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dc.contributor.authorIgoche, Diane Anoyi
dc.description.abstractThe successful adoption of an innovation depends largely on the adopters of the innovation. When there are low rates of adoption, it is important to understand the concerns and needs of the adopters. This study used one of the dimensions of the Concerns Based Adoption Model- Stages of Concerns to identify the concerns of Nigerian instructors toward the implementation of information and communication technologies such as the Internet and its tools for instructional purposes. The study determined if relationships existed between the Stages of Concerns profiles of instructors and the instructors’ years of teaching experience and the Stages of Concerns profiles of instructors and their levels of Internet usage. The study categorized the instructors into different groups according to their Internet use and years of teaching experience. The study found differences between the Stages of Concern profiles of the various groups. The study used descriptive analysis, ANOVA, correlation analysis and multiple linear regression tests for data analysis. Results showed a High Stage 5 (Collaboration) concern. According to comments provided by instructors, there is a willingness to adopt the innovation once their concerns are addressed. Results also showed a relationship between the level of Internet use and an instructor’s Stage of concern and an interaction between an Instructors level of Internet use and Stage of concern. The researcher used the results of this study to recommend interventions for the tertiary education institutions used in the study. The interventions focus on providing information, training and ongoing support to the instructors to help increase the rate of the innovation adoption that could lead to successful implementation in the institutions.
dc.subjectInnovation Implementation
dc.subjectStages of Concerns
dc.subjectInternet and its tools
dc.subjectTechnology Interventions
dc.subjectTertiary Education
dc.titleThe stages of concern about information and communication technologies as expressed by tertiary education instructors in Nigeria
dc.description.departmentEducational Psychology and Instructional Technology
dc.description.majorInstructional Technology
dc.description.advisorRobert Branch
dc.description.committeeRobert Branch
dc.description.committeeSally Zepeda
dc.description.committeeJ. Michael Spector
dc.description.committeeIkseon Choi

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