International Research Journal of Education and Technology

The study examined the incorporation of visual instructional technology for enhanced quality teaching among lecturers in Higher Education, in Cross River State, Nigeria. Implication for classroom management, assessment and evaluation. The research design adopted for this study was descriptive survey research. The study used a population of 206 lecturers (academic staff) in some tertiary institutions in Cross River State. The stratified sampling technique was adopted for this study. Due to the small nature of the accessible population, the census was used for the study. Thus, the 206 lectures (academic staff) of tertiary institutions were used for the study. The instrument was subjected to content validity by three experts two in Measurement and Evaluation and one in Educational Management in the Faculty of Educational Foundation Studies, University of Calabar and UNICROSS respectively. The reliability of the instrument was established using Cronbach's alpha reliability method. The data was analyzed with descriptive and inferential statistical analysis. Descriptive statistics was used to answer the research questions (mean and standard deviation). Inferential statistics was used to test the stated hypotheses using Simple and Multiple Linear Regression analysis. The finding revealed that interactive whiteboards, projectors and flip charts do significantly predict quality teaching. There is a composite and relative effect of interactive whiteboards, projectors and flip charts on quality teaching.  In conclusion, utilizing visual instructional strategies can foster quality teachers on the part of the teachers and learning on the other part of the students. It was recommended among others that schools should encourage the use of interactive whiteboards for enhanced quality teaching.

Keywords: Visual, Instructional Technology Quality, Classroom Management, Assessment and Evaluation.