THE EFFECTS OF DIGITAL LITERACY SKILLS OF TEACHERS ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENTS IN AKOKO SOUTH WEST LOCAL GOVERNMENT, ONDO STATE.

ABSTRACT The ability to access and use digital devices and technology as well as interact with information and educational contents via information technology is an integral skill that is essential in the 21st century. Thus, it is pertinent that educators and students have a strong digital literacy knowledge /skill because, in the modern world, these abilities are now necessary for survival for both students and teachers. In light of this, the study examined the effects of digital literacy skills of teachers on secondary school students’ academic achievements in Akoko South West Local Government, Ondo State. The population of the study included students of English language in secondary schools in Akoko South West, Ondo State. Four research questions were formulated to guide the study. The research questions sought to investigate how the use of educational digital tools can be used to improve students’ participation and academic achievements, analyse teacher’s digital competencies find out the availability and access to Digital literacy tools by teachers and examine the challenges hindering the effective usage of digital literacy skills tools in teaching English language. A descriptive survey was used as the research approach, and a population of 150 students from five secondary schools in Akoko South West Local Government, Ondo State, were randomly selected to participate in the study. A well-structured questionnaire with closed-ended questions was used. Frequency and simple percentage were used to analyse the data collated from the study. The findings of the study among others revealed that majority of the teachers were not competent in the use of digital literacy skill. It was also revealed that the use of Digital technology encouraged greater participation among students. It was also revealed that a number of factors hampered the effective usage of digital technology and ICT in the study area which involved epileptic power supply, lack of technical know-how and inadequate knowledge of teachers. Based on the result of these findings, it was recommended among others, that governments and private school owners should ensure the availability and accessibility of digital / ICT technologies in schools, Refreshers’ course, seminars and workshops should be conducted for teachers in order to facilitate their digital knowledge and competency. Also, conscious efforts should be made to ensure stable power supply in schools in order to promote the accessibility and usability of digital technologies in schools.