Attitude towards Holography in Teaching among Lecturers in Nigerian Tertiary Institutions

Abstract

The very many advantages offered by ICT in education sector have led most educational institutions to integrate it in academic departments; thus these rapid developments made tremendous changes in education. Education quickly took advantages of technology through new models of education such as e-learning, m-learning, interactive learning and blended learning. Recently, technological developments are playing important roles in improving the educational processes especially the integration of holographic presentation in the area. A hologram is a three-dimensional record of the positive interference of laser light waves. Nigeria being one of the moderately growing economy and a successful and relatively stable democracy, educational development is always on the increase due to commitment of government in the area. Holography is a virgin area in the Nigerian educational mindset. Most tertiary institution do generally teacher training. Teachers are the backbone of every development. This brought about the need of this study to investigate on the perception, attitude as well as acceptance of holography in teaching practices among the tertiary lecturer in Nigeria. This study therefore surveys opinion and reported the result in a descriptive statistics as well as variance (t-test and ANOVA) with regards to gender and academic level. On the scale of structural equation modeling (SEM) also it presents the actual model of the modified technology acceptance model TAM where the finding indicates positive attitude towards the adoption of the holographic system in the teaching processes especially the social sciences, arts and fewer science subjects.



Author Information
Suleiman Alhaji Ahmad, Bauchi State University Gadau, Nigeria
Isyaku Mohd Abdullahi, University of Maiduguri, Nigeria
Usman Mohammed, Abubakar Tafawa Balewa University Bauchi, Nigeria

Paper Information
Conference: ACSET2014
Stream: Education and Technology: Teaching

This paper is part of the ACSET2014 Conference Proceedings (View)
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