internet skills for expediting students' learning

Abstract

The accomplishmentof any educational system despite thestrategic designdepends to a large extent on the quality of teachers. Therefore, this study was carried out to determine the internet skills needs of vocational and technology teachers to facilitate students’ learning in Nigeria technical and vocational institutions. The studyadopted asurvey research design. The population for the study consisted of 215technology and vocational education teachers fromSix (6) south western states of Nigeria. A research question was developed to guide the study. A structured questionnaire was usedto collect data from the respondents which was duly validated by experts. Cronbach Alpha reliabilitytechnique was used to determine the internal consistency of the questionnaire items at 0.91.Data collected were analysed through Confirmatory factor Analysis (CFA) using Statistics Package for Social Sciences (SPSS) and Analysis Moment of statistics (AMOS). After a preliminary analysis (descriptive), data from respondents were found suitable for inclusion in Confirmatory factor analysis (CFA). The CFA was performed and the results of the analysis support the one-factor model of the internet skills component for facilitating students’ learning. The study found that technology teachers require nine (9) internet proficiencies under investigation. Thus, it was recommended that conferences, workshops, seminars, training and retraining programmes should be organized at regular interval for teachers in order toenhance their competency for the purpose of boosting their performance in teaching.