Abigail Aniefiok Effiong, Kirian James Jacob & Victoria Inebehe Udoh
Abstract
This study investigated how students’ interest and liveboard technology features predicted their adjustment as undergraduates studying educational technology at the University of Calabar, Nigeria. The study used a mixed-method research methodology, combining qualitative information from semi-structured interviews with quantitative correlational analysis. Two hundred undergraduates from the Department of Educational Technology who had used liveboard in their classes made up the population. Undergraduates were chosen using a purposive sampling technique, which ensured that they were pertinent to the study’s goals. A questionnaire called “Liveboard Technology Features and Academic Interest Related to Adjustment in Higher Education” as well as interview instructions were used to collect data. Three senior faculty members assessed the instrument for validity, while Cronbach’s Alpha was used to establish reliability; the results showed reliability coefficients ranging from 0.70 to 0.87 across sub-scales. Simple and multiple regression models were used to analyze the data at a significant level of 0.05. The results showed that students’ interest and liveboard features strongly predicted adjustment, accounting for up to 63% of the variation. The study recommends incorporating liveboard technology, training of lecturers on interactive tools, and putting measures in place to pique students’ interest in order to improve students’ engagement and adaptability.