WEB-BASED DIGITAL TECHNOLOGY SKILLS REQUIRED FOR ONLINE TEACHING AND LEARNING OF SCIENCE EDUCATION COURSES IN COLLEGE OF EDUCATION ZING, TARABA STATE.

Abstract

The study examined the web-based digital technology skills required for online teaching and learning of science education courses in College of Education Zing, Taraba State. One research question and one null hypothesis guided the study. Descriptive survey design was adopted. The population consisted of 81 lecturers from the various departments of the School of Secondary Education (Sciences), 
College of Education Zing and 50 were selected using simple random sampling method. The WDTSROTLSECQ, a four-point rating scale questionnaire, was used for data collection. The instrument was validated by 3 experts and Cronbach’s alpha reliability coefficient of 0.78 was achieved. The data collected were analysed using mean and standard deviation. The mean was used to answer the research question while the standard deviation was used to determine the closeness or otherwise of the responses from the mean. The null hypothesis stated was tested using the independent t-test at 0.05 level of significance. The findings revealed that lecturers in the school required web-based digital technology skills for online teaching of science education courses (weighted average mean = 3.44).
The findings further revealed that there was no significant difference between the mean response of experienced and less experienced lecturers (t46 = -0.9054, p>0.05). It was concluded that science education lecturers require continuous digital skills development to meet evolving educational demands post COVID19. Based on the findings of the study, it was recommended among others that government should provide ongoing training for science education lecturers to enhance their competencies in essential digital skills, as it will ensure that lecturers are well-equipped to meet the demands of digital teaching and learning.