The study considered the use of online learning applications for instructional delivery and assessment purposes in higher institutions of learning that stimulates a new atmosphere where lecturers could utilize these facilities to promote learning. The study also determined the gender difference between lecturers use of online learning applications for instructional delivery and classroom assessment in a post-covid context. The digital applications analyzed in this study include Google classroom, Email, Moodle, Canvas, Google, Microsoft Team, Zoom, Google Meet, Cisco Webinar, Facebook groups, Open Educational Resources (OERs), Google docs, Google slide, WhatsApp and Telegram Channel. At present, however, opinions are divided over the extent to which lecturers utilize these online learning applications in instruction and assessment. A descriptive survey research design was adopted with 152 participants (n = 88 males and n = 64 females) for the study and the instrument used for data collection was Utilization of Online Leaning Applications in Classroom Instruction and Continuous Assessment Questionnaire (UOLACICAQ). On December 2021, the participants completed the Questionnaire. The internal consistency of the instrument was determined using Cronbach’s Alpha and the reliability index of .93 was obtained. Results of the study show a low extent of utilization of online learning applications in classroom instruction and continuous assessment (Canvas, Microsoft Team, Google Meet, Cisco Webinar, OERs, Google slide, Telegram Channel, Facebook groups, Moodle, Google Classroom, learning management systems, Google forms and Google sheet). There was however, a significant difference between male and female lecturers' use of online learning applications for continuous assessment. Lecturers’ utilization of online learning applications in instruction and assessment of learning will expose them to different online learning applications used in delivery instructions and assessing students’ learning. The research supplies good idea of the instrument for measuring those staked learning outcomes in higher institution. However, lecturers do not differ in terms of the extent to which they use online learning applications while delivering instructions in the classroom based on gender.

The data literacy skills of students in Southern Nigeria institutions of higher learning were evaluated in this study using descriptive survey method. A total of five (5) universities were selected for this study. These comprised of 150,055 students of which 2550 constituted sample for the study. Multi-stage sampling procedure was employed. The instrument used for data collection for the study was Data Literacy Questionnaire (DLQ). The reliability of DLQ was established using Cronbach-alpha method and it yielded a reliability coefficient of 0.901. The data collected was statistical analyzed using mean and standard deviation for the research questions while t-test and Analysis of variance were used to analyze the hypotheses. Findings revealed that the students possessed moderate level of data literacy skills. The students had their lowest rating in data analysis skills. The findings also revealed that Ph.D. students had better data literacy skills compared to M.Sc. and B.Sc. students, while M.Sc students' had better data skills compared to B.Sc. students. The study recommends that programs and workshops should be designed to help improve data skills for teachers and students in order to meet global standards.

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