Citation:

Oguzo, Ndubuisi. "Software and Hardware Digital Skills Acquisition and Instructional Delivery of Office and Information Management Education Lecturers in South-South Nigeria" International Research Journal of Economics and Management Studies, Vol. 5, No. 8, pp. 112-118, 2026. Crossref. https://doi.org/10.56472/25835238/IRJEMS-V5I8P110

Abstract:

The increasing integration of digital technologies into tertiary education has made software and hardware competence essential for effective instructional delivery. However, evidence on the digital competence of Office and Information Management (OIM) lecturers in South-South Nigeria remains limited. This study examined the relationship between software and hardware digital skills acquisition and instructional delivery among OIM lecturers in tertiary institutions across the six South-South states of Nigeria. A correlational research design was adopted, and all 123 OIM lecturers were studied using a census approach. Data were collected with validated questionnaires and analysed using descriptive statistics and Pearson Product Moment Correlation at the .05 significance level. Results indicated that lecturers performed well on frequently used productivity software and hardware but had limited competence with a range of specialist digital tools. The software digital skills were significantly and positively associated with instructional delivery (r =. 774, p < .05), and hardware digital skills showed even a larger positive association (r =. 837, p < .05). This study finds that digital competence in the form of both software and hardware application is an important predictor for OIM lecturers delivery, yet varies by specific technology use. It calls for more focused professional development programmes and technology-enabled teaching to be better supported by access to specialist digital infrastructure.

References:

[1] Abid, H., Mohd, J., Mohd, A. Q., & Rajiv, S. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285.
[2] Agboola, J. O., Ademiluyi, L. F., & Ademiluyi, A. B. (2014). An assessment of the continued relevance of the secretarial profession in the age of office technology. Nigerian Journal of Business Education, 1(3), 75–98.
[3] Akomas, U. C., Ekeke, C., & Douglas, O. G. (2017). Computer application in business education: An employable skill for 21st century youth empowerment in Rivers State University. Rivers Business Education Journal, 2(1), 145–151.
[4] Amesi, J., Amaewhule, W. A., & Akoku, A. U. (2022). Digital skills required by business education lecturers for teaching accounting education courses in tertiary institutions in Rivers State. Nigerian Journal of Business Education (NIGJBED), 9(2), 38–52.
[5] Beeland, W. (2017). Students' engagement, visual learning and technology: Can interactive whiteboard help? Retrieved August 10, 2021, from http://downloads01smarttech.com
[6] Edet, E. O. (2019). Electronic-based learning resources required in business education and skill acquisition for global business environment. Nigerian Journal of Business Education, 6(2), 163–172.
[7] Gurunath, R., & Samanta, D. (2022). A novel approach for semantic web application in online education based on steganography. International Journal of Web-Based Learning and Teaching Technologies, 17(4), 1–13.
[8] Ile, C. M., & Abi, A. O. (2021). Extent of acquisition of digital skills by office technology and management students in tertiary institutions in Benue State. NAU Journal of Technology & Vocational Education, 6(1), 22–30.
[9] Inyang, U. G., & Ekpenyong, M. E. (2012). Computer software. In E. D. Udosen, E. E. Joshua, & U. G. Inyang (Eds.), Fundamentals of Science and Computing. Uyo: Chf Prints.
[10] Jubril, A. M. (2019). ICT facilities: A panacea to effective teaching and learning in business education. Association of Business Educators of Nigeria, 6(1), 558–564.
[11] Koko, M. N., & Ajinwo, I. P. (2022). Digital instructional pedagogy application for office management and technology in Rivers State. International Journal of Innovative Information Systems & Technology Research, 10(2), 18–28.
[12] Mishra, P. (2015). How are computer-based assessments better than paper-based assessments? Retrieved September 13, 2023, from http://www.proprots.com/c/ims/what-is-computerbasedAssessment/
[13] Moore, E. A. (2018). Adapting PowerPoint lectures for online delivery: Best practices. Faculty Focus, 21, 345–376.
[14] Ogiagah, R. (2009). Curriculum contents in office technology and management—National Board for Technical Education.
[15] Oyinloye, O. T., Asonibare, E. M., & Oluwalola, K. (2021). Office skills required by office technology and management students for effective performance in modern office. Nigerian Journal of Business Education, 8(1), 86–93.
[16] Ozdamli, F., & Cavus, N. (2021). Knowledge sharing technologies in higher education: Preferences of CIS students in Cyprus. Education and Information Technologies, 26(2), 1833–1846.
[17] Ragan, L. C. (2011). 10 principles of effective online learning: Best practices in distance education. Faculty Focus.
[18] Simonson, M., & Schlosser, C. (2019). Lesson delivery methods. Quarterly Review of Distance Education, 7, 37–45.
[19] Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Quarterly, 13(3), 318–346.
[20] Tornatzky, L. G., & Fleischer, M. (1990). The Processes of Technological Innovation. Lexington, MA: Lexington Books.
[21] Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Keywords:

Digital Skills Acquisition, Software Skills, Hardware Skills, Instructional Delivery, Office and Information Management, Tertiary Education.