DIGITAL TRAINING AND TEACHERS’ PROFICIENCY IN LESSON DELIVERY IN PRIMARY SCHOOLS IN OSUN STATE, NIGERIA
B. Akinola Oluwatoyin 1, O. R. Oparinde 2, F. B. Bamire 3 & S. ’Tayo Subair 4
Department of Educational Management, Obafemi Awolowo University, Ile-Ife 1, 2, 3 & 4
Corresponding Email: sosubair@oauife.edu.ng 4
Abstract
This study examines the connection between teachers’ competency in delivering lessons in elementary schools in Osun State, Nigeria, and their digital knowledge. The study investigates how organised digital training programmes affect teachers’ instructional capacities at the fundamental level of education in a time when digital literacy is essential to good instruction. The study adopted a quantitative research design, using structured questionnaires to collect data from 56 randomly selected primary school teachers in Osun State. The availability and frequency of digital training, the degree of instructors’ digital competency, and the effect of such training on lesson delivery were the three main variables investigated. Three research questions were raised and answered using descriptive statistics. The results showed that while the Ministry of Education offers and supports digital training programs, there is variation in how they are implemented. Teachers reported moderate to high levels of digital proficiency, particularly in using tools like PowerPoint, Zoom, and Google Classroom, and in basic troubleshooting. It was also found out that digital training greatly improves pedagogical integration, student engagement, and lesson planning. After being exposed to digital training programmes, teachers observed increases in learner participation and material delivery. The study did, however, also identify several significant obstacles, such as rural teachers’ restricted access to training, poor infrastructure, and a dearth of opportunities for ongoing professional development. The study recommends policy reforms and targeted investments to bridge the digital divide and promote effective digital integration in primary education. Strengthening these efforts is vital for achieving quality education and preparing young learners for a digitally-driven future.
Keywords: Digital Training, Teachers, Proficiency, Primary Education, Lesson Delivery.
