Possession of E-learning Ability for Enhancing Technical and Vocational Education Training (TVET) among Lecturers of Tertiary Institutions in Enugu State

Abstract

Purpose. This study determined the extent to which lecturers of technical and vocational education and training (TVET) in tertiary institutions in Enugu State, Nigeria, possess the e-learning abilities required to enhance TVET delivery. Methodology. A descriptive survey design was adopted. The population comprised 312 TVET lecturers in five public tertiary institutions; the entire population was studied. Data were collected with the 22-item E-learning Ability Possession Questionnaire (ELAPQ), face-validated by three experts (overall Cronbach’s alpha = .89). Of 312 copies distributed, 296 (94.9%) were analysed. Mean and standard deviation answered the research questions; independent-samples t-tests tested two null hypotheses at the .05 level. Findings. Lecturers possessed online instructional delivery abilities to a high extent (M = 2.54) but possessed e-content development (M = 2.28) and online assessment abilities (M = 2.20) to a low extent. There was no significant gender difference, t(294) = 0.67, p = .503. University-based lecturers reported significantly higher possession than lecturers in colleges of education and polytechnics, t(294) = 3.45, p = .001, d = 0.41. Originality. The study measures three distinct clusters of e-learning ability among TVET lecturers across universities, colleges of education and polytechnics within a single Nigerian state, a comparison that has been largely absent from the local literature. Research implications. Capacity building should target pedagogically rich e-content and performance-based digital assessment rather than communication tools alone, and should prioritise colleges of education and polytechnics.