Teacher’s Opinion on Availability of E-learning Opportunities for TVET Program in Yobe State Tertiary Institution in Nigeria

Saleh, Abubakar

IUT Repository Home
→
Technical and Vocational Education (TVE)
→
Thesis
→
Graduate
→
2019
→
View Item

dc.contributor.author	Saleh, Abubakar
dc.date.accessioned	2020-10-28T02:09:32Z
dc.date.available	2020-10-28T02:09:32Z
dc.date.issued	2019-11-15
dc.identifier.citation	ADELABU, O. A., ADU, E. O., & Adjogri, S. J. (2014). The availability and utilization of e-learning infrastructures for teaching and learning. Paper presented at the EdMedia: World Conference on Educational Media and Technology. Ademuyiwa, J., & Longe, I. (2017). E-Learning and CBT in Polytechnic Education System in Nigeria. International Journal of Computer Applications, 168(3). Adetokunbo, M. (2013). Transparency International, SERAP Want Nigeria To Account For Money Spent On Education. Available at: View. Akinwale Victor, A. (2017). Extent of Information and Communication Technology (ICT) Utilizationfor Students’ Learning in Tertiary Institutions in Ondo State, Nigeria. Extent of Information and Communication Technology (ICT) Utilizationfor Students’ Learning in Tertiary Institutions in Ondo State, Nigeria (July 3, 2017). Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers' Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International education studies, 3(2), 211-218. Alazam, A.-O., Bakar, A., Hamzah, R., & Asmiran, S. (2013). Teachers’ ICT skills and ICT integration in the classroom: The case of vocational and technical teachers in Malaysia. Creative Education, 3(08), 70. Alio, A. (2008). Fundamentals of educational research. Enugu: Samireen Nigeria Ltd. Aramide, K. A., Ladipo, S. O., & Adebayo, I. (2015). Demographic Variables And Ict Access As Predictors Of Information Communication Technologies' Usage Among Science Teachers In Federal Unity Schools In Nigeria. Library Philosophy and Practice, 1. Atsumbe, B., Raymond, E., & Duhu, E. E. P. (2012). Availability and utilization of e-learning infrastructures in Federal University of Technology, Minna. e-learning, 3(13). Bamigboye, O., Bankole, O., Ajiboye, B., & George, A. (2013). Teachers’ attitude and competence towards the use of ICT resources: A case study of university of 45 agriculture lecturers, Abeokuta Ogun State, Nigeria. Information Manager (The), 13(1-2), 10-15. Bappa-Aliyu, M. (2012). Integrating e-learning in technical and vocational education: a technical review. International Journal of Academic Research in Business and Social Sciences, 2(5), 52. Becker, H. J. (2000). Who's wired and who's not: Children's access to and use of computer technology. The future of children, 44-75. Danner, R. B., & Pessu, C. O. (2013). A survey of ICT competencies among students in teacher preparation programmes at the University of Benin, Benin City, Nigeria. Journal of Information Technology Education: Research, 12(1), 33-49. Effiong, J. (2005). Business education in the era of information and communication technology: Issues, problems and prospects. Business Education Journal, 5(1), 3-7. Elemam, A. E. (2016). Barriers to implementation of information and communication (ICT) in public Sudanese secondary schools: teacher’s prospective. Journal of Sociological Research, 7(1), 33-43. Hadi, A., Yusop, M., Mohamad, B., & Jaafar, M. (2010). Study of information and communication technology (ICT) usage in technical and vocational special education programme. Global Journal of Human Social Science Research, 10(1), 35-43. Ifeakor, A., & Okoli, J. (2010). Appraisal of the availability and utilization of new technological resources for science curriculum delivery in Nigerian universities. African research review, 4(2). Khan, M. S. H., Hasan, M., & Clement, C. K. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh. International Journal of instruction, 5(2). Likoko, S., Mutsotso, S., & Nasongo, J. (2013). The adequacy of instructional materials and physical facilities and their effects on quality of teacher preparation in emerging private primary teacher training colleges in Bungoma County, Kenya. 46 Liu, X., & Pange, J. (2015). Early childhood teachers’ perceived barriers to ICT integration in teaching: a survey study in Mainland China. Journal of Computers in Education, 2(1), 61-75. Mahmud, R., & Ismail, M. A. (2010). Impact of training and experience in using ICT on in-service teachers’ basic ICT literacy. Malaysian Journal of Educational Technology, 10(2), 5-10. Moila, O., & Makgato, M. (2014). Teachers and Learners Level of Computer Literacy to Enhance E-education in Classroom: A Case Study of Six Public Secondary Schools in Atteridgeville Township in South Africa. Mediterranean Journal of Social Sciences, 5(23), 1017. Niederhauser, D. S., & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and teacher education, 17(1), 15-31. Okoye, K., & Michael, O. I. (2015). Enhancing Technical and Vocational Education and Training (TVET) in Nigeria for Sustainable Development: Competency-Based Training (CBT) Approach. Journal of education and practice, 6(29), 66-69. Okoye, K., & Okwelle, P. (2013). Technical and vocational education and training (TVET) in Nigeria and energy development, marketing and national transformation. Journal of education and practice, 4(14), 134-138. Okwudili, O. P. (2018). Teachers opinion on availability of e-learning opportunities for effective technical and vocational education and training (TVET) programme in tertiary institutions in South east Nigeria. International Journal of Vocational and Technical Education, 10(1), 1-6. Oye, N., Salleh, M., & Iahad, N. (2011). Challenges of e-learning in Nigerian university education based on the experience of developed countries. International Journal of Managing Information Technology, 3(2), 39-48. Saud, M. S. (2004). Computer technology compentencies perceived as needed by vocational and technical teachers in Malaysia. The Ohio State University. Tasir, Z., Abour, K. M. E. A., Halim, N. D. A., & Harun, J. (2012). Relationship between Teachers' ICT Competency, Confidence Level, and Satisfaction toward 47 ICT Training Programmes: A Case Study among Postgraduate Students. Turkish Online Journal of Educational Technology-TOJET, 11(1), 138-144. Torruam, J. T. (2012). Application of e-teaching and e-learning in Nigerian educational system. Academic Research International, 3(1), 30. Victor, A. A., & Bolanle, R. R. (2017). Extent of Information and Communication Technology (ICT) Utilization for Students' Learning in Tertiary Institutions in Ondo State, Nigeria. Online Submission, 3(3), 2369-2376.	en_US
dc.identifier.uri	http://hdl.handle.net/123456789/587
dc.description	Supervised by Prof.Dr. Md.Abu-Raihan	en_US
dc.description.abstract	Education systems in world today are undergoing shift in their delivery system to be able to accommodate shift demand in the life of people.ICT has greatly influenced the way institutions operate in researching and providing services to their audience. Although, the government is committed to implementing ICT in education, the process seems to be limited by a number of barriers. E-learning has been seen as an effective means of improving the quality of teaching and learning in TVET schools due toits various forms. This study aims at examine the opinion of teachers on the availability of e-learning opportunities for TVET program in Yobe state tertiary institutions. The study employs descriptive survey research design,the target population was all TVET teachers in Yobestate, and the sample size was 120 which were purposively selected from two TVET tertiary institutions. Three research questions guided the study. Data was collected using questionnaire, descriptive statistical analysis of mean, percentage, and standard deviation was used in analyzing the data. Finding revealed that basic computer literacy and competency among the teachers were available.However,finding shows that e-learning resources such hardware and software were not adequately available.Base on the finding of study, recommendations were made that, government should provide available resource to ensure effective implementation of e-learning in TVET institutions and also should release the necessary fund to enable TVET institutions to put in place necessary ICT infrastructures that will facilitate teaching and learning.	en_US
dc.language.iso	en	en_US
dc.publisher	Department of Technical and Vocational Education (TVE), Islamic University of Technology, Gazipur, Bangladesh	en_US
dc.title	Teacher’s Opinion on Availability of E-learning Opportunities for TVET Program in Yobe State Tertiary Institution in Nigeria	en_US
dc.type	Thesis	en_US