DIGITAL RESEARCH PROFICIENCY IN INFORMATION AND COMMUNICATION TECHNOLOGY SKILLS EMPLOYED BY SECRETARIAL STAFF AND BUSINESS TEACHERS IN DAY-TO-DAY ADMINISTRATION AND TRAINING IN SECONDARY SCHOOLS

Not only does Information and Communication Technology (ICT) have the potential to increase the efficacy and efficiency of teaching and learning, it also has the potential to lessen administrative obligations. This study investigates the extent to which secretarial staff and business teachers use of digital research proficiency in information and communication technology skills in their day-to-day interactions in secondary schools in Benue State. Specifically, a descriptive survey research approach was used for this investigation.The study tested four hypotheses and answered four research questions at 0. 05 level of significance. The study\u27s population was 53 respondents that comprised 38 business teachers and 15 secretaries from public secondary schools in zone C of Benue State which were drawn from 15 secondary schools that offer Business subjects through simple random sampling technique. The entire population of 53 respondents was sampled because of the manageability. A structured questionnaire was used to collect data. To answer the research questions, the collected data were analysed using mean and standard deviation while T- test statistics were used to test the null hypotheses at the 0.05 level of significance. It was suggested based on the findings that Business personnel can exchange diverse ideas using ICT without being constrained by any factor or area by adopting the relevant skills required for each task. The study findings also suggest that teaching can be improved once the students understand the mechanics of classroom-related technologies

Extending the Technology Acceptance Model in the Impact of Vocational Educators' Gender, Experience and Perception

The study considered extending the technology acceptance model in learning-management-systems in TVET: The impact of vocational educators’ gender, experience and perception. A mixed research design was adopted for this study with 1314 TVET educators as the population. A sample of 386 respondents comprising of 234 and 152 vocational educators from federal and state institutions were selected based on Taro Yamene’s formula afterwards, proportionate sampling technique was used to determine the number of the vocational educators for each institution. The instrument for data collection was a structured questionnaire titled: “TVET Educators Experience and Perception of LMS Questionnaire” (TEEPLMSQ). The reliability of the instrument was determined using Cronbach’s Alpha which yielded reliability indices of (α = .761); (α = .816), (α = .832) with a high grand coefficient of 0.80 for vocational educators’ perception, LMS skills possessed and barriers militating against LMS use respectively. Data collected were analyzed using bivariate correlation, regression, and also path analysis through 5000 re-samples bias-corrected (BC) bootstrapping method, as well as confirmatory factor analysis. The result of the study revealed that vocational educators in Enugu and Anambra States of Nigeria perceived LMS as a credible ICT tool that supports the teaching of TVET courses and enhances the transfer of TVET skills to TVET students. The path analytical results revealed that lecturers’ characteristic (experience) has full mediation effects between the LMS skills possessed and level of LMS usage. Based on the findings of the study, it was recommended among others that The TVET educators should adopt LMS in teaching and learning of TVET courses in Nigerian tertiary institutions