Teachers’ ICT skills and utilization of ICT materials for instructional delivery in public senior secondary schools in Wukari, Nigeria

##plugins.themes.academic_pro.article.sidebar##

Published Aug 9, 2024
https://doi.org/10.47434/JEREDA.5.2.2024.224
Download
PDF
Statistic

Downloads

Download data is not yet available.
Vol. 5 No. 2 (2024)

##plugins.themes.academic_pro.article.main##

Thomas Odo Ekunke
Department of Science Education, Federal University, Wukari, Nigeria
Inama Blessing Adewumi
Department of Library and Information Science, Federal University, Wukari, Nigeria

Abstract

Introduction: ICT has become a household name in all spheres of live. The roles playing by Information and Communication Technology in the field of education has been tremendous in today’s teaching and learning.


Purpose: The purpose of this study was to investigate teachers’ ICT skills and utilization of ICT materials for instructional delivery in public secondary schools in Wukari, Nigeria. Three research questions and three null hypotheses were formulated to guide the study.


Methodology: The study adopted descriptive survey research design. The population of the study comprised 3,523 secondary school teachers in Wukari. A sample size of 360 teachers were selected from the entire population. The instrument for data collection was Teachers’ ICT Skills and Utilization of ICT Materials for Instructional Delivery Questionnaire (TICTSUICTMIDQ). The instrument was validated by experts from measurement and evaluation department. The reliability coefficient of 0.86 was derived using Cronbach alpha reliability statistics. Mean and standard Deviation were used to answer the research questions while independent t-test was used to test the research hypotheses at 0.05 level of significance.


Result: The findings of this study revealed that teachers’ ICT skills and access to ICT materials enhances instructional delivery in Wukari.


Conclusion: The study concluded that, to a very high extent teachers’ access to computer, ICT materials and its utilization enhance instructional delivery in Wukari.


Recommendation: The study recommended, that government should implement ICT training programs for teachers in Wukari to enhance their skills in utilizing digital tools effectively.

##plugins.themes.academic_pro.article.details##

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Ekunke, T. O., & Adewumi, I. B. (2024). Teachers’ ICT skills and utilization of ICT materials for instructional delivery in public senior secondary schools in Wukari, Nigeria. Journal of Educational Research in Developing Areas, 5(2), 224-236. https://doi.org/10.47434/JEREDA.5.2.2024.224
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Achuonye, K. A. (2014). Stakeholders’ perception of ICT impact on higher education in Rivers State, Nigeria. Asian Journal of Education and E-learning, 2(4), 48-59.
  2. Adedeji, C. N. (2011). Concept of information and communication technology (ICT). University of Lagos printing press.
  3. Bataineh, A. I. (2013). The integration of information and communication technology in education. Paper presented at the Annual National Conference of the National Association of Business Educators, University of Calabar, Nigeria.
  4. Fisher, T. (2015). Technology means nothing without humans. http://www.tes.co.uk/search/story/?story_id=20829 94.
  5. Garcia, M., & Lee, S. (2020). Machine learning techniques for predictive analytics. In Proceedings of the International Conference on Artificial Intelligence (pp. 123-135). ACM
  6. Gates, B. (2016). The road ahead. New York: Pengum Books. Government of India Draft National Policy on ICT in School Education in India, Ministry of Human Resources Development (MHRD).
  7. Harris, A. (2011). Contemporary perspectives on school effectiveness and school improvement. In Harris, A. and Bennett, N. (Eds), School effectiveness and improvement International Journal of Educational Innovators, 3 (2),43-89.
  8. Henry, C. O. (2018). Differential clarity of understanding of computer science and ICT among secondary school teachers in Etche local government area of Rivers. Unpublished project work Ignatius Ajuru University of Education Port Harcourt.
  9. Kadel, R. (2015). How teacher attitudes affect technology. Learning and Leading with Technology, 39(5), 34 –47.
  10. Mandah, N. N. S. (2016). Issues in educational technology. emmanest ventures publication Ignatius Ajuru University of Education Rumuolumeni, Port Harcourt.
  11. OECD, (2011). Information and Communication technologies, tool for enhancing instructional delivery in Nigeria. Turkish Online Journal of Distance Education, 8(1), 133- 142.
  12. Onasanya, S., Shehu, R., Ogunlade, O. & Adefuye, A. (2011). Teacher’s awareness and extent of utilization of ICTs for effective science and health education in Nigeria. Singapore Journal of Scientific Research, 1 (1)49-58.
  13. UNESCO (2014). Information and communication technology in education in education – A curriculum for schools and programme for teacher development. Paris.
  14. Yusuf, M. O. (2015). Information and communication education: Analyzing the Nigerian national policy for information technology. International Educational Journal, 6(3), 316-321.
  15. Ziden, T. (2011). Concept of old and new information and communication technology for enhancing instructional delivery. Journal of Information and Communication Technology, 9(4), 3-9.