INNOVATIVE TEACHING STRATEGIES OF THE ACADEMIC STAFF AND INSTITUTIONAL AGILITY IN THE UNIVERSITY OF LAGOS, NIGERIA

Abstract

The increased use of digital technology has raised concerns about the academic staff’s innovative teaching strategies and institutional agility in the university system. The study investigated the relationship between academic staff’s innovative teaching strategies and institutional agility at the University of Lagos. Three objectives were stated; three research questions as well as three research hypotheses were answered and tested in the course of the study. The study adopted the descriptive survey research design.  The population of the study comprised all 1473 academic staff in the 12 Faculties in the University of Lagos. A sample size of 356 was determined using Taro Yamane’s formula. Stratified sampling; proportionate sampling and simple random sampling techniques were applied at different stages to select the participants. Data were collected using the Academic Staff Innovative Teaching Strategies and Institutional Agility Questionnaire (ASDCIAQ). The structured questionnaire was a 30-item, 4-point modified Likert-type. The instrument was face and content validated, and a split-half was used to determine the reliability test of the instrument. Online and physical administrations of the questionnaire were employed for data collection. The finding showed a significant relationship between the academic staff's frequency of using blended, hybrid, and flipped classroom teaching strategies and that the academic staff frequency in the use of blended teaching strategy, hybrid teaching strategy and flipped classroom teaching strategy in teaching have significant relationship with institutional agility in the University of Lagos. It was recommended among others that the University should organise constant training for academic staff on the use of digital tools.