Building an IT-Enabled Learning Environment: A Model for South-West Nigerian Secondary Education

Abstract

This study develops and validates an IT infusion model for secondary schools in South-West Nigeria, integrating theoretical constructs from the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) with empirical evidence. Using a convergent mixed methods design, quantitative data were analyzed with SPSS (ANOVA, multiple regression, correlation tests), while qualitative responses were thematically coded in NVivo. Descriptive statistics indicated high internal consistency for all constructs (Cronbach’s α > 0.70). Correlation analysis revealed strong positive associations between Human Capacity Development (r = .52, p < .01), Infrastructure Readiness (r = .46, p < .01), and IT infusion. Regression results showed that Human Capacity Development (β = .34, p < .001) and Infrastructure Readiness (β = .29, p < .001) were the most influential predictors, with Curriculum Integration (β = .21, p = .002), Administrative Digitization (β = .18, p = .004), and Monitoring & Feedback (β = .16, p = .012) also significant. The model explained 58% of the variance in IT infusion (R² = .58, F = 41.87, p < .001). The findings highlight that while infrastructure is foundational, teacher competence is the decisive driver of ICT adoption, with curriculum alignment, administrative support, and monitoring mechanisms sustaining implementation. The validated five-tier IT infusion model offers theoretical advancement by contextualizing TAM and UTAUT in a developing-country setting and provides policymakers and practitioners with a practical roadmap for accelerating ICT adoption in Nigerian schools.