DIGITAL SKILLS REQUIRED BY BUSINESS EDUCATION LECTURERS FOR EFFECTIVE INSTRUCTIONAL DELIVERY IN TERTIARY INSTITUTIONS IN RIVERS STATE

Abstract

This study investigated the digital skills required by Business Education lecturers for effective instructional delivery in tertiary institutions in Rivers State. The study was guided by two research questions and one hypothesis. A descriptive survey design was adopted, and the population comprised 57 Business Education lecturers from Rivers State-owned universities. Due to the manageable population size, no sampling was conducted. To ensure the appropriateness, clarity, and adequacy of the instrument, it was subjected to face and content validation by three experts: one from Computer Science, another from Business Education, and a third from Science Education A structured and validated questionnaire was used for data collection, and responses were analyzed using mean and standard deviation, while the hypothesis was tested using the t-test at a 0.05 significance level. Findings revealed that Business Education lecturers require a range of digital competencies, including desktop publishing, database management, PowerPoint presentation, and webpage design. The results also showed that internet-based skills such as video conferencing, online communication tools, and social media applications are essential for effective instructional delivery. The hypothesis test indicated a significant difference in the mean ratings of male and female lecturers regarding required computer application skills. The study concluded that digital proficiency is vital for improving teaching effectiveness, especially in ICT-related courses. It recommended regular professional development programs and institutional support to ensure lecturers integrate digital skills into their instructional practices.`