Abstract
This study determined utilization of social media for enhancing inclusive quality instructional
delivery of Technical and Vocational Education and Training (TVET) in Nigeria. To achieve this,
emerging social media technologies for instructional delivery and social networking platforms for
inclusive teaching and learning were examined. Diffusion of innovation theory was used to justify
the adoption of social media as a veritable tool to supplement and blend traditional teaching and
learning environment. A descriptive survey research was adopted and the population for the study
was 3,970. Purposive sampling technique was used to select 400 respondents from four tertiary
institutions that offer TVET programmes in Ekiti State, Nigeria. A structured questionnaire tagged
'SMEQID' with reliability index of .77 was used for data collection. Two research questions were
answered using mean and two null hypotheses were tested using t-test at 0.05 level of significance.
The result of the study revealed that educational social media sites, micro-blogging sites, media
publishing tools, media collaboration tools, photo/document sharing sites, video sharing sites and
virtual world media that can enhance inclusive quality instructional delivery of TVET in Nigeria
were not utilized. The study recommended early adoption of educational technologies embedded
in social media that supplement teaching and learning experiences beyond classroom environment
as well as online programmes where students can freely interact and collaborate on emerging
issues in TVET for inclusive quality instructional delivery.
Keywords: Utilization, Social Media, Quality, Instructional Delivery, TVET.
Publication Date: 2016-12-14