Evaluation of Computer-Based Instructional Programmes in Vocational Schools in Benue State, North Central Nigeria

This study evaluates computer-based instructional programmes implemented in vocational schools in Benue State, North Central Nigeria. Vocational education institutions have progressively adopted computer-based content delivery as a means of modernising skills training in areas such as office technology, computer repairs, and digital marketing. A descriptive survey design was employed, sampling 60 vocational instructors and 150 students from eight vocational schools in Makurdi, Otukpo, and Gboko. A validated programme evaluation questionnaire and student performance records were used as data sources. Evaluation criteria included relevance of content, instructional quality, learner engagement, and post-programme skill acquisition. Findings reveal that computer-based programmes are most effectively delivered in office technology courses but poorly executed in practical skills areas that require integration with physical equipment. Student engagement is higher in computer-based sessions than in conventional lectures but drops in institutions where device-to-student ratios are low. The study recommends that vocational school management conduct annual programme quality reviews, update computer-based content to reflect current industry software versions, and improve device-to-student ratios to a minimum of 1:2 for effective instructional delivery. Keywords: computer-based instruction, vocational education, programme evaluation, Benue State, skills training