DISRUPTIVE TECHNOLOGY USE AND EDUCATION RESEARCH EFFICACY AMONG EARLY CAREER RESEARCHERS IN NIGERIAN UNIVERSITIES
Integrating disruptive technologies within higher education circles has kindled
transformative shifts in teaching, learning, and research practices worldwide. With ever-evolving inventions aimed at improving research endeavors for timely and needed
developments, disruptive technology in research has become increasingly
indispensable. This study investigates disruptive technology among early
career researchers and how it influences their education research efficacy. The study
adopted the descriptive survey research design with three research questions formulated
to guide it. The sample consisted of 604 early career researchers (221 Lecturer/Graduate
Assistants, 207 Lecturer II and 176 Lecturer I). A stratified sampling technique was
adopted for geo-political zone selection. A total of ten departments from seven faculties of education at five public universities were selected using a simple random
sampling technique. Purposive sampling was also intentionally adopted to recruit early-career researchers for this study. A well-validated questionnaire on Disruptive
Technology Use and Education Research Efficacy among Early Career Researchers in
Nigerian Universities was used to elicit information from the respondents. The
Cronbach Alpha Analysis yielded 0.76 reliability index. Frequencies and percentages
were statistical techniques employed to analyze the data. The findings of this study have
significant implications for educational stakeholders, policymakers, and practitioners, and this is intended to encourage further research on disruptive technology and its use
in research within the Nigerian higher education ecosystem.
Keywords: Disruptive technology, research efficacy, early career teachers, faculties of
education, Nigerian universities.
Idika, Delight Omoji, Edoho, Glory Emmanuel, Otuuchi Deborah Utsu, Idika, Chidimma I, Chukwu Chinedu Ositadimma, Enyi Jude Ominyi
DISRUPTIVE TECHNOLOGY USE AND EDUCATION RESEARCH EFFICACY AMONG EARLY CAREER RESEARCHERS IN NIGERIAN UNIVERSITIES
Integrating disruptive technologies within higher education circles has kindled transformative shifts in teaching, learning, and research practices worldwide. With ever-evolving inventions aimed at improving research endeavors for timely and needed developments, disruptive technology in research has become increasingly indispensable. This study investigates disruptive technology among early career researchers and how it influences their education research efficacy. The study adopted the descriptive survey research design with three research questions formulated to guide it. The sample consisted of 604 early career researchers (221 Lecturer/Graduate Assistants, 207 Lecturer II and 176 Lecturer I). A stratified sampling technique was adopted for geo-political zone selection. A total of ten departments from seven faculties of education at five public universities were selected using a simple random sampling technique. Purposive sampling was also intentionally adopted to recruit early-career researchers for this study. A well-validated questionnaire on Disruptive Technology Use and Education Research Efficacy among Early Career Researchers in Nigerian Universities was used to elicit information from the respondents. The Cronbach Alpha Analysis yielded 0.76 reliability index. Frequencies and percentages were statistical techniques employed to analyze the data. The findings of this study have significant implications for educational stakeholders, policymakers, and practitioners, and this is intended to encourage further research on disruptive technology and its use in research within the Nigerian higher education ecosystem. Keywords: Disruptive technology, research efficacy, early career teachers, faculties of education, Nigerian universities.