Barriers to Computer-Assisted Technology Proficiency in Tertiary Institutions in South-East Nigeria: Challenges and Implications

Purpose: The aim of this study is to investigate the barriers to computer-assisted technology proficiency among lecturers in tertiary institutions in South-East Nigeria, with a view to understanding their implications for teaching and learning effectiveness. Design/Methodology/Approach: The study employed a descriptive survey design. The study was carried out in South-East Nigeria. The southeast is one of the six geopolitical zones in Nigeria. It comprises five states: Anambra, Imo, Enugu, Abia, and Ebonyi. There are 30 public tertiary institutions in southeast Nigeria, comprising federal and state colleges of education, polytechnics and universities. The population of this study consists of 4,520 members of staff from all the public tertiary institutions in Southeast Nigeria. A sample of 558 staff as respondents was used for the study. The study adopted stratified random, simple random and proportionate random sampling techniques. The instrument for data collection was a structured questionnaire developed by the researcher. Descriptive statistics analysed the data collected. Research Limitation:  Descriptive statistics summarise the data but do not explore the reasons behind observed patterns. The lack of inferential analysis limits the ability to understand deeper factors influencing the results. Findings: The study's findings show that the computer-assisted technology tools available in tertiary institutions in southeast Nigeria include multimedia projectors, laptops, printers, and interactive digital smart boards. It was observed from the findings that computer-assisted technology proficiency has a lot of benefits in tertiary institutions in South-East, Nigeria, such as giving enough access to education for disadvantaged students, the disabled, exceptionally gifted and even disabled teachers; helping remove barriers to academic performance and achievement by providing new and creative learning; making research and research materials accessible, less cumbersome and less difficult. Practical Implication: This study's practical implications include bringing to the fore some of the hindrances experienced by different tertiary institutions in achieving proficiency with computer-assisted technology, as well as the various ways these challenges will be addressed by stakeholders and policymakers. Social Implication: This study's sociological implications are geared towards helping educational administrators understand the role of computers and technology in making the educational institution a global digital village, where the different educational administrators can interact with their counterparts all over the world without distance being a barrier, as in the case of video conferencing or video meetings. Originality/Value: The researcher conducted this study, which will contribute to the body of knowledge on computer-assisted technologies in our tertiary institutions.