Assessment of ICT Literacy Level of Primary Education Lecturers for Effective Teaching and Learning

Abstract

Aim of the Study: This study examined the ICT literacy level of primary education lecturers and its implications for effective teaching and learning.

Methodology: Employing a descriptive research design, a survey method was utilized to gather data from tertiary institutions in Anambra State, southeastern Nigeria. The population comprised tertiary institutions offering primary education, early childhood education, and related courses. A self-structured questionnaire was administered via Google survey, comprising demographic data and questions aligned with the research objectives. The instrument's validity was ensured through expert validation, while reliability was tested using the test-retest method, yielding a reliability score of 0.75. Data were collected virtually from knowledgeable respondents via email, WhatsApp, Instagram, and Facebook groups. Eighty (80) appropriately filled questionnaires were received within three weeks. Descriptive statistical analysis, including mean and standard deviation computation, was employed to analyze the data.

Findings: The result showed that Primary education lecturers vary in their ICT proficiency, impacting teaching effectiveness. While some confidently employ technology, positively impacting student engagement, others struggle, hindering integration. ICT-savvy and proficient lecturers create interactive lessons, fostering active learning. Moreover, professional development through conferences, workshops, and sandwich courses enhances ICT literacy, improving teaching quality and learning outcomes.

Conclusion: The study contribute to understanding the ICT literacy level of primary education lecturers and inform strategies for enhancing teaching effectiveness and student learning outcomes in the digital age.