Lecturers'Awareness of, Access to and Competency in the Use of Google Apps for Education in Nigerian Universities

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Educational Technology Department, Faculty of Education, University of Ilorin, Ilorin, Nigeria


The emergence of Information and Communication Technology (ICT) and its integration into teaching and learning have led to qualitative delivery of lecture and learning by lecturers and students respectively. However, studies reveal that most lecturers in Nigerian Universities have low level of awareness, access to and competency in handling ICT tools. This research therefore, investigated lecturers’ awareness of, access to and competency in the use of Google Apps for Education (GAfE) in Nigerian universities. The objectives were to investigate: (i) university lecturers’ awareness of GAfE; (ii) university lecturers’ access to GAfE; (iii) competency of University lecturers’ use of GAfE; (iv) influence of gender on the use of GAfE; (v) influence of University lecturers’ status on the use of GAfE; and (vi) the influence of university proprietorship on lecturers’ use of GAfE. The research was a descriptive method of the survey type. The population comprised all lecturers in Nigeria universities registered with Google (2,800), out of which 1,042 lecturers were sampled. A researcher-designed questionnaire entitled “Lecturers’ Awareness of, Access to and Competency in the Use of GAfE in Nigerian universities” was used to collect data. The instrument was subjected to face and content validity by experts and tested for reliability using Cronbach alpha. The three sections of awareness, access and competence yielded 0.71, 0.84 and 0.81 respectively. Descriptive statistics, percentage and means were used to analyse collected data for the research questions, while t-test and Analysis of Variance (ANOVA) were used to test the hypotheses at 0.05 level of significance. The findings were that: i. university lecturers were aware of GAfE (74.1%); ii. a total of 531 (55.4%) lecturers had access to GAfE in their personal offices while 44.6% had access to it at home and other places in the academic area like library, computer laboratory and classroom; iii. lecturers were generally not competent in the use of GAfE as the observed grand mean of 1.96 was lower than the benchmark score of 2.5; iv. gender had significant influence on respondents’ use of GAfE in favour of male lecturers (t = 4.04, p = 0.000); v. lecturers’ status had significant influence on the use of GAfE in favour of graduate assistant (t = 4.04, p = 0.000); and vi. university proprietorship had significant influence on lecturers’ use of GAfE in favour of Federal Government owned universities (t = 6.89, p = 0.000). The study concluded that lecturers were aware and had access to GAfE but access limited to their offices. Given chance, there is readiness in lecturers to make use of GAfE for instruction. The implication was that, using GAfE for teaching would revolutionize classroom activities and would enhance the process of communication both within and outside the university. It was recommended that Nigerian university be licenced to use GAfE for teaching and learning. Opportunity should be created for lecturers to use GAfE outside their offices; while training and re-training on GAfE be regular in order to leverage on University lecturers’ competency for GAfE usage.



Lecturers' Awareness of Google Apps for Education, Lecturers' Access to Google Apps for Education, Lecturers' Competency in Google Apps for Education, Lecturers'Use of Google Apps for Education, Nigerian Universities