COLLEGIALITY AND EFFECTIVE INSTRUCTIONAL DELIVERY FOR QUALITY ASSURANCE OF OFFICE TECHNOLOGY AND MANAGEMENT PROGRAMME IN RIVERS STATE TERTIARY INSTITUTIONS

Abstract

This study adopted a descriptive survey research design on collegiality and effective instructional delivery for quality assurance of the Office Technology and Management programme in Rivers State tertiary institutions. The population of the study was 1083, with a sample size of 285. The instrument for data collection was a structured questionnaire. Face and content validity of the instrument were established using three experts, and reliability was established using 20 respondents. Data collected were analysed using Cronbach's Alpha, which yielded a correlation coefficient index of 0.78, 0.81 and 0.75 for clusters B1 to B3, respectively, with an overall index of 0.78. 285 copies of the questionnaire were distributed, correctly filled out, and returned, which were used to carry out data analysis. The data collected were analysed using mean and standard deviation. The t-test was used to test the three null hypotheses at a 0.05 level of significance using the Special Package for Social Sciences (SPSS) version 23.0. Based on the findings of the study, it was concluded that collegiality practices that can enhance effective instructional delivery for quality assurance were not being employed by OTM lecturers despite the fact that they recognised that collegiality can help in improving their overall effective instructional delivery for quality assurance. Among other things, it was recommended that OTM lecturers in Rivers State tertiary institutions should adopt different forms of collegiality to enhance their instructional delivery.