DEMOGRAPHIC FACTORS AS CORRELATES OF E-LEARNING COMPETENCIES OF COMPUTER EDUCATION LECTURERS IN COLLEGES OF EDUCATION IN SOUTH-EAST, NIGERIA

The purpose of this study was to determine this demographic factors as correlates of e-learning competencies of computer education lecturers in colleges of education. The study adopted correlational survey research design. The study was carried out in South-East geopolitical zone, Nigeria using government owned colleges of education in the state. The population for the study was thirty one (31) computer education lecturers/instructors from the three (3) government owned colleges of education in South-East, Nigeria. The entire population was studied due to the fact that it is manageable. Hence, total population sampling technique was used. The instrument that was used for the study was a structured questionnaire titled “Demographic factors as Correlates of e-Learning Competencies of Computer Education Lecturers (DCeCCEL) questionnaire”. The research instrument was subjected to face validation by three experts. Two experts in the Department of Computer & Robotics Education and one in the Department of Industrial Technical Education, all in Faculty of Vocational and Technical Education (VTE), University of Nigeria, Nsukka. The internal consistency of the questionnaire was determined using Cronbach Alpha reliability test which yielded co-efficient of 0.89. The instrument for data collection was administered by the researchers. The data collected was analyzed using Point Bi-serial Correlation. The null hypotheses were tested using Point Bi-serial correlation for hypotheses one to four and multiple regressions for hypothesis five at 0.05 level of significance. The findings from the study revealed a very weak relationship among age, marital status, gender, educational qualification and e-learning competencies of computer education lecturers’. In addition, the findings on hypothesis tested revealed that there was no significant difference among computer education lecturers’ age, marital status, gender, educational qualification and their e-learning competencies. It was therefore concluded that lecturers should always use e-learning resources