INTERNET LITERACY SKILLS OF LECTURERS AND STUDENTS OF TERTIARY INSTITUTIONS IN DELTA STATE

Abstract

This study examined the level of internet skills possessed by Technology and Vocational Education lecturers and students in tertiary institutions in Delta State, Nigeria. The study was motivated by the increasing importance of internet literacy and digital competence in teaching, learning, research, and professional development within the contemporary information society. A survey research design was adopted for the study. The population comprised lecturers and final-year students from the College of Education, Agbor, and the College of Education (Technical), Asaba. Data were collected using a structured questionnaire based on a four-point Likert scale. A total of 150 questionnaires were distributed, out of which 145 were correctly completed and returned, representing a response rate of 96.7%. Data were analyzed using frequency counts, percentages, and Chi-square (χ²) statistics. The findings revealed that 1,319 responses (91%) were in the agreement category, indicating that respondents possessed a high level of internet skills, while only 131 responses (9%) fell within the disagreement category. The Chi-square analysis yielded a calculated value of 70.28, which exceeded the critical value of 16.919 at the 0.05 level of significance, leading to the rejection of the null hypothesis. The study concluded that Technology and Vocational Education lecturers and students in Delta State possess significant internet skills. The study recommends continuous training, improved digital infrastructure, and enhanced integration of internet-based technologies into teaching and learning processes.