NAVIGATING DIGITAL DIVIDE: E-LEARNING LITERACY AND COMPETENCY OF SECONDARY SCHOOL TEACHERS IN NORTHCENTRAL, NIGERIA

Abstract

Teachers’ level of e-learning literacy and competency is important for the digitalization of education, especially in the context of the increasing advancement of technology in education. It is on this note that, this study investigates the e-learning literacy and competency levels of secondary school teachers in North Central Nigeria. The study is a cross-sectional survey type. The population of the study comprises all the teachers in the region. A structured questionnaire with two subscale was developed by the researcher and used to solicit data from the respondents. The questionnaire was validated by three experts. Cronbach Alpha method was used to test the internal consistency of the instrument and 0.76 was obtained. The instrument was distributed across the region and 1052 teachers responded to the instrument. The data collected was analyzed using descriptive and inferential statistics. For the interpretation of the results, real limits were used. The findings of the study show that teachers have low levels of e-learning literacy and competency. A significant difference was found between male and female teachers’ e-learning literacy and competency, and between the teachers of public and private schools in North Central Nigeria. Based on these findings, successful implementation of e-learning in the region might be mired at this educational level. It was therefore recommended that regular training programs and workshops on emerging e-learning technologies be conducted for teachers in the region to improve their e-learning literacy and competency.