Information Communication Technology Manipulative Competencies Required by Office Technology and Management Lecturers for Effective Instructional Delivery in Public Tertiary Institutions in Niger State
Keywords:information and communication technologies, manipulative competencies, office technology management
This study looked at the ICT manipulative competencies that OTM lecturers require for effective instructional delivery in public tertiary institutions in Niger State. One research question and a research hypothesis were formulated for the study. The study used a descriptive survey and included 36 OTM lecturers from three government-owned tertiary institutions in Niger State, Nigeria (Federal and State Polytechnics and Federal and State Colleges of Education). Due to the small population, the study has no sampling, but it was ultimately based on the 35 questionnaires that were retrieved after administration. The research instrument was validated by two research experts from Kwara State University, Malete. For reliability of the instrument, the research instrument was pilot tested at Kwara State College of Education, Ilorin, and Kwara State Polytechnic, Ilorin, and the data obtained was analyzed using Cronbach Alpha and the result gave 0.86. Data were gathered through the use of a questionnaire called “ICT Competencies Required (ICTCR)”. The research question was answered using the descriptive statistics Mean and Standard Deviation, and the inferential statistics t-test was used to test the hypotheses at a significance level of 0.05. The findings revealed a non-significant difference in the mean ratings of OTM lecturers on the ICT manipulative competencies required for effective instructional delivery in public tertiary institutions in Niger State, Nigeria, in the 21st century. This led to the conclusion that OTM requires a number of ICT manipulative competencies for effective instructional delivery in public tertiary institutions in Niger States, Nigeria, in the 21st century. Therefore, it was recommended, among other things, that, OTM lecturers should receive on-the-job training, particularly on how to operate information and communication technologies and how to use them for effective classroom instruction in the 21st century. In addition, the relevant regulatory bodies (NCCE, NBTE, and NUC) should add more ICT manipulative activities to the OTM curriculum to keep up with current ICT trends and prepare students for active roles in the 21st-century office.
Amoor, S. S. (2018): Analysis of the exposure of secretarial students in Nigerian universities to modern office technology and information systems. Journal of Business Educational Research and Development, 1(2), 82-90.
Amoor S. S., & Magaji Z. B. (2015). The place of secretarial education in tertiary institutions in Kaduna State, Nigeria, for future office 2020. Global Journal of Science Frontier Research, 15 (Issue No 2). Global Journals Inc. USA: Print ISSN: 0975-5896
Azemikhah, H. (2018). The 21st century, the competency era and competency theory. Open Learning Institute of TAFE. http://www.avetra.org.au/ABSTRACTS2006/PA%200058.pdf.
Batagarawah, A. I. & Lope Pihie, Z. (2017). Relationship between office competence and job satisfaction among administrative support personnel. International Journal of Research, Humanities, Arts and Literature, 2(12), 17-24.
Coyle, H. (2009) Availability and utilization of instructional materials for effective teaching of fish production to students in senior secondary schools in Benue State, Nigeria. African Journal of Agricultural Research, 8(49), 660-667.
Commission on Information and Communication Technology (2011). National ICT competency standard for teachers in Nigeria. www.ncc.gov.ph/nics/files/Nics-Teachers
Ezenwafor, J. I. (2017). Adequacy of exposure to information and communication technology by graduating business education students of tertiary institutions in Anambra State. A paper presented at the 23rd National and 2nd International Conference of Association of Business Educators of Nigeria held at the University of Lagos on the 11th – 15th October, 2011.
Federal Republic of Nigeria (2014). National policy on education (6th ed.). Lagos: NERDC Press.
Green, H. (2016). Academic dissatisfaction, managerial change and neo-liberalism. Higher Education, 64(1), 41-58.
Mumuni I. A. & Sam A. H. (2014). Modern office technology and the performance of the professional secretary in contemporary organizations Ghana. Journal of Information and Knowledge Management, 3(4), 56-59, ISSN 2224-5758
National Board for Technical Education (2011). Directory of accredited programmes in polytechnics, similar tertiary institutions, technical colleges and vocational enterprise institutions in Nigeria. Kaduna: Federal Government Press
Ndubuisi, I. S (2021). Adequacy of educational resources for enhancing skill acquisition among business education students for job creation in tertiary institutions in Anambra State. Nigerian Journal of Business Education (NIGJBED) Volume 8 No.1 40-50
Nwabuona, E. (2017). Office technology and management: Some issues and solutions. The Scribe. Federal Polytechnic, Oko.
Ololube, N. P. (2017). The impact of professional and non-professional teachers’ ICT competencies in secondary schools in Nigeria. Journal of Information and Technology Impact, 6(2), 101-118
Perron, Taylor, Glass, Margerum-Leys (2017). Information and communications technologies. Journal of Advances in Social Work, 1 (1), 67-81
Ugwoke, E. O. (2018). Effective utilization of ICT for repositioning business education programme in tertiary institutions in Nigeria for national development. International Journal of Educational Research, 11 (1), 20-214.
Utoware, D. A., & Amiaya, A. O. (2016). Impact of new technologies on tertiary business education curricula. Educational Research International, 3(1) 44-48, ISSN: 2307-3721