ROLE OF SOCIAL MEDIA IN INSTRUCTIONAL DELIVERY OF TVET COURSES AMONG TVET EDUCATORS IN FEDERAL UNIVERSITIES IN SOUTH-SOUTH, NIGERIA
Keywords:
Instructional delivery, Social media, TVET Educators.Abstract
The study investigate the role of social media in instructional delivery of TVET courses among TVET educators in Federal Universities in South-South, Nigeria. A descriptive survey research design was adopted for the study. Three research questions guided the study. The population for the study consisted of 223 tvet educators, in Federal Universities in South-South, Nigeria. Stratified and simple random sampling technique was used to obtain a sampling size of 150 tvet educators for the study population. The instrument used for data collection was a 30- item questionnaire adapted from (Jebba, & Umaru, 2019) to suit the study. The instrument was validated by two research experts, one from the Department of Vocational and Technical Education Ambrose Alli University, Ekpoma and one in Measurement and Evaluation University of Benin, Benin City both in Edo State. Cronbach alpha reliability was used to determine the reliability of the instrument and a reliability coefficient of 0.81 was obtained. The data collected for this study was analyzed using mean and standard deviation. The findings revealed that TVET educators generally agreed that social media plays a significant role in instructional delivery, particularly in enhancing collaboration, motivation, and learning engagement among students, the extent of social media use for instructional delivery among TVET educators in Federal Universities in South-South Nigeria is generally low and various strategies to enhance the use of social media in instructional delivery, including capacity building programmes, institutional support, and the provision of reliable internet and power supply. Based on the findings of this study, it was recommended that capacity building programmes, regular workshops, provision of reliable internet, power supply, and institutional sponsorships for ICT-based professional development should be made available for TVET educators, in Federal Universities in South-South, Nigeria.References
Adamu, M. J. (2017). "Social media: An innovative teaching and learning platform for 21st century teachers and students," A paper presented at the International Conference on Computing and Related Technologies (ICCRT-2017) at Sindh Madressatul Islam University, Karachi, Pakistan.
Adebayo, O. A., & Adetimirin, A. E. (2023). Social media adoption and use for instructional purposes among university lecturers in Nigeria. Journal of Education and Information Technologies, 28(2), 1453–1470. https://doi.org/10.1007/s10639-022-11345-7.
Adebola, F. A., & Eze, C. A. (2023). Institutional support and educators’ readiness for social media integration in Nigerian universities. International Journal of Educational Technology in Higher Education, 20(4), 1–14. https://doi.org/10.1186/s41239-023-00411-8
Agyeman, E. A., Boateng, S. K., & Frimpong, P. (2021). Professional development and social media adoption among higher education lecturers in sub-Saharan Africa. Education and Information Technologies, 26(6), 6871–6891. https://doi.org/10.1007/s10639-021-10534-1.
Bulusson, D. (2017). "Social media as an educational and enlightment platform," Daily trust newspaper, vol. 43 (9), pp. 31-32.
Fagerlind, I., & Saha, J. (2016). Education and national development: Comparative perspective. Oxford: Pergamon Press.
Federal Republic of Nigeria. (2014). National policy on education. Lagos, Nigeria: NERDC Press.
Ibeneme, O. T., & Nwokolo, C. U. (2022). Utilization of social media tools for instructional delivery among vocational and technical education teachers in Nigerian universities. African Journal of Educational Research and Development, 14(1), 89–102.
International Labour Organization. (2022). Skills and lifelong learning for the future of work: Role of TVET educators and trainers. ILO Publications. https://www.ilo.org/global/topics/skills-and-employability
Jebba, A. M., & Umaru, N. N. (2019). The role of social media in shaping the academic activities of vocational and technical education lecturer in Nigeria. International Journal of Evaluation and Research in Education (IJERE), 8(4), 735-741. ISSN: 2252-8822, DOI: 10.11591/ijere.v8i4.20305 735.
Jebba, M. A., Sanda, U., & Abdulrahman, T.S. (2018). "E-learning: An indispensable 21st century quality assurance mechanism/ platform for technical education lecturers," Niger Journal of Technology Education, NIJOTECH, vol. 6(1), pp. 276-285.
Kamar, Y. M., & Kubo, G. B., & Ibrahim, R. (2016). "Emerging communication technologies in sciences education and existing issues of compliance among science teachers in Nigeria," 57th annual conference proceedings of STAN held at Ekiti, Ekiti State, Nigeria.
Khan, M. S., Ahmed, S., & Rehman, M. (2021). Teachers’ perception and use of social media in higher education: A comparative study of Asian universities. Education and Information Technologies, 26(5), 5673–5690. https://doi.org/10.1007/s10639-021-10587-2
Kopnina, H. (2020). Education for the future? Critical evaluation of education for sustainable development goals. The Journal of Environmental Education, 51(4), 280–291. DOI: 10.1080/00958964.2019.1710444.
Mallillin, L. L. D. (2024). Instructional teaching theory: Basis for effective teaching device in learning. Eureka: Journal of Educational Research, 2(2), 120–132.
Murray, K. E., & Waller, R (2007). "Social networking goes abroad," International Educator, vol. 16(3), pp. 56-59. Retrieved from http://www.calvin.edu/academic/.
National Universities Commission (2012), "Nigeria Universities Commission minimum standards for vocational and technical education," NUC Publications.
Obianuju, P. O., & Musa, S. I. (2022). Enhancing educators’ digital competence for effective instructional delivery through social media. African Journal of Teacher Education, 11(1), 55–70.
Olamide, F. O., & Ogunlade, O. T. (2023). Social media as a tool for enhancing teaching and learning in tertiary institutions in Nigeria. Journal of Educational and Media Studies, 15(3), 201–217.
Salisu, I., & Bashir, U. (2021). Barriers to social media use in higher education: Evidence from Nigerian universities. International Journal of Digital Education, 9(1), 45–58.
Shaturaev, J. (2021). 2045: Path to nation’s golden age (Indonesia Policies and Management of Education). Science and Education Scientific Journal, 2(12), 866–875.
UNESCO-UNEVOC. (2023). The role of TVET teachers and trainers in transforming technical and vocational education and training. UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. https://unevoc.unesco.org/home/TVET+Teachers+and+Trainers
Uzoagulu, A. E. (2011) "Practical guide to writing research project reports in tertiary institutions," Enugu: John Jacobs Classic publishers.
Waheed, H., Anjum, M., Rehman, M., & Khawaja, A. (2017). "Investigation of user behavior on social networking sites," PLoS ONE, vol. 12(2), pp. 25-32.
Yusuf, M. O., Ajayi, A. O., & Bello, R. O. (2022). Integrating social media into teaching and learning: Opportunities and challenges in Nigerian universities. Contemporary Educational Technology, 14(4), 1–14. https://doi.org/10.30935/cedtech/12145
Zhou, L., Li, F., Wu, S., & Zhou, M. (2020). School’s out, but class’s on the largest online education in the world today: Taking China’s practical exploration during the Covid-19 epidemic prevention and control as an example. Best Evidence in Chinese Education, 4(2), 501–519. doi: 101.15354/bece.20.ae023.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 UNIUYO JOURNAL OF BUSINESS EDUCATION AND ENTREPRENEURSHIP (UJBEE)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.