Managing Lecturers' Digital Literacy Skills for Quality Assurance of Federal Universities in North Central Nigeria

Abstract

The study investigated the relationship between lecturer’s digital literacy and quality assurance of Federal Universities in the North Central Nigeria. A descriptive survey design of correlation type was adopted for the study. Population of seven Federal universities and 2658 academic staff were used for the study. Stratified Random sampling technique was used to sample 700 respondents from the institutions. Four research questions and four hypotheses were generated to guide the study. The instrument tagged Digital Literacy and Quality Assurance Questionnaire (DQAQ)” was used for data collection from the respondents. Split-half reliability method was used to determine the reliability index of the study. The method was subjected to Spearman ranking order statistical. Descriptive statistics like Mean and Standard Deviation and percentages was used to answer all the research questions raised. Pearson Product Moment Correlation Statistics was used to test hypotheses one to three while hypothesis four was tested using t-test statistics all at 0.05 significance level. The findings revealed that low significant relationship existed between Lecturers’ digital literacy utilization and quality assurance of Federal Universities in North central Nigeria and that of significant differences that existed between senior and junior cadre lecturers in digital usage and competences. Based on the data analysis it was concluded that Digital literacy aid quality assurance in Nigeria Education, it was recommended the federal universities in North Central Nigeria should make use of digital literacy skills to enhance quality delivery of the university system.