TECHNICAL TEACHERS’ PERCEPTION AND READINESS FOR E-LEARNING INSTRUCTIONAL DELIVERY OF TECHNICAL SCHOOLS IN MINNA, NIGER STATE

TECHNICAL TEACHERS’ PERCEPTION AND READINESS FOR E-LEARNING INSTRUCTIONAL DELIVERY OF TECHNICAL SCHOOLS IN MINNA, NIGER STATE 

TABLE OF CONTENTS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

Table of Contents                                                                      vii

CHAPTER ONE: INTRODUCTION

1.1    Introduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

Abstract:
The rapid advancement of technology has significantly impacted education, including the instructional delivery methods in technical schools. E-learning, as a form of distance education, has gained prominence as a viable alternative to traditional classroom-based instruction. This study explores the perception and readiness of technical teachers towards e-learning instructional delivery in technical schools located in Minna, Niger State.

The research employed a mixed-methods approach, incorporating both quantitative and qualitative data collection methods. A survey questionnaire was administered to a sample of technical teachers from various schools in Minna, Niger State, to gather quantitative data. Additionally, semi-structured interviews were conducted with a subset of the participants to obtain qualitative insights and a deeper understanding of their perceptions and readiness for e-learning.

The findings revealed that technical teachers generally held positive perceptions of e-learning instructional delivery. They recognized its potential to enhance student engagement, provide access to a wider range of learning resources, and promote flexible learning environments. However, concerns were raised regarding the adequacy of technical infrastructure, including internet connectivity and availability of necessary hardware and software tools.

Furthermore, the study identified several factors influencing the readiness of technical teachers for e-learning. These factors encompassed technological competence, pedagogical skills for online instruction, and institutional support for professional development and provision of necessary resources. The results indicated that while technical teachers exhibited moderate technological competence, they expressed the need for additional training and support to effectively integrate e-learning into their instructional practices.

The study concludes by recommending comprehensive professional development programs that address the identified gaps. These programs should focus on enhancing technical teachers' technological proficiency, pedagogical skills for online instruction, and fostering a supportive institutional environment. Furthermore, collaborations between educational institutions, government agencies, and relevant stakeholders are essential to address infrastructure challenges and ensure the successful implementation of e-learning in technical schools in Minna, Niger State.

Keywords: E-learning, instructional delivery, technical education, technical teachers, perception, readiness, Minna, Niger State.

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