Speaker
Description
Alhaji, U. I.
Federal University of Education Zaria, Kaduna State
ismailaalhaji48@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The integration of digital innovation into Physical and Health Education (PHE)
represents a paradigm shift in higher education, particularly within the African
context where traditional pedagogical approaches have long dominated. This
empirical study investigated the harnessing of digital innovation in PHE to reimagine
teaching, learning, and research in African universities, with a specific focus on
federal public universities of education in Nigeria. The study adopted a descriptive
survey research design. The target population consisted of all 107 PHE ecturers
from the Federal University of Education, Zaria, and the Federal University of
Education, Kano. Based on the Research Advisors (2006) sample size selection
model, a sample size of 84 respondents was determined and selected using the
proportionate stratified random sampling technique. Data were collected using a
structured and validated instrument titled 'Digital Innovation in Physical Education
Questionnaire' (DIPEQ), which yielded a reliability coefficient of 0.86 using
Cronbach’s Alpha. Descriptive statistics (Mean and Standard Deviation) were used to
answer the research questions, while inferential statistics (Independent Samples t-
test and Pearson Product-Moment Correlation) were employed to test the formulated
null hypotheses at the 0.05 level of significance. The findings revealed that while
lecturers possess a positive attitude towards digital innovations (such as wearable
technologies, video analysis software, and Learning Management Systems), actual
utilization remains moderate due to systemic barriers. Major constraints identified
include poor internet infrastructure, inadequate power supply, and lack of
institutional funding for digital PHE laboratories. The study found no significant
difference in digital utilization based on gender, but identified a significant
correlation between lecturers' digital literacy and the frequency of technology
integration in their instructional delivery. The paper concludes that for African
universities to globally compete in sports science and PHE research, institutional
stakeholders must heavily invest in digital infrastructure and continuous capacity
building. It is recommended, among others, that TETFund and university
managements should establish dedicated digital hubs specifically tailored for
physical and health education practical and research.
Keywords: Digital Innovation, Physical Education, Higher Education, African
Universities, Teaching and Learning.