ANALYSIS OF PHYSICAL EDUCATION LECTURERS’ ACCESSIBILITY TO EMERGING TECHNOLOGIES IN TEACHING PHYSICAL EDUCATION IN SOUTHEASTERN NIGERIAN UNIVERSITIES.

Abstract

Physical education, dedicated to the in-depth study of human movement and its profound influence on health and physical performance, is traditionally taught through conventional methods in Southeastern Nigerian universities. However, the integration of modern technologies can revolutionize this discipline. This study investigates the accessibility to emerging technologies by physical education lecturers in these universities, highlighting a pressing need for transformation. This research aimed to uncover whether physical education lecturers have access to modern technologies in their teaching practices, comparable to those in other academic fields. Employing a survey design, this study engaged 110 lecturers across federal and state universities, with 94 responses analyzed through a meticulously validated questionnaire titled Physical Education Lecturers’ Accessibility to Emerging Technologies in Teaching Physical Education (PELAETTPE). Internal reliability was confirmed with an impressive overall Cronbach's Alpha of 0.85. The findings revealed a critical barrier: lecturers are significantly limited in their access to essential technologies such as multimedia tools, interactive whiteboards, wearable tech, augmented reality, and virtual reality. This limitation severely hampers their ability to enhance student engagement and learning outcomes. Despite recognizing the potential benefits of these technologies, lecturers face daunting challenges, including inadequate infrastructure and insufficient technical support. The study analysis concluded with a significant positive difference in technology accessibility between federal and state universities, warranting the rejection of the null hypothesis. The researcher urges university administrators in Southeastern Nigeria to invest in these modern tools, provide robust technical support, and facilitate ongoing professional development for lecturers. By doing so, they will not only enrich the teaching and learning experience but will also foster improved student outcomes in physical education.