Active Pedagogy: Panacea to Adapted Unified Theory of Acceptance and Use of Technology Model for Quality Education in Nigerian Colleges of Education

James Adedeji Ajayi

Abstract

This study investigated active pedagogy of the Adapted Unified Theory of Acceptance and Use of Technology Model (AUTAUT) as panacea for integrating ICT to enhance quality education in Nigerian colleges of education (COEs). Six objectives and research questions with one hypothesis were involved in the study. The study adopted descriptive research design of survey type. The population of lecturers was 1,320 and 255 lecturers retuned completed instruments from the 258 distributed. The Multi-stage sampling procedure was used in selecting samples with (73 females, 182 male lecturers). Descriptive statistics were used to answer research questions while the hypothesis was tested using inferential statistics of Analysis of Variance (ANOVA). Bonferonis’ post-hoc analysis was used to locate sources of difference where significant differences were established. Findings revealed that lecturers had active pedagogy, relevant ICT competency and positive attitude towards integration of (AUTAUT) for teaching with weighted means of 2.53, 3.17 and 3.13, respectively as 2.50 was set as bench mark; also, lecturers’ gender had no influence on integration of ICT tools but area of specialization and teaching experience influenced active pedagogy of (AUTAUT) with (ANOVA F =0.024 and MANOVA F= 0.000 and where p< 0.05 respectively). The study concluded that lecturers’ active pedagogy usage of UTAUT could be a panacea to integrating ICT tools, and it was recommended that (AUTAUT) could be incorporated into teaching in Nigerian COEs.