ASSESSING THE LEVEL OF USE OF DIGITAL LITERACY ANDREMOTELEARNING ON TEACHING OF ECONOMICS IN SECONDARYSCHOOLSINGBOKO LOCAL GOVERNMENT AREA OF BENUE STATE, NIGERIA

Abstract

This study assessed the level of use of digital literacy and remote learning in teaching of Economics in Secondary Schools in Gboko LGA of BenuebState, Nigeria. Simple randomsampling was used to select 40 senior secondary school teachers (about 100%) teachingEconomics from 32 senior secondary school in 27 public and 5 private schools, Descriptivesurvey research design was used. A Structured questionnaire; title; level of use of digital literacy and remote learning in teaching of economics in secondary schools Questionnaire ”(LUDLRLTESSQ) was developed by the researcher and used for data collection. Data was analysed using tables and simple percentages and hypothesis was equally tested using simple percentage at 50% benchmark. The study revealed that there is low impact of digital literacy and remote learning on the teaching and learning of Economics, as 70%of respondents agreed that there is low impact of digital literacy and remote learning on the teaching of Economics in Secondary Schools in Gboko LGA far above the set bench mark of 50%. The researcher recommended the urgent need to scale up the process of implementation of existing programs like Nigeria Learning Passport to effectively bridge the gap. Also, Digital
literacy and Remote Learning facilities, Expertise, Lack of funds to purchase ICT tools, Support programs, Assessment tools and Frameworks were not available. Therefore, government and non-governmental organizations as well as school owners should provide these items in order to accurately improve the Impact of Digital Literacy and Remote Learning of Secondary School Students