Factors Inhibiting the Assessment of Academic Performance of Learners in Open and Distance Learning (ODL) in Ignatius Ajuru University of Education: Solution and Implication for Development of ODL.

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 self-developed 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