Computer Science Educators and their Extent of Utilization of e-Learning Teaching Strategies in Colleges of Education in South-South, Nigeria
Ngbarabara, Prince Boniface
ORCID ID is: 0000-0002-0710-1205
Department of Science Education, Faculty of Education, Federal University Otuoke, Bayelsa State
Abstract
The study determined the extent of utilization of e-learning teaching strategies by Computer Science Educators in Colleges of Education in South-South, Nigeria. Two research questions guided the study while four null hypotheses were formulated and tested at 0.05 level of significance. A descriptive survey design was adopted. A total of 219 Computer Science Educators from 10 Colleges of Education in South-South, Nigeria made up the population of the study. There was no sampling as the population size was manageable by the researcher. A structured 20-item validated questionnaire was used for data collection. Three experts validated the instrument and an overall reliability correlation co-efficient of 0.79 was obtained using Cronbach Alpha method. Out of the 219 copies of the instrument distributed, 210 copies were successfully retrieved and used for data analysis. Data related to the research questions were analyzed using mean and standard deviation while z-test statistic was used to test the null hypotheses. The findings from the study revealed that blended learning tools were utilized as e-learning teaching strategies but to a moderate extent, while telecommunication was utilized to a small extent. The study also revealed that type of ownership of institutions i.e., state or federal, do not significantly affect the utilization of e-learning teaching strategies (blended learning and telecommunication) by Computer Science Educators in Colleges of Education in South-South, Nigeria. It was concluded that Computer Science Educators utilized blended learning tools as teaching strategies to a moderate extent as a result of insufficient training and retraining given to them, but telecommunication tools were utilized to small extent. To encourage the use of e-Learning teaching strategies by Computer Science Educators, it was recommended, among others, that Computer Science Educators should develop themselves by way of in-service training. They should also constantly use e-Learning tools provided by the government through the administrators of institutions in carrying out their teaching tasks.
Keywords: e-Learning, teaching strategies, utilization, blended learning, telecommunication, Computer Science Educators.
Impact Statement
The study on extent of utilization of e-learning teaching strategies by Computer Science educators in Colleges of Education in South-South, Nigeria, holds paramount significance. In an era of rapid technological advancement, investigating the adoption of e-learning methods is pivotal. The findings of this research offers crucial insights into the integration of digital tools within pedagogical frameworks. Firstly, understanding the extent of e-learning integration can inform curriculum design, facilitating the creation of more dynamic learning experience. Secondly, the research sheds light on the challenges faced by educators in adopting e-learning, it can catalyze collaborative efforts between academia and technology experts to develop user-friendly e-learning platforms. Thirdly, this research stands to elevate the quality of Computer Science Education, aligning it with global trends and nurturing a digitally literate workforce. In sum, this investigation’s insights have the potential to reshape pedagogical paradigms and contribute to the advancement of education in the digital age.
About The Author
Prince Boniface Ngbarabara is an Assistant Lecturer in the department of Science Education, Faculty of Education, Federal University Otuoke, Bayelsa State – Nigeria. He has almost two decades experience in ICT administration and Training. An innovative and research-oriented team player with a growing passion for Digital Education, Internet of Things (IoT), Data Science and Climate Change. As a young researcher, he has published well about 10 articles in reputable journals within and outside Nigeria, some of which are visible online in Google Scholar and ResearchGate. He is a specialist in Computer Science Education, ICT and Digital Education. He is a member of several professional Associations such as: Internet Society of Nigeria (ISOC-Nig), Association of Vocational & Technical Educators of Nigeria (AVTEN), African One Million Youth Volunteer Initiative for Climate Change Adaptation, Computer Educators Association of Nigeria (CEAN), Nigerian Internet Registration Association (NiRA), Computer Science Teachers’ Association (CSTA) and Nigerian Institute of Public Relations (NIPR) amongst others. He is also very willing to register his membership with ICERT. The author is currently a Ph.D student of Computer Science Education at the Enugu State University of Science and Technology (ESUT), Enugu, Enugu State – Nigeria.
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