INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
Innovative Practices in Transcript Preparation for Quality  
Attainment in Tertiary Institutions in Delta State, Nigeria  
Edakpor Eloho., Dafiaghor Charity  
Department of Educational Administration and Foundations, College of Education, Warri  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100221  
Received: 20 November 2025; Accepted: 30 November 2025; Published: 05 December 2025  
ABSTRACT  
The study examined innovative practices in transcript preparation and their contribution to quality attainment in  
tertiary institutions in Delta State. It aimed to determine the level of adoption of digital transcript systems among  
universities, colleges of education, and polytechnics, and to assess their impact on institutional quality and  
administrative efficiency. Guided by two objectives, two research questions, and two hypotheses, the study  
adopted a descriptive survey design. The population comprised 304 management and examinations/records staff,  
from which a sample of 169 respondents (89 from universities, 35 from polytechnics, and 45 from colleges of  
education) was drawn using the Research Advisors’ Table for representativeness. Data were collected via the  
validated Innovative Practices in Transcript Preparation and Quality Attainment Questionnaire (IPTPQAQ),  
rated on a four-point scale. Pilot testing with 30 respondents yielded a Cronbach’s alpha above 0.70, indicating  
reliability. Data were analyzed using descriptive statistics (mean and standard deviation) to answer the research  
questions, while one-way ANOVA tested the hypotheses at a 0.05 significance level. Results showed no  
significant differences among universities, polytechnics, and colleges regarding the extent of adoption (F =  
0.201, p = 0.818) or contribution to quality attainment (F = 0.836, p = 0.435), indicating moderate and fairly  
uniform adoption across institutions. Innovative transcript systems were found to enhance administrative  
efficiency, accuracy, and overall quality in tertiary education management. The study recommended that  
institutions invest in reliable ICT infrastructure and digital systems to fully automate transcript processes,  
provide regular staff training, and enforce ICT policies to sustain competence, transparency, and efficiency in  
transcript management.  
Keywords: Innovative practices, transcript preparation and quality attainment  
INTRODUCTION  
Tertiary institutions constitute the backbone of national development, serving as vital centers for intellectual  
growth, innovation, and sustainable advancement through the preparation of competent human capital. These  
institutions; universities, polytechnics, and colleges of education are designed to produce skilled manpower,  
promote innovation, and contribute meaningfully to the nation’s socio-economic transformation. However, their  
ability to achieve these mandates extends beyond teaching and research to include the efficiency of their  
administrative and support systems, which play a critical role in ensuring overall institutional quality. In Nigeria,  
and particularly in Delta State, the pursuit of quality standards in public tertiary institutions has become a  
pressing concern due to some inefficiencies in administrative operations. One of the most persistent and widely  
acknowledged challenges in this regard is the management and issuance of academic transcripts.  
Transcripts serve as official records of students’ academic performance and are indispensable for postgraduate  
studies, professional certification, scholarship opportunities, and employment both locally and internationally.  
Consequently, the timeliness, accuracy, and credibility of transcript preparation are central to institutional  
accountability and quality assurance. Despite this importance, transcript processing in many Nigerian tertiary  
institutions remains fraught with inefficiencies such as prolonged delays, manual record-keeping, inadequate use  
of digital tools, and poor integration of information systems. These operational lapses often result in frustration  
for graduates, missed academic and professional opportunities, and declining institutional credibility, as  
applicants fail to meet deadlines for admissions, scholarship awards, or visa applications.  
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Empirical studies attribute these challenges to overreliance on outdated manual procedures, weak ICT  
infrastructure, and slow adoption of integrated digital systems. For example, Ojo and Aina (2020) found that  
Nigerian universities with limited ICT adoption in administrative processes experienced delays and reduced  
service efficiency. Similarly, Oyesola and Akintola (2019) reported that the slow implementation of digital  
transcript systems constrained service delivery and stakeholder satisfaction. In the same vein, Iroaganachi and  
Nwosu (2018) highlighted that manual academic record-keeping in Nigerian universities led to frequent errors,  
prolonged processing times, and diminished institutional credibility. Collectively, these studies underscore the  
critical need for digital innovations in transcript management to enhance efficiency, accuracy, and institutional  
accountability.  
Globally, higher education systems have increasingly adopted innovative technologies to transform transcript  
management and improve service delivery. Practices such as automation of academic records, artificial  
intelligence–based portals, blockchain verification, biometric authentication, electronic payment systems, and  
integrated student information systems have been shown to enhance transparency, ensure data security, minimize  
processing delays, and strengthen institutional accountability. Consequently, in technologically advanced  
contexts, such innovations enable transcripts to be requested and delivered electronically within hours or days,  
thereby ensuring seamless alignment between administrative operations and modern digital standards.  
By contrast, Nigerian tertiary institutions particularly those in Delta State have been slow and uneven in adopting  
such innovations. While some institutions have introduced digital platforms for transcript management, concerns  
persist regarding their sustainability, technical robustness, and overall impact on service quality. The situation  
is further compounded by inadequate ICT infrastructure, limited technical expertise among staff, resistance to  
change, and insufficient funding for system upgrades thereby making inefficiency in transcript preparation a  
recurring administrative challenge that undermines institutional credibility and service excellence. Bridging this  
gap is therefore essential for promoting efficiency, restoring institutional reputation, and enhancing the global  
competitiveness of Nigerian graduates. In light of these realities, this study examined the extent to which  
innovative practices in transcript preparation have been adopted and the degree to which they contribute to  
quality attainment in tertiary institutions in Delta State.  
LITERATURE REVIEW  
Quality Attainment in Tertiary Institutions  
Quality attainment in tertiary institutions refers to the extent to which institutions consistently meet established  
academic standards, deliver value to stakeholders, and achieve their mandate of producing skilled graduates  
capable of contributing meaningfully to national and global development. It is commonly assessed through  
dimensions such as the relevance of curricula, adequacy of teaching and learning resources, efficiency of  
administrative systems, student satisfaction, graduate employability, and institutional credibility. Recent studies  
emphasize that quality is not a fixed concept but a dynamic and multidimensional construct requiring continuous  
improvement in inputs, processes, and outcomes (Materu, 2019; Okebukola, 2021).  
In today’s competitive knowledge economy, quality attainment requires institutions to embrace innovation, align  
academic offerings with labor market demands, and strengthen governance and accountability structures.  
However, in developing contexts such as Nigeria, persistent challenges including underfunding, infrastructural  
gaps, governance weaknesses, and administrative inefficiencies continue to undermine the pursuit of quality  
(Okebukola, 2021). Quality attainment also depends on the extent to which institutions adopt modern  
technologies and effective management practices to ensure timely service delivery, transparency, and reliability  
in academic processes. Thus, sustaining institutional credibility and competitiveness necessitates continuous  
reform, technological adoption, and active stakeholder engagement.  
Innovative Practices in Transcript Preparation  
Innovative practices in transcript preparation have become central to enhancing the efficiency, accuracy, and  
reliability of academic record management in tertiary institutions. Globally, higher education institutions are  
increasingly adopting technologies such as automation, artificial intelligence (AI)-powered portals, blockchain  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
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verification, biometric authentication, electronic document management systems, and cloud-based platforms to  
streamline the preparation, processing, and delivery of transcripts (Boateng & Agyemang, 2020). These  
innovations reduce turnaround time, minimize errors, prevent fraud, and improve transparency, thereby  
strengthening institutional accountability and stakeholder confidence.  
In developing countries, including Nigeria, adoption of these innovations remains uneven and limited due to  
infrastructural deficiencies, inadequate technical expertise, resistance to change, and insufficient funding for ICT  
upgrades (Ojo & Aina, 2020; Oyesola & Akintola, 2019; Adegbore, 2018). Despite these challenges, integrating  
digital transcript management systems supports timely service delivery, improves data accuracy, and enhances  
overall administrative quality. Reliable academic records allow graduates to access further studies, professional  
certifications, employment, and international opportunities, thereby reinforcing institutional credibility and  
contributing to broader quality attainment in higher education.  
Dimensions of Innovative Transcript Systems  
Innovative transcript systems comprise a range of interrelated technological components that collectively  
enhance the efficiency, reliability, and accessibility of academic record management in higher education  
institutions. These dimensions include digital record storage, online request processing, automated verification  
systems, and data security mechanisms.  
Digital record storage preserves students’ academic histories in electronic databases, reducing risks of  
loss, facilitating retrieval, and supporting sustainable, paperless management.  
Online request and processing systems allow remote transcript requests and verification, reducing  
processing time, administrative workload, and errors. Automated verification using AI ensures data  
consistency and prevents unauthorized alterations (Ekechukwu & Agbakwuru, 2021).  
Data security and authentication mechanisms including biometric logins, encryption, and blockchain  
protect sensitive records, enhance transparency, and strengthen institutional credibility and user trust  
(Nwosu & Adebayo, 2023).  
Together, these dimensions make transcript management efficient, accurate, and aligned with global standards  
in academic recordkeeping and service delivery.  
Innovative Transcript Practices and Quality Attainment  
Quality attainment in tertiary institutions refers to the degree to which institutional processes and outcomes meet  
established academic, administrative, and service delivery standards (Okebukola, 2020). The adoption of  
innovative transcript preparation systems contributes significantly to institutional quality assurance by ensuring  
reliability, efficiency, and transparency in record management. Through digitalization, institutions can enhance  
data integrity, minimize human errors, and promote timely service delivery all of which are critical indicators of  
academic and administrative excellence. However, empirical evidence suggests that the level of adoption of  
innovative transcript systems remains relatively low, particularly in developing countries such as Nigeria. For  
instance, Okonkwo and Udem (2019) examined how federal universities in South-East Nigeria have adopted  
electronic record systems for academic services, including transcript processing. Using a descriptive survey of  
180 registry and ICT staff, they found that adoption levels were generally low, with inconsistent implementation  
across institutions. The study identified key barriers such as inadequate ICT infrastructure, unreliable power  
supply, and weak policy enforcement. The authors concluded that greater institutional commitment and resource  
investment are needed to achieve full transition from manual to digital transcript systems.  
Similarly, Adegbore (2018) investigated the adoption of electronic record management systems in selected  
universities in South-West Nigeria. The findings revealed a moderate level of adoption of e-record technologies,  
noting that while digital storage and online request systems were functional, there was limited automation and  
weak integration of security tools. These findings collectively underscore the uneven pace of technological  
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adoption across Nigerian higher education institutions and highlight the need for stronger governance and ICT  
policy implementation.  
Efficient transcript systems have far-reaching implications for institutional quality. They minimize delays in the  
processing and delivery of academic documents, thereby enhancing the reputation, responsiveness, and  
credibility of tertiary institutions. Electronic transcript platforms also improve data accuracy and traceability,  
reducing errors in student records—an essential measure of institutional reliability. Furthermore, the integration  
of innovative transcript systems aligns with global quality assurance frameworks advocated by UNESCO and  
the African Quality Assurance Network (AfriQAN), which emphasize digitization, transparency, and  
accountability in higher education management (Materu, 2019; UNESCO, 2019).  
In Nigeria, the adoption of digital solutions for record management has been encouraged to strengthen  
administrative efficiency and service delivery. Studies have consistently shown a positive link between digital  
innovation in record management and institutional quality. For instance, Adegbore (2018) found that universities  
in South-West Nigeria that adopted electronic record management systems experienced significant reductions in  
processing delays and improved efficiency in transcript delivery. The study further revealed that digital storage  
and online request platforms enhanced administrative responsiveness and service quality, though challenges  
persisted in automation and system integration. Similarly, Okonkwo and Udem (2019) reported that federal  
universities in South-East Nigeria using digital platforms achieved greater administrative accountability, data  
accuracy, and transparency than those still operating manual systems.  
Beyond Nigeria, Boateng and Agyemang (2020) observed that Ghanaian universities that implemented digital  
record and transcript systems experienced fewer data transmission errors and gained improved institutional  
visibility in international academic exchanges. Similarly, Ojo and Aina (2020) and Oyesola and Akintola (2019)  
highlighted that uneven ICT adoption and limited digital capacity in Nigerian universities hinder service  
delivery, creating disparities between institutions in urban and rural areas. Collectively, these studies affirm that  
innovative transcript and record management systems play a crucial role in promoting institutional efficiency,  
reliability, and quality assurance across tertiary institutions in sub-Saharan Africa.  
Statement of the Problem  
Ensuring quality in tertiary institutions in Delta State remains a major challenge due to persistent inefficiencies  
in administrative processes that affect service delivery and institutional reputation. Although these institutions  
are mandated to develop skilled manpower, promote innovation, and contribute to national growth, their  
effectiveness also depends on efficient administrative systems such as record management and certification.  
Unfortunately, transcript preparation is still largely manual, slow, error-prone, and poorly integrated with  
modern information systems, resulting in delays, frustrated graduates, and weakened institutional credibility.  
Over time, stakeholders such as institutional leaders, regulatory bodies, and professional associations have  
introduced measures to improve the situation. Efforts such as online request platforms, electronic payments, and  
staff ICT training represent steps toward reform. However, adoption has been slow, inconsistent, and  
unsustainable, as challenges including poor ICT infrastructure, limited funding, weak staff capacity, and lack of  
clear institutional frameworks persist. These barriers have left transcript processing a bottleneck that undermines  
quality service delivery in universities, polytechnics, and colleges of education across the state.  
Against this backdrop, the present study investigated innovative practices in transcript preparation for quality  
attainment in Delta State’s tertiary institutions. Specifically, it examined the extent to which institutions have  
adopted practices such as automation, blockchain verification, AI-powered portals, biometric authentication, and  
integrated student information systems, and assessed their contribution to enhancing timeliness, security,  
accuracy, and efficiency. By addressing these issues, the study sought to provide evidence that could guide  
reforms, strengthen administrative processes, and enhance institutional credibility.  
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Purpose of the Study  
The purpose of this study was to investigate innovative practices in transcript preparation for quality attainment  
in tertiary institutions in Delta State. The specific objectives were to:  
1. examine the extent to which universities, colleges of education, and polytechnics in Delta State have  
adopted innovative practices in transcript preparation.  
2. investigate how the adoption of innovative practices in transcript preparation contributes to quality  
attainment in tertiary institutions in Delta State.  
Research Questions  
The following research questions were raised to guide the study  
1. To what extent have universities, colleges of education, and polytechnics in Delta State adopted  
innovative practices in transcript preparation?  
2. How does the adoption of innovative practices in transcript preparation contribute to quality attainment  
in tertiary institutions in Delta State?  
Hypotheses  
The following hypotheses were formulated and tested at 0.05 level of significance  
H₀₁: There is no significant difference in the mean scores of universities, colleges of education, and polytechnics  
staff in Delta State on the extent of adoption of innovative practices in transcript preparation.  
H₀₂: There is no significant difference in the mean scores of universities, colleges of education, and polytechnics  
staff in Delta State on how the adoption of innovative practices in transcript preparation contribute to quality  
attainment in tertiary institutions in Delta State.  
METHODOLOGY  
The study employed a descriptive survey research design to examine the extent of adoption of innovative  
practices in transcript preparation and their contribution to quality attainment in tertiary institutions in Delta  
State. The population of the study comprised 304 respondents (Management staff and examinations/records staff  
from universities, colleges of education, and polytechnics). The sample for the study comprised one hundred and  
sixty nine (169 respondents) using the Research Advisor Table(89 from universities, 35 from polytechnics and  
46 from colleges of education) to ensure representativeness. Data were collected using a validated and reliable  
structured questionnaire Tagged: Innovative Practices in Transcript Preparation and Quality Attainment  
Questionnaire. Responses were measured on a four-point scale, and the instrument’s reliability, established  
through a pilot test with 30 respondents, which yielded an acceptable Cronbach’s Alpha coefficient above 0.70.  
Thereafter, copies of the questionnaire were personally administered with the assistance of trained research aides,  
ensuring high response rates under conditions of confidentiality and voluntary participation. Data analysis  
involved descriptive statistics (mean and standard deviation) for the research questions and inferential statistics,  
with ANOVA used to test differences in adoption and contributions across institution types.  
RESULTS  
Research Question 1: To what extent have universities, colleges of education, and polytechnics in Delta State  
adopted innovative practices in transcript preparation?  
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Table 1: Mean, Standard Deviation and Weighted Mean of Respondents on the extent to which universities,  
polytechnics and colleges of Education in Delta State have adopted innovative practices in transcript preparation  
S/N  
Items  
Universities Polytechnicn Colleges of Weight Remark  
n=89 Mean =34 Mean Education ed  
(SD)  
(SD)  
n=46 Mean Mean  
(SD)  
Tertiary institutions in Delta 3.15  
3.18  
(.11)  
3.13  
(.58)  
3.15  
High  
1.  
State have embraced digital  
(.06)  
platforms  
for  
transcript  
preparation  
Transcript  
processed through online portals  
in most institutions  
requests  
are 2.83  
2.88  
(.64)  
2.913  
(.55)  
2.86  
2.91  
Moderate  
Moderate  
2.  
3.  
(.59)  
Computerized systems have 2.92  
replaced manual transcript  
processing  
institutions  
2.94  
(.65)  
2.869  
(.69)  
(.66)  
in  
tertiary  
Electronic storage of student 2.78  
academic records is widely used  
for transcript generation.  
2.79  
(.88)  
2.74  
(.85)  
2.77  
2.57  
2.66  
2.77  
Moderate  
Moderate  
Moderate  
Moderate  
4.  
5.  
6.  
7.  
(.88)  
Tertiary institutions in Delta 2.59  
State have automated the  
2.56  
(1.1)  
2.52  
(1.1)  
(1.09)  
verification of transcripts  
Biometric systems or secure 2.61(.99)  
login methods are integrated  
into transcript applications  
2.88(1.1)  
2.59(.96)  
Transcript preparation has been 2.809  
enhanced through centralized  
2.71  
(.97)  
2.74  
(.83)  
(.85)  
academic record databases.  
Web-based applications are 2.65  
2.65  
(.98)  
2.62  
(.85)  
2.52  
2.62  
2.71  
Moderate  
Moderate  
8.  
9.  
available for transcript request  
(.92)  
(1.0)  
2.717  
(1.00)  
Transcript preparation systems 2.74  
in my institutions are regularly  
(.96)  
upgraded to meet global  
standards  
Table 1 presents the mean, standard deviation, and weighted mean scores of respondents from universities,  
polytechnics, and colleges of education on various indicators of innovative practices in transcript preparation.  
The data suggest that tertiary institutions in Delta State have moderately adopted innovative practices in  
transcript preparation. While progress has been made particularly in using digital platforms most institutions  
have not yet achieved full automation or advanced integration of technologies such as biometric verification,  
centralized databases, and regular system upgrades. This implies that although institutions are transitioning  
toward digitalization, there remains a need for greater investment, capacity building, and institutional  
commitment to ensure that innovative transcript systems are fully adopted and maintained across all tertiary  
institutions in the state.  
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Research Question 2: How does the adoption of innovative practices in transcript preparation contribute to  
quality attainment in tertiary institutions in Delta State?  
Table 1: Mean, standard deviation, and weighted mean of respondents on how the adoption of innovative  
practices in transcript preparation contributes to quality attainment in tertiary institutions in Delta State.  
S/N Items  
Universitiesn Polytechnicn Colleges  
of Weight Remark  
ed  
=89  
Mean =34  
(SD)  
Mean Education  
(SD)  
N=46 Mean Mean  
(SD)  
2.848  
(.87)  
Adoption  
transcript systems reduces  
processing delays  
of  
innovative 2.8764  
2.882  
(.73)  
2.87  
3.05  
Moderate  
Moderate  
1.  
2.  
(.86)  
Electronic  
preparation enhances the  
accuracy  
transcript 3.0787  
(.69)  
2.941  
(.69)  
3.065  
(.71)  
of  
students’  
academic records  
Innovative transcript systems 2.9663  
promote transparency in  
record keeping  
2.706  
(.87)  
3.022  
(.75)  
2.93  
2.92  
Moderate  
Moderate  
3.  
4.  
(.80)  
The use of digital platforms 2.9213  
2.941  
(.95)  
2.891  
(.85)  
for  
transcripts improves  
(.91)  
students’ satisfaction with  
institutional services  
Innovative  
preparation enhances the  
reputation  
institutions  
transcript 2.9101  
(.98)  
2.882  
(1.09)  
2.9783  
(98)  
2.93  
Moderate  
5.  
of  
tertiary  
Secure digital  
systems reduce the incidence  
of fraud  
transcript 2.9326  
2.912  
(.90)  
2.848  
(1.01)  
2.91  
3.20  
Moderate  
High  
6.  
7.  
(.94)  
Adoption  
practices  
handling  
of  
in  
has  
innovative 3.2472  
transcript  
3.147  
(.74)  
3.174  
(.77)  
(.71)  
improved  
administrative efficiency.  
Institutions with advanced 2.8539  
transcript systems provide  
better support for graduate  
2.765  
(.55)  
2.869  
(.88)  
2.84  
3.07  
Moderate  
Moderate  
8.  
9.  
(.81)  
employability  
Quality assurance in tertiary 3.0899  
institutions is strengthened  
2.824  
(.72)  
3.174  
(.74)  
(.78)  
through reliable transcript  
systems  
The results show that innovative transcript practices moderately contribute to quality attainment in Delta State  
tertiary institutions, with weighted mean scores from 2.84 to 3.20. Innovation has most improved administrative  
efficiency (3.20), record accuracy (3.05), and quality assurance (3.07), while areas such as reducing delays,  
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enhancing student satisfaction, promoting transparency, reducing fraud, and supporting employability showed  
moderate impact. This indicates progress, but implementation remains uneven, highlighting the need for further  
investment in digital infrastructure, capacity building, and consistent policies to maximize effectiveness.  
Hypotheses Testing  
H₀₁: There is no significant difference in the mean scores of universities, colleges of education, and polytechnics  
staff in Delta State on the extent of adoption of innovative practices in transcript preparation.  
Table 3: Analysis of Variance (ANOVA) on the difference among the mean scores of universities, colleges  
of education, and polytechnics staff in Delta State on the extent of adoption of innovative practices in  
transcript preparation.  
ANOVA  
Sum of Squares  
5.099  
Df  
2
Mean Square  
2.549  
F
Sig.  
Between Groups  
Within Groups  
Total  
.201  
.818  
2100.878  
2105.976  
166  
168  
12.656  
The one-way ANOVA result in Table 3 tested Hypothesis One (H₀₁), which stated that there is no significant  
difference in the mean scores of universities, colleges of education, and polytechnics staff in Delta State on the  
extent of adoption of innovative practices in transcript preparation. With an F-value of 0.201 and a p-value of  
0.818, exceeding the 0.05 significance level, the result shows no significant difference among the three  
institution types. Thus, the null hypothesis (H₀₁) is accepted, indicating that staff across universities,  
polytechnics, and colleges of education share similar views that the adoption of innovative transcript systems is  
moderate and fairly uniform across tertiary institutions in Delta State.  
H₀₂: There is no significant difference in the mean scores of universities, colleges of education, and polytechnics  
staff in Delta State on how the adoption of innovative practices in transcript preparation contribute to quality  
attainment in tertiary institutions in Delta State.  
Table 4: Analysis of Variance (ANOVA) on the difference among the mean scores of universities, colleges of  
education, and polytechnics staff in Delta State on how the adoption of innovative practices in transcript  
preparation contribute to quality attainment in tertiary institutions in Delta State.  
ANOVA  
Sum of Squares  
20.752  
Df  
2
Mean Square  
10.376  
F
Sig.  
Between Groups  
Within Groups  
Total  
.836  
.435  
2060.858  
166  
168  
12.415  
2081.609  
The one-way ANOVA result in Table 4 tested Hypothesis Two (H₀₂), which stated that there is no significant  
difference in the mean scores of universities, colleges of education, and polytechnics staff in Delta State on how  
the adoption of innovative practices in transcript preparation contributes to quality attainment. With an F-value  
of 0.836 and a p-value of 0.435, greater than the 0.05 significance level, the result shows no significant difference  
among the three institution types. Hence, the null hypothesis (H₀₂) is accepted, indicating that staff across  
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universities, polytechnics, and colleges of education hold similar views that innovative transcript systems  
moderately enhance administrative efficiency, accuracy, and overall quality in tertiary education.  
DISCUSSION OF FINDINGS  
Findings on extent of adoption of innovative practices in transcript preparation in tertiary institutions in  
Delta State  
The findings show that tertiary institutions in Delta State have moderately adopted innovative transcript  
practices, with digital platforms in use but advanced technologies like biometric verification and centralized  
databases not fully implemented. The one-way ANOVA (F = 0.201, p = 0.818) indicates no significant difference  
among universities, polytechnics, and colleges of education, suggesting staff perceive adoption as moderate and  
fairly uniform. These results corroborate Adegbore (2018), Okonkwo and Udem (2019), and Ojo and Aina  
(2020), which reported similar moderate adoption of digital record management systems in Nigerian tertiary  
institutions.  
Findings on how the adoption of innovative practices in transcript preparation contribute to quality  
attainment in tertiary institutions in Delta State  
The results show that innovative transcript practices moderately contribute to quality attainment in tertiary  
institutions in Delta State, improving administrative efficiency, record accuracy, and quality assurance, while  
other areas such as reducing delays, enhancing student satisfaction, and supporting employability showed  
moderate impact. The one-way ANOVA (F = 0.836, p = 0.435) indicates no significant difference among  
universities, polytechnics, and colleges of education, suggesting staff perceive the contribution as fairly uniform.  
These findings corroborate Adegbore (2018), Okonkwo and Udem (2019), and Ojo and Aina (2020), which  
reported similar moderate impacts of digital record management systems on institutional efficiency and quality  
in Nigerian tertiary institutions.  
CONCLUSION  
The study concluded that, while the move toward digitalization of transcript systems has positively influenced  
efficiency and transparency, its overall impact remains moderate due to infrastructural constraints, limited  
training, and inconsistent technological policies. Therefore, sustained investment in ICT infrastructure, regular  
staff capacity building, and institutional policy reforms are essential to deepen the adoption of innovative  
practices and achieve higher levels of quality service delivery and administrative excellence across tertiary  
institutions in Delta State.  
RECOMMENDATIONS  
The following were recommended based on the findings of the study  
1. Tertiary institutions should invest in reliable ICT facilities and digital systems to fully automate transcript  
preparation and enhance efficiency and transparency.  
2. Regular training and strict implementation of ICT policies should be ensured to improve staff competence  
and sustain innovative transcript management practices  
REFERENCES  
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