Information and Communication Technology Competencies and Utilisation as Predictors of Instructional Delivery among Agricultural Educators in Colleges of Education in Nigeria

Abstract

This study investigated the levels and predictive relationships among agricultural educators' Information and Communication Technology (ICT) competencies, utilisation rates, and the effectiveness of instructional delivery in Colleges of Education (COEs) across Northeast Nigeria. A correlational and predictive survey research design was adopted. A total of 238 agricultural educators served as the study respondents. Data collection was done using a structured instrument titled Agricultural Educators’ ICT Competencies, Utilisation and Instructional Delivery Questionnaire (AEICUIDQ), which was validated by five independent experts. Trial testing yielded a Cronbach's alpha coefficient of .971, indicating high internal consistency. Descriptive statistics (mean and standard deviation) answered the baseline profile questions; Pearson Product-Moment Correlation analysed individual bivariate relationships; and Multiple Linear Regression tested the global null hypothesis at a .05 level of significance. Descriptive findings revealed that agricultural educators possess a high level of ICT competency but exhibit a moderate level of actual classroom ICT utilisation. Bivariate analysis showed a strong positive relationship between ICT competencies and instructional delivery and a moderate positive relationship between utilisation and instructional delivery. Multiple regression analysis revealed that combined ICT competencies and utilisation significantly predict effective instructional delivery, accounting for 31.7% of the total variance. Based on these findings, it is recommended that Colleges of Education transition from basic digital literacy workshops to advanced training in specialised pedagogical tools (e.g., Learning Management Systems). Furthermore, government and institutional authorities must stabilise electricity and high-speed internet infrastructure and institutionalise verified classroom ICT utilisation as an explicit benchmark for academic staff promotion.