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

Abstract

The role of technology and digital transformation in higher education has become increasingly significant in the
21st century, reshaping teaching and learning practices in Nigeria and globally. This study examined the extent
of awareness and accessibility (System availability) of Microsoft Teams for Instruction among Computer Science
lecturers in Federal Tertiary Institutions in Kaduna State, Nigeria. A cross-sectional descriptive research design
was adopted. The population comprised 202 lecturers, of whom 202 were selected using census-based sampling
techniques. A total of 192 completed questionnaires were retrieved and used for analysis. Data were collected
using 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 that
lecturers 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). On
the other hand, Accessibility was relatively low, with a mean score of 2.41 below the decision mean, and showed
a statistically significant difference (χ² = 258.40, p < 0.001). This indicated that while lecturers are generally aware
of the platform, access is limited and largely dependent on personal efforts rather than institutional support. The
study concluded that although awareness of Microsoft Teams for Instruction is high, accessibility remains
inadequate. It recommended improved ICT infrastructure, enhanced institutional support, and targeted capacitybuilding programmes to promote effective integration of Microsoft Teams in teaching and learning.