This study aimed at investigating the effect of digitalisation of instructional process on the effectiveness of state Universities. The study was guided by two objectives which are to: investigate the extent to which digitalisation of instructional processes affect the effectiveness of State Universities, and to find out the challenges/barriers face in the digitalisation of instructional processes in State Universities. The study was guided by one hypothesis. The survey research design using the convergent mixed method was adopted for the study. A sample of 371 academic staff and 24 administrators were selected for the study using the purposive, convenient and proportionate sampling techniques. Questionnaire and interview guides are the instruments adopted for the study. The reliability of the instrument was measured using the Cronach Alpha test and the coefficient value stood at 0.923. The quantitative data were analysed using SPSS version 25 with the aid of descriptive and inferential statistics while the qualitative data were analysed thematically. The findings showed that the digitalisation of instructional process in State Universities is moderate as indicated with a mean value of 2.78 with the inferential statistics showing that digitalisation of instructional process has a significant and positive relationship with the effectiveness of State Universities (R= 0.444**, P= 0.000 < 0.05). In support of this, many of the respondents 311 (89.9%) said the digitalisation of instructional process is relevant in that it will improve on teaching and learning, improve on university effectiveness and efficiency, promote distant learning/increasing access, enhance research, limit the spread of covid 19, improves on teacher-student relationship, ensure effective management of students, reduce time wastage, ease monitoring and evaluation, reduce physical class size and improve on content coverage. Despite these enormous benefits, the findings also showed that poor internet connection, lack of finance, power failure, inadequate policies, lack of skilled staff, lack of digital tools, lack of knowledge on the use of digital tools, resistance to change, lack of infrastructures and poor decision making are barriers to the digitalisation of instructional process in State Universities. In conclusion, it was observed that there is a positive link between digitalisation of instructional process and the effectiveness of state Universities in Cameroon. Based on this, it was generally recommended state Universities should digitalised their instructional process to enhance the effectiveness of states Universities while also making sure that good internet connection, steady electricity supply and good policies guiding digitalisation of management processes are put in place.
Digitalisation, Digital of Higher Education, Digitalisation of Instructional, Process, Challenges to Digitalization, Effectiveness, State Universities
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