Assessment Of Teachers’ Competence In Utilization Of Digital Instructional Tools In Upper Basic Schools In Cross River State, Nigeria

Abstract

The study examined the teachers’ competences in the utilization of digital learning tools in upper basic schools in Cross River State. To achieve this, four research questions were raised. Literature was reviewed according to the variables of the study. The study adopted a descriptive survey research design with a stratified random sampling technique. The sample of the study was made up of 768 teachers across the 18 local government of the state.  An instrument titled ‘Teachers Competence in Digital Learning Tools Scale (TCDLTS)’ was used for data collection. The instrument was validated and the reliability of the instrument was established using Cronbach alpha reliability estimate and the coefficients of the scales ranged from 0.78-0.81. The data collected were analysed using simple percentages, bar graphs and other inferential statistical techniques. The result showed that teacher’s competence in the utilization of digitalized learning tools such as zoom facilities, google classrooms, and video clips is very low. The result also showed that there is no significant difference between male and female teachers, but years of teaching and qualification significantly influences teachers’ competence in utilizing digital learning tools in upper basic schools in Cross River State. Based on the findings, it was recommended that teachers should be trained on the modern use of technology in teaching and learning to increase students’ level of independent learning among others.