Udumo, Bassey Obeten, Igwebuike, Osedumme and Agiande Denis Ube
This study investigated the extent to which creativity practices influences educational technology curriculum implementation in tertiary institutions in Cross River State, Nigeria. To achieve the purpose of the study, a research question was posed and a null hypothesis was formulated and tested at 0.05 level of significance. Review of literature was carried out according to the sub-variables of the study. The study adopted the ex-post facto research design. The population of the study comprises of two thousand seven hundred and seventy one (2,771) students of educational technology studying in the University of Calabar, the Cross River University of Technology Calabar, College of Education Akamkpa and College of Education Obudu, all in Cross River State. A total sample of six hundred and eighty two (682) students was used for the study. The instrument for data collection was a 40 item structured questionnaire developed by the researchers. The instrument was titled “Creativity and educational technology Curriculum Implementation in Tertiary Institutions Questionnaire (CEDTCITIQ)”. One-Way Analysis of Variance (ANOVA) with LSD Post-hoc analysis was used to analyze the data to test the hypothesis. The findings of the study revealed that students creativity significantly influence educational technology curriculum implementation in tertiary institutions in Cross River State Nigeria, it was recommended among other things that, there is need for school administrators to enhance creative learning by encouraging a constructivist problem based learning where the students are given the opportunity to research and only guided by the teachers.