Information Communication Technology Manipulative Competencies Required by Office Technology and Management Lecturers for Effective Instructional Delivery in Public Tertiary Institutions in Niger State

Abstract

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.