Research Article

MICROSOFT TEAMS ADOPTION FOR INSTRUCTION: AWARENESS, ACCESSIBILITY AMONG COMPUTER SCIENCE LECTURERS IN FEDERAL TERTIARY INSTITUTIONS KADUNA STATE, NIGERIA

Aliyu A DADA1*, Boor, M. C. H.2, Awolusi B. E3, Muhammed, K. U.4
1 Department of Educational Foundations and Curriculum, Ahmadu Bello University, Zaria.
2 Department of Educational Foundations and Curriculum, Ahmadu Bello University, Zaria
3 Department of Computer Science Education, Federal University of Education Zaria, Kaduna
4 Department of Educational Technology, National Open University of Nigeria.
* Corresponding author: Dadaabdullahialiyu@gmail.com
Published: Jun, 2026
Pages: 109-115
Views: 40
Downloads: 18

Abstract

The role of technology and digital transformation in higher education has become increasingly significant in the21st century, reshaping teaching and learning practices in Nigeria and globally. This study examined the extentof awareness and accessibility (System availability) of Microsoft Teams for Instruction among Computer Sciencelecturers in Federal Tertiary Institutions in Kaduna State, Nigeria. A cross-sectional descriptive research designwas adopted. The population comprised 202 lecturers, of whom 202 were selected using census-based samplingtechniques. A total of 192 completed questionnaires were retrieved and used for analysis. Data were collectedusing a validated instrument with a reliability coefficient of 0.752 (Cronbach’s Alpha). Descriptive statistics(frequency, mean, and standard deviation) and Chi-square tests were used for data analysis. Findings revealed thatlecturers demonstrated a high level of Awareness of Microsoft Teams for Instruction, with a mean score of 2.97,exceeding the decision mean of 2.50, and the difference was statistically significant (χ² = 411.63, p < 0.001). Onthe other hand, Accessibility was relatively low, with a mean score of 2.41 below the decision mean, and showeda statistically significant difference (χ² = 258.40, p < 0.001). This indicated that while lecturers are generally awareof the platform, access is limited and largely dependent on personal efforts rather than institutional support. Thestudy concluded that although awareness of Microsoft Teams for Instruction is high, accessibility remainsinadequate. It recommended improved ICT infrastructure, enhanced institutional support, and targeted capacitybuildingprogrammes to promote effective integration of Microsoft Teams in teaching and learning.

Keywords

Microsoft Teams Awareness Accessibility Virtual Learning Platform Teaching and Learning and ICT

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How to Cite

DADA, A. A., H., B. M. C., E, A. B., & U., M. K. (2026). MICROSOFT TEAMS ADOPTION FOR INSTRUCTION: AWARENESS, ACCESSIBILITY AMONG COMPUTER SCIENCE LECTURERS IN FEDERAL TERTIARY INSTITUTIONS KADUNA STATE, NIGERIA. Journal of Educational Research and Development, 21(1), 109-115.

A. A. DADA, B. M. C. H., A. B. E, and M. K. U., "MICROSOFT TEAMS ADOPTION FOR INSTRUCTION: AWARENESS, ACCESSIBILITY AMONG COMPUTER SCIENCE LECTURERS IN FEDERAL TERTIARY INSTITUTIONS KADUNA STATE, NIGERIA," Journal of Educational Research and Development, vol. 21, no. 1, pp. 109-115, June 2026.

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