Computer Science Educators and their Extent of Utilization of e-Learning Teaching Strategies in Colleges of Education in South-South, Nigeria

The study determined the extent of utilization of e-learning teaching strategies by Computer Science Educators in Colleges of Education in South-South, Nigeria. Two research questions guided the study while four null hypotheses were formulated and tested at 0.05 level of significance. A descriptive survey design was adopted. A total of 219 Computer Science Educators from 10 Colleges of Education in South-South, Nigeria made up the population of the study. There was no sampling as the population size was manageable by the researcher. A structured 20-item validated questionnaire was used for data collection. Three experts validated the instrument and an overall reliability correlation co-efficient of 0.79 was obtained using Cronbach Alpha method. Out of the 219 copies of the instrument distributed, 210 copies were successfully retrieved and used for data analysis. Data related to the research questions were analyzed using mean and standard deviation while z-test statistic was used to test the null hypotheses. The findings from the study revealed that blended learning tools were utilized as e-learning teaching strategies but to a moderate extent, while telecommunication was utilized to a small extent. The study also revealed that type of ownership of institutions i.e., state or federal, do not significantly affect the utilization of e-learning teaching strategies (blended learning and telecommunication) by Computer Science Educators in Colleges of Education in South-South, Nigeria. It was concluded that Computer Science Educators utilized blended learning tools as teaching strategies to a moderate extent as a result of insufficient training and retraining given to them, but telecommunication tools were utilized to small extent. To encourage the use of e-learning teaching strategies by Computer Science Educators, it was recommended, among others, that Computer Science Educators should develop themselves by way of in-service training. They should also constantly use e-learning tools provided by the government through the administrators of institutions in carrying out their teaching tasks.