Browsing by Author "Ojo, Raphel Ayodele"

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    Influence of Teachers' Digital Literacy Skills on Osun State Public Secondary School Students' Academic Performance in a Computer-Based Test.
    (Department of Educational Technology and Library Studies, Faculty of Education. Obafemi Awolowo University, 2022) Ojo, Raphel Ayodele
    The study determined the digital literacy skills possessed by the secondary school teachers. It investigated the influence of the teachers’ demographic variables (gender, academic qualification, level of exposure) on their digital literacy skills. The study also investigated the influence of teachers’ digital literacy skills on students’ academic performance in a computer-based test. This is with a view to determining the influence of teachers’ digital literacy skills on Osun State public secondary school students’ academic performance in a computer-based test. The study adopted descriptive survey research design. The population of the study consisted all senior secondary school teachers and students in Osun State public secondary schools. One hundred and eighty teachers and 450 students participated in the study. Multistage sampling procedure was employed in sample selection. Three Local Government Areas (LGAs) were selected from each senatorial districts of the state using simple random sampling technique. From each of the LGAs, two secondary schools with access to computer and that are willing to participate in the study was purposively selected. Ten teachers that showed willingness to participate in the study were selected from each of the schools using convenient sampling technique. All the students in a randomly selected arm of an SS II class in the selected schools were sampled. Consent form was administered on the teachers and the students before the administration of the instruments. Basic English Language and Mathematics Achievement Test (BELMAT) and Teachers’ Digital Literacy Scale (TDLS) were used for data gathering. BELMAT was a computer-based achievement test that gathered information on the students’ academic performance. TDLS was adapted from Jeong-Bae (2015). The face, content and construct validity of the instruments were determined. The reliability of the instruments was also determined. Analysis of data showed that the teachers’ skill in operation and application (mean = 18.87), problem solving and critical thinking (mean = 28.26) and digital citizenship (72.34). The teachers’ skills in inquiry and innovation is average (mean = 20.97). Results also showed that gender has no significant influence on the teachers operation and application skills (t(161) = 2.59; p > 0.05); problem solving and critical thinking skill (t161 = 2.55; p > 0.05); inquiry and innovation skill (t161 = 3.01) and digital citizenship skill (t161 = 2.86; p > 0.05). Teachers’ qualifications also had no significant influence on the operation and application skill (F(5,157) = 0.42; p > 0.05); problem solving and critical thinking skill (F(5,157) = 0.61; p >0.05); inquiry and innovation (F(5,157) = 0.76; p > 0.05 and digital citizenship (F(5,157) = 0.65; p > 0.05). Teachers’ level of exposure had significant influence on operation and applications (t159 = 5.58; p < 0.05); it also had significant influence on problem solving and critical thinking (t159 = 5.96; p < 0.05); teachers’ level of exposure also had significant influence on the inquiry and innovation skill (t159 = 4.87; p < 0.05). The level of exposure had significant influence on the digital citizenship skill of the teachers (t159 = 5.98; p < 0.05). Analysis of data also revealed that teachers’ digital literacy skills has no significant influence on the students’ academic performance in a computer-based test (R2 = 0.03) The study concluded that the digital literacy skills of the teachers are high and that teachers’ digital literacy skills have no significant influence on Osun state public students’ academic performance in a computer-based test.