6 - 2021, Issue 12 - December

Google Scholar : http://bitly.ws/gu88

Scribd : https://bit.ly/3tgDyb5

The study was designed to examine Chat - Applications Usage among Educational Technology lecturers and Undergraduate Students in University of Calabar. Three research questions and hypotheses guided the study. A descriptive survey research design was employed. The population comprised of all Educational Technology lecturers and students in the Department of Curriculum and Teaching, which was 414 students and all lecturers in 2018/2019 academic session. Purposive sampling technique was used to select year Two students and 11 eleven lecturers in the Department. Questionnaires were used to elicit information from the respondents based on the variables measured. Experts in Educational technology and Test and Measurement Evaluation from the University of Calabar validated the instrument. To test for reliability, the questionnaires were administered to a comparative group outside the sample, and the data obtained was subjected to Cronbach Alpha formula which yielded 0.87 coefficient. Data from the field were statistically analyzed using Independent t-test and mean scores. Results revealed that Educational Technology lecturers and students in University of Calabar frequently used Facebook Messenger, WhatsApp, Telegram, IMO, and Twitter within the University. It is on this note, that the researchers recommend that these Chat-Apps (i.e. Facebook Messenger, WhatsApp, Telegram, IMO, Twitter) should be integrated into the curriculum of Educational Technology; and students should be made to use them frequently not just for social reasons, but also for instructional purposes to enhance their academic performance.

Keywords : Chat-Apps, WhatsApp, Facebook Messenger, Educational technology, Lecturers, Undergraduates, Integration

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