LECTURERS’ COMPETENCY LEVEL IN THE UTILIZATION OF REMOTE TEACHING PLATFORMS FOR INSTRUCTIONAL DELIVERY IN FEDERAL UNIVERSITIES IN SOUTH-SOUTH, NIGERIA

Abstract

The study investigated the extent of computer science lecturers’ competency in utilization of remote teaching platforms for instructional delivery in Federal Universities in South-South, Nigeria. The population was made up of 247 computer science lecturers of five Federal Universities offering computer science as a course, in South-South, Nigeria. A sample of 153 respondents was used in the study. This was selected using Taro Yamane’s formula and proportionate stratified random sampling technique. Data collection was done with the use of a researcher-developed instrument titled, “Lecturers’ Competency in Utilization of Remote Teaching Platforms Questionnaire (LCURTPQ)”. Two research questions were raised and two corresponding null hypotheses formulated to guide the study. Descriptive survey design was used for the study. The findings of this study revealed that computer science lecturers demonstrated a very high competency level in utilizing Google Classroom and Zoom platforms. Furthermore, statistical analyses showed no significant difference in the mean response between male and female lecturers in the utilization of Google Classroom and Zoom. It was therefore concluded that male and female computer science lecturers are very highly competent in utilizing Google Classroom and Zoom platforms. Based on the findings, it was recommended among other things that universities should continue to enhance lecturers' digital competency through professional development programs, institutional policies should continue to promote interactive platforms. The research contributes empirical evidence to the discourse on digital pedagogy in Nigerian higher education.