Impact of Digitalization on Job Performance of Female Lecturers in Rivers State

Abstract

This study investigated the impact of digitalization on the job performance of female lecturers in Rivers State-owned universities. Specifically, it examined how instructional delivery digitalization, administrative task delivery digitaliztion, and research activity digitalization Impacts Job Performance of Female Lecturers. The study was guided by two research questions and two null hypotheses and adopted a descriptive survey design. The population of the study comprised 1,377 female lecturers from Rivers State University (985) and Ignatius Ajuru University of Education (392). Using Taro Yamane’s formula, a sample size of 310 female lecturers was determined, with 222 respondents drawn from Rivers State University and 88 from Ignatius Ajuru University of Education through proportionate stratified sampling. Data were collected using a structured questionnaire titled “Impact of Digitalization on Job Performance of Female Lecturers in Rivers State Owned Universities Questionnaire,” which was validated by two experts in Educational Technology and Measurement and Evaluation. Reliability was established through the Cronbach’s Alpha method, yielding a coefficient of 0.83, indicating high internal consistency. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while z-test statistics were applied to test the hypotheses at a 0.05 significance level. Findings revealed that digitalization in instructional delivery, administrative task management, and research activities significantly influences the job performance of female lecturers. The study recommended that the Rivers State Ministry of Education and university management implement regular digital literacy and pedagogical technology training to strengthen female lecturers’ competencies in digital instructional delivery, administrative efficiency, and research productivity.