|Title||Teachers Perception Of The Use Of Ict As An Instructional Tool In Science And Mathematics In Nigeria Secondary Education|
|Authors||Ebire, F. A|
|Issue||Vol. 1 No. 2 (2020): OJED 2020 Second Issue|
The lagging performance of students in science and mathematics in West African Senior School Certificate Examination (WASSCE) points to a serious challenge requiring the intervention of the government, as we know; education is the bedrock of any nation. The application of ICT tools in teaching science and mathematics in Nigeria can be said to have minimally improved student performance in recent times. Though the government of Nigeria has made a laudable effort in these regards; it has little or no impact in teaching science and mathematics in Nigeria secondary education. Thus, this study aimed at examining the perception of teachers towards the use of ICT as an instructional tool in science and mathematics within Nigeria secondary education. The research employs a quantitative research design in which a sample of sixty-three (63) science and forty (40) mathematics teachers from government secondary schools in Abuja, Nigeria were interviewed. The instrument for data collection was a semi-structured questionnaire titled “Teacher’s Perception on ICT Use Model (TPIUM)” based on the Technology Acceptance Model (TAM) by Davis, 1989. Statistical analysis of the data obtained showed that Perceived usefulness (PU) had the strongest impact on Behavioral intention (BI) and Attitude toward use (AT) of ICT tools by teachers. The findings of this study also revealed that outdated government policies to support ICT use in science and mathematics posed a big challenge and more consequential is the inadequate skills of teachers in using ICT tools. The study therefore recommends that the government should endeavor to put in place adequate training and retraining of teachers on how to effectively fuse and use ICT tools in teaching mathematics and other science subjects in Nigeria.
Education can be said to be the bedrock of both the developed and developing nations. Globally, most governments have devoted resources to information and communication technology (ICT) development, the traditional methods of instruction in Nigeria are been birthed out of academic and social impact due to the gradual introduction of ICT in learning (Arong and Ogbadu, 2010). The goal is to improve teaching and learning using innovative technologies in institutions of learning. This has brought about the formulation of Educational ICT policies; aimed at guiding the implementation processes of ICT use in schools (Awe, 2016).
Science instruction is basic requisite assuming a fundamental role in the innovative and technological improvement of a nation. Being aware of this, the federal government of Nigeria through the National Policy on Education maintained the compulsory learning of Mathematics in the primary and secondary levels of education. Owing to this, the government at all levels is making serious effort to provide high-quality Mathematics education. It is worthy of note that recognizable attempts, by various stakeholders, have been made in the past to enhance Mathematics teaching and learning and thereby making it more effective. Despite the important role played by science and mathematics education in the industrialization nation (Fakomogbon et al., 2014), there are several problems in improving science and mathematics education in Nigeria at the secondary level. The poor performance of students in science and mathematics final exams, such as WASSCE as reported by the Federal Ministry of Education (2018) goes to show a latent problem. The Senate president mandated a Committee on Education (Basic and Secondary) to meet with the minister of education and discuss the recurrent failure rate of students in a bid to finding a possible solution to improving the performance of the students. It’s also highlighted in a research on student’s performance in final examinations that there is a strong need to examine the cause of this decline performance (Utibe & Agwagah, 2015). One major problem lies with how well teachers are able utilize ICT as an instructional tool in teaching. As Senator Biodun Olujimi in 2018 rightly pointed out; lots of teachers still have the phobia for ICT use in teaching science and mathematics, with very wrong perceptions on the use of ICT depending on how they perceive its usefulness or ease of use. Their level of education might also be a big hindrance to the proper use of these ICT tools as we have teachers who are not properly trained or lack basic and adequate skills to fully maximize and optimize these tools. Thus, it is important to explore how well the perception of teachers to ICT affects their teaching of science and mathematics, challenges faced and the benefits of ICT towards teaching sciences.
The objectives of this study are outlined as follows:
- To evaluate the possible factors influencing in-service teachers’ use of ICT in teaching science and mathematics in Nigeria secondary education
- To explore the possible challenges that affect the implementation of ICT tools in teaching science and mathematics in Nigeria secondary education
- To evaluate the level at which science and mathematics in-service teachers make use of ICT tools in Nigeria secondary education
The proposed research hypothesis is based on the constructs of TAM (Technology Acceptance Model). The hypotheses exploits the relationships, significance, and influence each construct has on one another as using TAM (Davis, 1989).
H1: In-service teachers’ attitudes towards use (AT) of ICT tools will be positively influenced by its perceived usefulness.
H2: In-service teachers’ attitudes towards use (AT) of ICT tools will be positively influenced by its perceived ease of use.
H3: In-service teachers’ perceived usefulness (PU) of ICT tools will be positively influenced by its perceived ease of use.
H4: In-service teachers’ behavioral intention (BI) to use ICT tools will be positively influenced by its perceived usefulness.
H5: In-service teachers’ behavioral intention (BI) to use ICT tools will be positively influenced by its attitude towards use.
This paper sought to answer the following research questions:
- What are the factors that influence in-service teachers’ intention to make use of ICT tools in teaching science and mathematics in the classroom?
- What are the challenges that affect the effective implementation of ICT tools in teaching and learning science and mathematics in Nigeria secondary education?
- How well do science and mathematics in-service teachers use ICT tools in Nigeria secondary education?
The study employed a quantitative research design in which a sample of sixty-three (63) science and forty (40) mathematics teachers from government secondary schools in Abuja, Nigeria were interviewed. The instrument for data collection was a semi-structured questionnaire titled “Teacher’s Perception on ICT Use Model (TPIUM)” based on the Technology Acceptance Model (TAM) by Davis, 1989. The target population for the study are in-service teachers in government secondary schools in Abuja. One hundred and twenty (120) questionnaires were administered to seventy-five (75) science and forty-five (45) mathematics teachers. The disparity in the number of sciences to mathematics teachers was due to the available number of volunteers for the study. Incomplete responses were discarded; leaving one hundred and three (103) that was completed in total i.e. 97% of the question administer was completed and used for data analysis (Gay, Miles and Airasian, 2012).
Ebire, F. A. (2020). TEACHERS PERCEPTION OF THE USE OF ICT AS AN INSTRUCTIONAL TOOL IN SCIENCE AND MATHEMATICS IN NIGERIA SECONDARY EDUCATION. Open Journal of Educational Development (ISSN: 2734-2050), 1(2), 13-26. https://doi.org/10.52417/ojed.v1i2.147