Digital Skills Application as a Tool for Effective Instructional Delivery of Business Education Programmes in Selected Tertiary Institutions in Rivers State, Nigeria
Keywords:
Digital skills application, Instructional Delivery, Media literacy, Digital Communication, Content Creation SkillsAbstract
This study investigated digital skills as a tool for effective instructional delivery of the Business Education Programme in selected tertiary institutions in Rivers State. Three objectives, three research questions and three hypotheses guided the study. A descriptive research design was adopted for this study. The population consisted of 126 Business Education lecturers from the four public tertiary institutions that offer Business Education as an undergraduate programme in Rivers State. The sample size comprised 126 lecturers. A self-structured questionnaire titled "Digital Skills Application for Instructional Delivery Questionnaire (DSAIDQ)" was used to elicit responses from the sample. The instrument was structured on a four-point Likert scale of Very High Extent (4), High Extent (3), Moderate Extent (2), and Low Extent (1). The instrument was validated by three experts, two from the Department of Business Education and one from the Department of Measurement and Evaluation at Ignatius Ajuru University of Education, Port Harcourt. The reliability of the instrument was determined using Cronbach's alpha method. The instrument yielded a reliability coefficient of 0.82. Mean and Standard Deviation were used to answer the research questions, while ANOVA was used to test the null hypothesis at the 0.05 level of significance. The results of the study showed that the application of media literacy skills, communication skills and content creation skills enhances instructional delivery of the Business Education Programme to a great extent. There is no significant difference in the extent to which digital skills application enhances instructional delivery of the Business Education Programme in selected Tertiary institutions in Rivers State. Based on the findings of the study, it was recommended that academic institutions should support the integration of media literacy training to improve lecturers’ ability to critically select and use appropriate multimedia content for instruction.
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