THE RELATIONSHIP BETWEEN TEACHERS ICT COMPETENCE AND INSTRUCTIONAL EFFECTIVENESS IN PUBLIC SECONDARY SCHOOL IN IKA SOUTH LOCAL GOVERNMENT AREA

TOPIC IS SUITABLE FOR:
1-Department of Education
2-Department of Educational Management

TOPIC: THE RELATIONSHIP BETWEEN TEACHERS' ICT COMPETENCE AND INSTRUCTIONAL EFFECTIVENESS IN PUBLIC SECONDARY SCHOOL IN IKA SOUTH LOCAL GOVERNMENT AREA

TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Question
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope and Delimitation of the Study
1.8 Operational definition of terms
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Theoretical Review
2.3 Empirical Review'
2.4 Conceptual Review
CHAPTER THREE: METHODOLOGY
3.1 Research Design
3.2 Population of the Study
3.3 Sampling and sampling Technique
3.4 Research Instrument
3.5 Method of Data collection
3.6 Method of Data analysis
3.7 Ethical Considerations
CHAPTER FOUR: DATA PRESENTATION, ANALYSIS, INTERPRETATION
4.1 Introduction
4.2 Data presentation
4.3 Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Implication of the results
5.5 Recommendations
5.6 Contribution to knowledge
5.7 Suggestions for Future Research
References
Appendix

ABSTRACT
This study was carried out to examine the relationship between teachers’ ICT competence and instructional effectiveness in public secondary schools in Ika South Local Government Area, Delta State. The study was specifically carried out to determine the influence of teachers’ proficiency in using smartboards on instructional effectiveness, examine the relationship between teachers’ ability to integrate educational software and students’ learning outcomes, investigate the effect of ICT workshops and professional development on instructional delivery, identify challenges faced by teachers in using digital devices and their impact on instructional effectiveness, and examine the relationship between teachers’ competence in using online platforms and instructional effectiveness. The study employed the descriptive survey research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using mean and standard deviation, and the hypotheses test was conducted using ANOVA and logistic regression statistical tools with SPSS. A total population of 420 teachers was used, from which a sample size of 205 was derived using Taro Yamane formula, while 190 validated responses were used for analysis. The participants consisted of teachers in public secondary schools in Ika South Local Government Area. From the responses obtained and analyzed, the findings reveal that teachers’ proficiency in using smartboards has a significant influence on instructional effectiveness at F = 6.52, P = 0.001. The study also shows that teachers’ ability to integrate educational software has a significant relationship with students’ learning outcomes at F = 5.89, P = 0.001. Likewise, ICT workshops and professional development significantly affect instructional delivery at F = 6.11, P = 0.002. Furthermore, challenges in using digital devices significantly impact instructional effectiveness at p < 0.05 with positive beta values across variables. The study further revealed that teachers’ competence in using online platforms significantly influences instructional effectiveness at F = 6.88, P = 0.001. The study therefore recommends that government and school authorities should provide adequate ICT infrastructure, ensure continuous ICT training for teachers, and strengthen technical support systems to enhance effective instructional delivery in secondary schools.
Keywords: ICT competence, instructional effectiveness, smartboards, educational software, online platforms.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
The use of Information and Communication Technology (ICT) is vital to education in today's world as it facilitates the access of information, collaboration, creativity and innovative instructional delivery. In the modern world, the importance of digital literacy and the integration of technology into educational systems has gained considerable recognition among educational institutions worldwide, as well as in Nigeria, as a means of enhancing learning outcomes and equipping learners for the challenges of the modern world (Abdulrahman & Adegoroye, 2025). The use of ICT has also had an impact on the professional role and practice of teachers. Ngaji and A (2021) stated that the effective education system has been increasingly marked by the use of digital tools by teachers in the education process. This has led to the increase in the importance of technological enhancement in school-based settings for the enhancement of quality education and sustainable development by governments, institutions and education stakeholders.
Incorporation of ICT in education has increased teachers' expectations in educational contexts. The teachers will now be required to have sufficient ICT knowledge to plan the lesson, to manage the interactions in the classroom, and to ensure meaningful learning experiences. ICT competence is the knowledge, skills and abilities needed to utilise digital technologies in an appropriate way for learning. Olumide and Akintola (2022) defined ICT competence as the capacity of teachers to use ICT devices, access digital resources, communicate using technological tools and use ICT in the teaching and learning process. Teachers' confidence and adaptability for using technology to support pedagogy and learners' engagement are also part of the concept. Fidelis and Onyango (2021) reported that teachers who are technologically competent are likely to exhibit better instructional delivery when using multimedia resources, online learning platforms and interactive teaching strategies. This means, the ICT teacher competence has gained attention, as the effectiveness of education in modern schools is closely linked to the competence of teachers in applying ICT in teaching and learning.
Instructional effectiveness is another key notion in the education process that relates to the degree to which the teaching process enhances students' learning and comprehension. Instructional effectiveness is defined as the teacher's capacity to implement teaching and learning techniques, resources, communication strategies, and management skills to accomplish learning outcomes. Yahaya and Bolaji (2023) indicated that good teaching promotes students' involvement, understanding, memory, and performance. The quality of teaching is determined, among others, by teacher's pedagogical knowledge and ability to apply appropriate teaching materials. The integration of ICT in classroom activities has been seen to make an enormous impact on innovative classroom practices especially in the use of visual learning aids, virtual simulations and assessment using ICT according to Adebola et al., (2023). Similarly, Bolaji and Jimoh (2022) noted that both subject competence and technological skills in teachers' competencies enable instructional effectiveness. This means that competence and effectiveness of the teacher's use of ICT in the teaching and learning environment are interconnected.
Moreover, the focus on the quality of education in Nigeria has further heightened the attention on teachers' ICT competence, and its link with instructional effectiveness in secondary schools. The role of public secondary schools in preparing students for further education and active involvement in society is significant making effective teaching and learning very important. Lokpo (2023) revealed that the education reforms have been increasingly promoting the introduction of ICT into the teaching and learning process to ensure the education sector is aligned with the world. The study revealed that in Delta State especially Ika South Local Government Area, there are still various reformations in the educational practices of public secondary schools due to technological advancement and digital learning programmes. According to Oluwasanmi (2025), the capability of teachers in handling the ICT for classroom teaching helps to enhance teaching delivery and learning experiences of learners. Chukwu (2025 further noted that the connection between the level of teacher competencies and effective teaching with the use of ICT has become a significant aspect of educational research and study in the light of the evolving nature of the current classroom practices. Hence, a study on such relationship in public secondary schools of Ika South Local Government Area will be relevant for educational development and instructional practices in the area.

1.2  Statement of the Problem
The use of Information and Communication Technology (ICT) in education has been on the rise and this has changed the way education and teaching is done at different levels in the education system. Today's educators are expected to use digital tools as part of their pedagogy, to make the delivery of teaching more effective and to engage students. Olumide and Akintola (2022) and Fidelis and Onyango (2021) noted that ICT is now at the core of modern pedagogy impacting on the way instructional activities are designed and implemented. A desirable educational environment, teachers should have a high level of ICT competence, which allows them to use ICT in an appropriate way in the process of teaching and learning to enhance teaching and learning outcomes. The extent of this idealisation is, however, dependent on the different educational contexts, where infrastructural and skill-related issues might still be present, especially in the public secondary schools.
Although the role of ICT in enhancing pedagogy is recognised, there is some evidence of a low level of competence in the use of ICT by many public secondary school teachers which may affect their ability to teach effectively in the classroom. Ngaji and A (2021) and Bolaji and Jimoh (2022) reported that the capability of teachers' use of ICTs is one of the factors that can affect the effective implementation of ICTs in the teaching process on lesson delivery and students' engagement. Some teachers are still using traditional methods of teaching and learning with limited use of the ICT tools, which results in less interactive and less engaging learning. Yahaya and Bolaji (2023) also highlighted the fact that the effectiveness of teaching and learning might be affected if the teachers are not competent enough in the use of ICT, especially in subjects that require seeing or doing things practically. The dis-location of anticipated delivery of instruction through the use of ICTs and the practice at the classroom level is a big challenge that requires empirical attention particularly public secondary schools of Ika South Local Government Area.
Moreover, available studies have offered general findings on the integration of ICT in teaching and the effectiveness of teaching; however, there is limited context-specific evidence on how teacher's competence with ICT relate to the effectiveness of teaching in public secondary schools in Ika South Local Government Area. Adebola et al. (2023) and Oluwasanmi (2025) found that although the use of ICTs in schools in Nigeria is growing, there are still gaps in how teachers convert the use of ICTs into effective teaching and learning. Chukwu (2025) further noted that there are limited studies in the local context to fully understand the impact of the competence of ICT on the effectiveness of teaching in particular educational contexts. This deficit in knowledge requires an in-depth study which will analyse the relationship between the ICT competence of teachers and effectiveness of their instructional practices in the public secondary schools of Ika South Local Government Area. The present study thus aims at filling this gap by providing empirical evidence which will help to improve the instructional practices and educational outcomes in the study area.
1.3 Purpose of the Study 
The study's overall purpose is to examine the relationship between teachers ict competence and instructional effectiveness in public secondary school in Ika South Local Government Area. The study, on the other hand, was focused on achieving these precise goals:
1.Determine the influence of teachers’ proficiency in using smartboards on instructional effectiveness. 
2.Examine the relationship between teachers’ ability to integrate educational software and students’ learning outcomes. 
3.Investigate the effect of ICT workshops and professional development on instructional delivery. 
4.Identify challenges faced by teachers in using digital devices and their impact on instructional effectiveness. 
5.Examine the relationship between teachers’ competence in using online platforms and instructional effectiveness. 
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms.

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of Information and Communication Technology (ICT), the concept of teachers’ ICT competence, dimensions of teachers’ ICT competence, the concept of instructional effectiveness, the relationship between teachers’ ICT competence and instructional effectiveness, and factors influencing teachers’ ICT competence in public secondary schools in Ika South Local Government Area. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
METHODOLOGY (Preview)
Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprises all 420 teachers in public secondary schools in Ika South Local Government Area of Delta State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 205 participants.
Sampling Technique: The study employed a multi-stage sampling technique, involving stratified, simple random, and convenience sampling, to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire titled “The Relationship Between Teachers’ ICT Competence and Instructional Effectiveness in Public Secondary Schools in Ika South Local Government Area” as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as ANOVA and logistic regression, were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION, ANALYSIS, INTERPRETATION
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that teachers’ proficiency in using smartboards positively influences instructional effectiveness in public secondary schools in Ika South Local Government Area, as evidenced by mean scores ranging from 3.20 to 3.54, all above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed an F-value of 6.52 and a p-value of 0.000 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that teachers’ ability to integrate educational software positively relates to students’ learning outcomes, as evidenced by mean scores ranging from 3.15 to 3.58, all above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed an F-value of 5.89 and a p-value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that ICT workshops and professional development positively affect instructional delivery in public secondary schools in Ika South Local Government Area, as evidenced by mean scores ranging from 3.11 to 3.63, all above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed an F-value of 6.11 and a p-value of 0.002 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that challenges in using digital devices significantly influence instructional effectiveness in public secondary schools in Ika South Local Government Area, as evidenced by mean scores ranging from 3.28 to 3.60, all above the acceptance benchmark of 3.00. The corresponding logistic regression analysis showed significant effects for inadequate availability of digital devices (B = 0.62, p = 0.003), poor internet connectivity (B = 0.58, p = 0.004), lack of technical support (B = 0.55, p = 0.004), frequent power failure (B = 0.66, p = 0.002), limited ICT skills among teachers (B = 0.51, p = 0.005), and general challenges in using digital devices (B = 0.70, p = 0.002). Since all p-values were below 0.05, the null hypothesis was rejected.

v. The study found that teachers’ competence in using online platforms positively relates to instructional effectiveness in public secondary schools in Ika South Local Government Area, as evidenced by mean scores ranging from 3.40 to 3.58, all above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed an F-value of 6.88 and a p-value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary 
5.3 Conclusion
5.4 Implication of the Results
5.5 Recommendations
5.6 Contribution to Knowledge
5.7. Suggestions for Future Studies

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