Idris Adamu1*, Sezer Kanbul1, Usman AG2, Abba SI3
Emerging technologies have changed workplaces through computers and ICT tools, which have revolutionized teaching and learning environments differently. Although computers and ICT tools have become instrumental in teaching and learning, most educators cannot incorporate them into their teaching and learning. Subsequently, this results in students who are ill-equipped or lack some necessary skills in the work world, leading to low performance and poor handling of tools, and thus, low production. Therefore, we aimed to investigate the Technological Pedagogical Content Knowledge (TPACK) model, TVE teachers competence regarding computer and ICT tools for classroom teaching and learning and the competence level required by TVE teachers for computer related instructional technology for classroom teaching and learning. Three hundred (300) participant TVE teachers from six north-eastern state technical colleges of education in Nigeria were cluster selected, and questionnaires were administered to them. The results will be essential to educational institutions, the Ministry of Education, industries, and researchers. Traditional linear models, viz: Multi-Linear Regression (MLR) developed with SPSS software, and Artificial Intelligence (AI) models, specifically Artificial Neural Networks (ANN), Adaptive Neuro-Fuzzy Inference Systems (ANFIS) and Least Square Support Vector Machine (LS-SVM) developed with MATLAB 9.3, were used to analyze the data quantitatively. The results from our study indicate that TVE teachers are competent in computers and some instructional technology usage and show a high correlation between competence and teaching experience and a lower correlation between competence and gender. The goodness of fit leads to a good fit of the model. Future studies should examine the application of other linear and nonlinear AI techniques.
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