Examining Lecturers Computer Literacy/Competency Level and the Integration of Microsoft PowerPoint Software in Teaching-Learning in University of Port Harcourt Faculty of Education

Abstract

Technological advancements have displaced most of all the traditional known mode of instruction in recent times. It has also been ascertained that teachers, who are conversant with the use of technologies in classroom instruction have much more advantages over other teachers, who are ICT illiterate/incompetent. Therefore, the major objective of this paper is to examine the Lecturers Computer Literacy/Competency Level and the Integration of Microsoft PowerPoint Software in Teaching-Learning in University of Port Harcourt Faculty of Education. It will further find out how the lecturers have effectively integrated the Microsoft PowerPoint software technology into teaching-learning practice in recent years. Based on the interviews and the existing literature, the paper will further identify the major benefits and pitfalls for the integration of Microsoft PowerPoint software in teaching-learning process in the faculty. In the same manner, the futuristic use of ICTs in the classroom environments will concisely be discussed. Nonetheless, this is a descriptive survey design method that employed the questionnaire and interviews methods to assess the teachers’ computer literacy/competency level and the integration of Microsoft PowerPoint (MS PPT) software in teaching-learning. The purposive sampling technique was used; hence, the participants in this study involved142 of all the 154 lecturers in the University of Port Harcourt Faculty of Education. The researchers used the four Likert-type scale questionnaire, ranging from “Strongly agree’’ (SA), “Agree” (A), “Strongly Disagree” (SD) and “Disagree” (D). The data gathered was analyzed using frequency counts and percentage to analyze the research questions. The findings of the research revealed that 103 (72.5%) of the lecturers are computer literate, while 128(90.2%) of the lecturers could not effectively integrate MS PowerPoint software into teaching-learning purposes. Nonetheless, valuable recommendations/suggestions were made to enhance the use of ICTs effectively in the present classroom environment.