Speaker
Description
Uzoma, J.
Federal College of Education, Okene
janeuzoma1414@gmail.com
Track: Digital Pedagogy and Teaching Innovation
This study investigated the effect of ICT-based documentation and archiving intervention on Nigerian music education classroom materials and bridging the digital divide in higher education using a quasi-experimental research design, specifically the non-equivalent control group pre-test post-test design. Three research questions and three null hypotheses guided the study. The population comprised 1,550 individuals (1,369 students and 181 lecturers) from fifteen federal, state, and private universities across Enugu, Anambra, Imo, Abia, and Ebonyi States in South-East Nigeria. Using the Taro Yamane (1967) formula at 95% confidence level and 5% margin of error, 350 respondents were sampled: 175 from universities implementing ICT-based documentation and archiving intervention (experimental group: 106 students, 69 lecturers) and 175 from universities using traditional documentation methods (control group: 115 students, 60 lecturers), drawn through stratified random sampling. Two structured instruments were used the ICT-Based Documentation and Archiving Impact Questionnaire (ICBDAIQ) and the Digital Divide Assessment Scale (DDAS) with Cronbach's alpha reliability coefficients of 0.86 and 0.84 respectively. Mean, standard deviation, and Analysis of Covariance (ANCOVA) were used to analyse data at 0.05 level of significance, with pre-test scores as covariates. Findings revealed significant differences in mean gain scores on preservation of music education classroom materials, accessibility of indigenous musical knowledge resources, and bridging the digital divide, all favouring the experimental group. Effect sizes (partial η² = 0.165–0.172) indicated large practical significance across all outcomes. It was recommended that music educators integrate culturally sensitive ICT-based documentation platforms that promote the preservation of indigenous musical heritage in digital learning environments.