Evaluating Southwest Nigerian teachers' global effectiveness in using digital media technologies

Abstract

An increasing number of digital media with varying functionalities are being employed in education; however this has generated many challenges. This study examined teachers' effectiveness through the use of digital media technology. A descriptive research design approach was used. Every teacher and student in the six states in Southwest Nigeria who uses digital media technologies for teaching purposes were stratified based on state, region, educational attainment, and socioeconomic status. Thirty (30) teachers and thirty (30) students from each of the six states from selected secondary schools in the Southwest of Nigeria were selected using a simple random sample that used the hat -and -draw technique. This resulted in a total of three hundred and sixty (360) respondents. Questionnaire on the Global Effectiveness of Teachers with 0.79 reliability index was used. The results shows that there was a composite effect of the independent variable on the Learning Management Systems (LMS) of secondary school students in the Southwest of Nigeria (F _(2/,357) = 119.215; P<0.05). The regression analysis's ANOVA result also indicated that the independent variables had a significant composite influence on secondary school students' use of digital media technology (DMT) in Southwest Nigeria (F (3/,356) = 37.191; P<0.05). It was concluded that these resources offer teachers new perspectives and influence worldwide educational practices and policies. The study therefore recommended that statutory funding for digital technology facilities in schools should involve the government at all levels, non-governmental organizations, businesses and that the authorities should ensure that instructors and students attends conferences, seminars, and workshops about computer usage, internet navigation, and digital technology.