Influence of Teachers’ Digital Competence on Effective Instructional Delivery of Teachers in Public Senior Secondary Schools in Rivers State

Abstract

This study investigated influence of teachers’ digital competence on effective 
instructional delivery of teachers in public senior secondary schools in Rivers State. Three 
objectives, three research questions and three hypotheses guided the study. The study 
adopted descriptive survey design. The population of the study was 7,142 teachers 
comprising of 3681 males and 3461 females from 278 public senior secondary schools in 
Rivers State. A sample size of 378 teachers comprising of 140 males and 238 females 
from 35 public senior secondary schools was derived through Taro Yamane’s formula and 
stratified random sampling techniques. The instrument was a fifteen (15) items selfdeveloped questionnaire titled: “Influence of Teachers’ Digital Competence on Effective 
Instructional Delivery of Teachers Questionnaire” which was face and content validated 
by two experts in Measurement and Evaluation and Department of Educational 
Management. Cronbach Alpha was used to establish the reliability of the instrument 
which yielded reliability indexes of 0.87, 0.76 and 0.84. Mean and standard deviation 
were used to answer the research questions while z-test was used in testing the formulated 
null hypotheses at 0.05 level of significance. Findings of the study revealed that to a high 
extent teachers’ digital information literacy competence, teachers’ digital communication 
competence and teachers’ digital content creation competence influence effective 
instructional delivery of teachers in public senior secondary schools in Rivers State. 
Based on the findings, it was recommended among others that teachers should be 
encouraged by the school authority to use relevant internet search tools for effective 
information searching, storing, disseminating and retrieving.