COMPUTER SKILLS AS PREDICTORS OF TEACHERS’ TASK PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined computer skills as predictors of teachers’ task performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study was 267 principals in the 267 public secondary schools from the six Education Zones in Anambra State. The researcher sampled the 267 principals in the state because they are manageable in size. Two instruments titled Computer Skills Questionnaire (CSQ) and Teachers’ Task Performance Questionnaire (TTPQ) were used for the study. The instruments were subjected to face and construct validation. The data collected from the trial testing were subjected to internal consistency reliability technique using Cronbach Alpha and the average coefficients were established at 0.832 for CSQ and 0.879 for TTPQ. Simple regression analysis was used for the study. The study revealed that word processing skills and internet skills positively and significantly predicted teachers’ task performance in public secondary schools in Anambra State. The study concluded that computer skills are indispensable and powerful driving forces that positively and significantly predict teachers’ task performance in public secondary schools in Anambra State. Based on the findings, the study recommended among others that public secondary school teachers should upgrade and acquire more computer skills for effective use of instructional materials in their lesson presentation as this would make their lesson clearer and reduce boredom which would in turn enhance their task performance.