Information and Communication Technologies (ICTs) As Veritable Tools for Instructional Delivery in Technical Vocational Education and Training (TVET)

Abstract

The study sought to know the relevance, contributions and roles of Information and Communication Technologies (ICTs) in instructional delivery in Technical Vocational Education and Training (TVET). Survey research method was adopted with the population of 300 made up of lecturers and students from Modibbo Adama University of Technology (MAUTECH), Yola, and National Open University of Nigeria (NOUN), Yola Centre. A structured questionnaire of 61 items on the relevance, contributions and roles of ICTs) in instructional delivery in TVET was developed. The instrument was designed on a five Likert rating scale weighted as follows: Very Greatly Relevant (VGL = 5); Greatly Relevant GR = 4); Relevant (R = 3); Slightly Relevant (SR = 2, and Not Relevant (NR = 1). The instrument consisted of Section ‘A’ – ‘D’ Section ‘A’ contained demographic information of the respondents while Section ‘B’  -  ‘D’ sought information on the Relevance, Contribution and Role of ICT Hardware technologies, ICT Software  technologies and ICT networking technologies in instructional delivery in TVET. The instrument was face-validated by three experts. A reliability test was established using Cronbach’s Alpha reliability test. Data collected was analyzed using mean and standard deviation to answer the three research questions. The null hypothesis was tested using t-test statistic. The analysis was computer based, with the help of Statistical Package for Social Sciences (SPSS). The result obtained showed that there was no significant difference between the mean responses of TVET instructors and TVET (clientele) students on the relevance and contribution of ICTs in instructional delivery in TVET. The study recommended among other things that Technical Vocational Education and Training (TVET) should be established alongside other conventional school programs to offer recipients long life educational opportunities and training; both states and federal budgets should be raised to at least 30% of the total annual budgets to enable all federal and state schools procure and acquire different ICT hardware technologies, software technologies and networking technologies needed for all school programmes; hardware, software and networking engineering should be integrated into the national school curriculum from primary to tertiary institutions.