Influence of Lecturers’ Psychological Factors, media Improvisation on Media Resources Utilization in Colleges of Education, Nigeria

1. Introduction

Media resources utilization is not a new concept in the field of communication, technology, library and information science. Media resources is also known as educational technology and instructional materials (Ogwo & Oranu, 2006; Nwabunwanne, 2009). Media resources are information dissemination tools employ by the lecturers towards learning (Egunjobi & Ogunwuyi, 2018). Media resources can be print, non print and electronic resources. They can also be audio, visual and audio-visual in operation. According to Oyewusi (2016) media resources can be in form of music, sound and pictures which are essentially used to teach precision of speech. The utilization of media resources is said to promote smooth and meaningful learning, flow of instruction and understanding of contents of instruction. It has been observed that the utilization of media transforms teaching and learning activities beyond expectations. Proper implementation of curriculum has been assured through the use of projectors, pictures, diagrams, simulation and computers and other resources (Arubayi & Obunadike, 2011; Nwachuckwu & Olaitan, 2008). Teaching with media resources promotes teaching more than chalk and talk, helps in encouraging students’ participation and positive responses to school works.

There are specific guidelines that are essential for the utilization of media resources. It is necessary for media resources to be selected and utilized to fulfill the objectives of lessons, to meet instructional purposes and be relevant to the lessons taught. It is also important for media resources to be used in line with age, gender and socio-cultural background of the students (Egunjobi, 2012). There are other factors to be considered before selection and utilization of media resources. These factors relate to the nature of learners such as physical, mental, visual, and psychological conditions (Quadri, 2008).

There are factors resident in the lecturers of the college of education which can facilitate the utilization of media resources. Apart from availability and accessibility of resources to be utilized, other factors such as lecturers’ training, competence and proficiency in the use of media resources are essential. Lecturers’ psychological factors (emotional intelligence and self efficacy) and media improvisation are also necessary factors that can propel the utilization of media in the colleges of education. Emotional intelligence factors such as social responsibility, stress tolerance and interpersonal skills that make lecturers to stick to teaching ethic of using media resources for instructional purposes are necessary to promote media resources utilization.

Media improvisation is a creative and innovative tendency of lecturers. It is an effort to make media resources available with the use of local materials for the purpose of instructional delivery (Egunjobi & Ogunwuyi, 2017). Media improvisation comes as a result of unavailability, inaccessibility and high cost of media resources in the colleges of education (Onasanya, 2004). Improvised online resources are effective in instructional delivery (Chang & Tung, 2007) and teacher use of instruction a material improvised can promote teaching and learning activities (Akano, 2018).

Then, self-efficacy can also be described as the tendency, competence and capability of using media resources for instructional delivery. It is media-based self-efficacy. In using media resources, emotional intelligence, media improvisation and self-efficacy are necessary factors to be investigated. The establishment of Centre for Educational Technology (CET) in the colleges od education was done for easy production, accessibility and usage of media resources with the help of media experts. Also, retraining of lecturers on the use of media resources after employment is another effort done to facilitate media utilization, still media resources are not being used for instructional delivery as expected. The level of lecturers’ psychological factors (emotional intelligence, and self-efficacy) and media improvisation could be responsible for inadequate media resources utilization. Therefore, this study investigated influence of lecturers’ psychological factors (emotional intelligence and self-efficacy) and media improvisation on media resources utilization in the state-owned colleges of education, South-West, Nigeria.

2. Literature Review

Psychological factors such as emotional intelligence is associated with internet addiction (Ogunwuyi & Omoike, 2020) and self-efficacy is related to usage of ICT (Sara & El Daou, 2016). Emotional intelligence which empowers emotions as source of human information, confidence, creativity and effectiveness (Salami & Ogundokun, 2009) also helps teachers to keep positive environment, increase creativity perception and work behaviour (Dadvar, Mohammadrezaii, & Fathabadi, 2012). Emotional intelligence leads to outstanding performance and valuing resources and tool in the Library Media Centre (Mills & Loege, 2006; McCraken, 2001). High level of emotional intelligence promotes interpersonal relationship, adaption to condition and environmental situations (Dadvar, Mohamadrezaii, & Fathabadi, 2012; Rauf et al., 2013; Pooja & Kumar, 2016). Akerele and Elaturoti’s (2014) study showed that emotional intelligence was related to media resources utilization. Also, Ortese and Tor-Anyin (2008), Youssef and Youssef (2011) related emotional intelligence with Information and Communication Technology. Similarly, Far et al. (2014) and Ogunwuyi and Omoike (2020) found that emotional intelligence is related to internet utilization and addiction respectively.

Self-efficacy is the people judgement of their capabilities to plan and execute teaching activities to attain certain performance (Tella et al., 2007). Self-efficacy increases the capability and tendency of using media. High level of self efficacy was related to media utilization, technology, computer and internet usage (Correa, Hinsley, & De Zuniga, 2010; Papastergiou, 2010; Sara & El Daou, 2016; Teo, 2009; Lee & Tsai, 2010).

Media improvisation of lecturers was related to creativity, resourcefulness and innovations (Aina, 2013; Adu & Adu, 2014) that ability of the lecturers to create media resources was propelled by creative and innovative tendencies while Ezeasor et al. (2012) showed that lecturers’ media improvisation was poor due to poor creativity, inadequate training in media improvisation, laziness and time constraints. Improvised media promoted media utilization and integration of technology into instructional activities in school (Udosen & Ekukinam, 2014). In another study, Udosen and Ekukinam (2019), found that there was no significant difference of post test performance of intact classes exposed to improvised science equipments and those exposed to standardized equipments. It was reported that students benefited equally from standardized and improvised equipments.

3. Methodology

This study adopted a correlation research design involving simple and multiple linear methods. According to Leedy and Ormrod (2010), correlational research is concerned with establishing the relationship between two or more variables in the same population or between the same variable in two populations.

4. Instruments

A questionnaire was used to collect data from the respondents. The research instrument was tagged Emotional Intelligence, Self-Efficacy, Media Improvisation and Media Resources Utilisation of Lecturers’ Questionnaire. The questionnaire was sub-divided into five sections. Section A contains demographic variables such as age, gender, and work experience of the lecturers. Emotional intelligence Scale (EIS) was adapted from Batool’s (2009) Emotional Intelligence Scale. The original version contained 83 items with reliability coefficient of .95. Only 20 items were adapted from the scale which contained items on social responsibility, stress tolerance and interpersonal relationship to elicit emotional intelligence information related to the use of media resources from the respondents as used by Egunjobi & Ogunwuyi (2018). It is a four-point Likert scale ranging from most adequate (4) to not adequate (1) with reliability coefficient of .79 using Cronbach alpha.

Self- Efficacy Scale (SES) was adapted from Banciura’s (1977) Self-Efficacy Scale. It was used to elicit information on media self-efficacy of lecturers. The original version contains 10 items with internal consistency ranging from 0.82 to 0.93 and test-re-test reliability coefficient of .47 for men and 0.63 for women. The original items were modified and additional 10 items were generated making 20 items. It is a four-point Likert scale ranging from most adequate (4) to not adequate (1) with reliability coefficient of .85 using Cronbach alpha.

Media Improvisation Scale (MIS) was adapted from Janssen’s (2000) innovative Work-Behaviour Scale because media improvisation is innovative work-behaviour of lecturers The original version contains 9 items in 7 Likert format with reliability coefficient of .79. The researcher modified the 9 and created 11 more items to make 20 items of the new scale as used by Egunjobi & Ogunwuyi (2017). It elicits information on media improvisation of respondents. It is a four-point Likert scale ranging from most adequate (4) to not adequate (1) with reliability coefficient of .71 using Cronbach alpha.

Media Resources Utilisation Scale (MRUS), It was constructed by the researcher. It contains checklists of media resources that are utilized by the lecturers in various school in the colleges of education. The scale was used to collect information frequency of media resources utilization from the respondents. It is a five-point Likert scale with reliability coefficient of .96 using Cronbach alpha.

5. Results

5.1 Level of Emotional Intelligence

RQ 1: What is the level of emotional intelligence among lecturers in state-owned colleges of education in the South-West, Nigeria?

Table 1, shows that the lecturers were able to keep to their teaching oath that they would teach with necessary media resources with highest mean (x̅ = 3.40), followed by the lecturers trying their best to uphold relationship with their students (x̅ = 3.40), it was part of their teaching ethics to use media resources (x̅ = 3.35), I could not compose myself in adverse circumstances when teaching with media resources (x̅ = 3.33).While the least responded items were when teaching with media resources, the lecturers did show their anxiety or tension before students (x̅ = 1.90). Based on the weighted mean of 3.16 and criterion mean of 2.5, hence, the weighted mean is greater than the criterion mean. This implies that the lecturers in the state-owned colleges of education in South West, Nigeria had high level of emotional intelligence to utilise media resources for effective instructional process.

Table 1.

Level of Emotional Intelligence Among Lecturers in the State-Owned Colleges of Education, South-West, Nigeria(n = 710)

5.2 Level of Self-Efficacy

RQ 2: What is the level of self-efficacy of lecturers in state-owned colleges of education in the South-West, Nigeria?

Table 2, shows that “it is not easy for me to stick to my teaching aims and accomplish my teaching goal” (x̅ = 3.4) ranked highest by the mean score rating and was followed by “I am reliable and dependable teacher” (x̅ = 3.39), “I am confident to succeed in any teaching (x̅ = 3.37), I am an hard working teacher” (x̅ = 3.36). While the least item was, “I always manage to solve difficult problems when teaching if I try hard enough” (x̅ = 3.19), Based on the weighted mean of 3.30 and criterion mean of 2.5, hence, the weighted mean is greater than the criterion mean. This, therefore means that the lecturers in the state-owned colleges of education in South West, Nigeria possessed high level of self-efficacy for the utilisation of media resources during their instructional presentation.

Table 2.

Level of Self-Efficacy among Lecturers in the State-Owned Colleges of Education in the South-West, Nigeria(n = 710)

5.3 Level of Media Improvisation

RQ 3: What is the level of media improvisation among lecturers in the state-owned colleges of Education, South-West, Nigeria?

Table 3, shows that the item with highest mean score rating was “it is uneasy for me to search out for new working methods or techniques in media production or construction” (x̅ = 3.20) followed by “I can search out for new media resources for instructional delivery” (x̅ = 3.17), I cannot create new media idea for effective media utilisation in instructional delivery” (x̅ = 3.16). While the least item was, “I cannot evaluate my media utilisation efforts after instructional delivery” (x̅ = 2.67). With the weighted mean of 3.05 and criterion mean of 2.5, thus, the weighted mean is greater than the criterion mean. This implies that the lecturers in the state-owned college of education in South West, Nigeria had high level of media improvisation for the utilisation of media resources effectively for instructional processes.

Table 3.

Level of Media Improvisation among Lecturers in the State-Owned Colleges of Education in the South-West, Nigeria(n = 710)

5.4 Hypotheses

Table 4 indicates positive significant relationship between independent variables and dependent (emotional intelligence (r = .415, p < .05), media improvisation (r = .455, p < .05), and self-efficacy (r = .305, p < .05)) and dependent variable (media resources utilization). This implies that, emotional intelligence, media improvisation and self-efficacy correlated with media resources utilization of lecturers.

Table 4.

Correlation Matrix Showing the Relationship between Independent Variables and Dependent Variable(n = 710)

6. Discussion

The study investigated the level and relationships of emotional intelligence, self-efficacy and media improvisation of lecturers in state-owned colleges of education in South-West, Nigeria. The findings of this study revealed that the lecturers in Colleges Education had high level of emotional intelligence. This finding supports that of Mills and Lodge (2006), McCraken (2001) that high emotional intelligence helps in understanding and valuing resources and tools in the Library Media Centre and emotional intelligence leads to outstanding performance and possession of academic abilities. Also, Adilogullari (2011), Dadvar, Mohamadrezaii, and Fathabadi (2012), Rauf et al. (2013), Pooja and Kumar (2016) reported that good possession of emotional intelligence promotes better changes in interpersonal relations, stress tolerance, understanding own feeling and other people’s feelings and adaptation to conditions and environmental situations. The findings of the study showed that the level of emotional intelligence of the lecturers was high because they possess social responsibility, interpersonal relationship and stress tolerance attributes that promote effectiveness in media utilization for instructional delivery. But the finding of the study contradicts but Akerele and Elaturoti (2014) discovered that emotional intelligence of media experts was moderate. The finding implies that low or moderate level of emotional intelligence was attributed to low or insufficient possession of emotional intelligence skills.

From the findings of this study, it was discovered that the level of media improvisation of lecturers in state-owned colleges of education was high. This finding supports Antonakis, Ashkanasy, and Dasborough (2009), Aina (2013) and Adu and Adu (2014) that media improvisation of lecturers occurred as a result of high creative, innovative and resourcefulness to provide unavailable media resources for instructional delivery. The finding of the study is similar to the previous studies in the sense that the lecturers in colleges of education were able to generate media ideas, promote media ideas and implement media ideas to improve instructional delivery processes. However, the finding contradicts Ezeasor et al. (2012) that teachers’ media improvisation was poor because they hardly produce and improvised instructional resources during teaching as a result of poor creativity, inadequate training in media improvisation, time constraint and laziness on the part of teachers and lack of motivation. This implies that the ability of the lecturers to generate media resources idea, promote and integrate them into instructional processes was highly encouraging. The lecturers generated original solutions to problems associated with insufficient supply of media resources for instructional delivery and mobilized supports for media production and utilization. Also, the lecturers were able to use their creative abilities to solve the problem of obsolete media resources and inadequate supply of media resources in state- owned colleges of education by supplementing the existing ways of supplying media resources into the colleges of education for effective service delivery in state-owned colleges of education in Nigeria.

The finding showed that the level of self-efficacy of lecturers was high. This finding supports that of Papastergiou (2010), Chang and Tung (2012), Correa, Hinsley, and De Zuniga (2010), Newsness, Steinert and Viswesvaran (2012), Hsiao et al. (2011) and El Daou (2016) that strong or high sense of self-efficacy regulates the use of media resources like computer and online information verification. It helps in viewing challenging problem as task to be mastered in order to form a strong commitment to tasks and perform more challenging task. This connotes that it was easy for the lecturers to stick to their teaching aims and accomplish their teaching goals as a result of possession of confidence in undertaking teaching task. They dealt confidently with unexpected teaching events and handled unforeseen teaching situations with their resourcefulness. Most importantly, the lecturers solved obstacles and challenges associated with teaching were realised with the use of media resources in the college of education to meet up with their responsibility of implementing the curriculum. The study contradicts that of Ismail et al. (2011) that computer self-efficacy of the library media teachers were moderate in using Edu web television as medium because library media teachers possessed moderate attributes of self-efficacy.

The study investigated the relationship between independent variables (emotional intelligence, media improvisation and self-efficacy) and dependent variable (media resources utilisation). The finding of the study showed that emotional intelligence was positively and significantly related to media resources utilization of lecturers in the colleges of education. The finding supports Ortese and Tor-Anyin (2008), Youssef and Youssef (2011) who reported that emotional intelligence is a potential for warmth, smooth and spontaneous social interaction among people and good performance in utilising Information and Communication Technology and that the use of emotion could be done intelligence when utilising the internet or cyber. It could be explained that lecturers possessed emotional intelligence attributes such as social responsibility, interpersonal relationship and stress tolerance skills which made them to utilise media resources effectively in instructional delivery in the colleges of education. Emotional intelligence had really helped the lecturers to direct their behavior towards utilizing media resources. The thought that instructional delivery could not be effective without utilizing media resources was emotional and the use of emotion in the performance of instructional responsibility with media resources was noticed among the lecturers. But this finding contradicts that of (Ko et al., 2009) and Far et al. (2011) that emotional intelligence was associated with internet addiction because those who are not emotional intelligents on face to face interaction were emotionally intelligent on internet.

Furthermore, media improvisation was related to media resources utilisation of lecturers in state-owned colleges of education. The ability of the lecturers of colleges in education to generating media resources ideas, promoting media resources ideas among their colleagues and sought supports from the school authority for the media resources ideas to be implemented in instructional processes in the colleges of education was discovered. This implies that lecturers who demonstrated high level of media resources improvisation in the colleges of education would utilise media resources better to enhance instructional delivery in the colleges of education. This finding support Ezeasor et al. (2012), Udosen and Ekuikinam (2014) that improvised media promote the integration of technology into instructional delivery because media resources are available and accessible to teachers.

More so, self-efficacy was also significantly and positively related to media resources utilisation among lecturers in the colleges of education. It was discovered that the lecturers showed ability to manage the demands of professional teaching, work load, persist in challenging teaching tasks and were able to accomplish teaching objectives with necessary resources and efforts. These qualities promote lecturers’ self-efficacy in media resources utilisation. This finding supports that of Hsiao et al. (2011), Teo (2009), Lee and Tsai (2010) that high self-efficacy was related to computer and technology utilisation instructional delivery.

7. Conclusion

The study investigated the relationships of emotional intelligence, self-efficacy and media improvisation to media resources utilization of lecturers in the state-owned colleges of education in the South-West Nigeria. Data collected were analysed with appropriate methods. The finding of the study showed that high level of emotional intelligence, media improvisation and self-efficacy were demonstrated by the lecturers and that emotional intelligence, media improvisation and self-efficacy were related to media resources utilization of the lecturers in the state-owned colleges of education in the South-West Nigeria. The implication of this study is that lecturers with high level of emotional intelligence, self-efficacy and media improvisation would promote media resources utilization in colleges of education.

Based on the findings of this study, the following recommendations are proffered. The existing high level of emotional intelligence of lecturers should be sustained through frequent training by the college authority on emotional intelligence elements such as, self-motivation, adaptability and stress-tolerance, intrapersonal and interpersonal relationships among others. The prevailing level of media improvisation among lecturers of colleges of education in the South-West, Nigeria should be maintained by the school authority for improving the training of pre-service teachers. Seminars on creativity and innovations such as media generation, media promotion and media implementation should be constantly organised by the college authority to boost media improvisation of lecturers.

The school authority should encouraged self-efficacy of lecturers because of its potent function in solving challenges in media utilization in the colleges of education. Emotional intelligence, media improvisation and self-efficacy skills of lecturers should be tested during interview before recruiting them. These should be part of the skills required from any lecturer before he or she is employed for teaching in any college of education. And, media psychologists should be employed by school authority to corroborate with others that are concerned with the use of media resources for effective implementation of curriculum.

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