Propensity Score Matching Analysis of the Association between Instructor Competence and Utilization of Digital Tools in TVET Institutions of Uganda

Abstract

The effectiveness of online teaching in Technical and Vocational Education and Training (TVET) institutions largely depends on instructor competence in utilizing digital gadgets. This paper utilizes the Propensity Score Matching model to examine the association between instructor digital gadgets utilization competence and online teaching/learning among selected TVET institutions. This paper presents and emphasizes the critical role of digital competence among instructors as a necessary condition for online teaching. A cross-sectional survey design was employed. Univariate analysis using bar charts and histograms was done. The bivariate analysis covered an ANOVA table and scatterplot, while the Multivariate level entailed the Propensity Score Matching model. The findings showed that instructor competence in digital gadget utilization enhances online teaching, but rural residences and poor infrastructure limit engagement. Internet access remains a major hindrance, requiring government intervention for free connectivity. Practical fields face significant challenges in integrating online teaching, necessitating hefty investments in digital learning tools and simulators. Financial constraints among instructors, due to limited income-generating activities, further reduce online teaching adoption in TVET institutions.