Assessing the Availability and Utilization of ICT in Teaching Biology in Senior Secondary Schools in South LGA, Kwara State
Keywords:
ICT, Biology Education, Senior Secondary Schools, Educational ResourcesAbstract
This study investigated the availability and utilization of Information and Communication Technology (ICT) in the teaching of Biology at senior secondary schools in South Local Government Area (LGA), Kwara State. Adopting a descriptive survey design, the research examined a sample of 10 senior secondary schools and 30 Biology teachers within the LGA. To guide the study, four research questions were formulated. Data collection was carried out using a structured questionnaire designed to assess the availability and extent of ICT use in Biology instruction. The questionnaire was validated by subject experts to ensure its reliability. Data analysis involved both descriptive and inferential statistical methods, including percentage distributions, with a significance threshold of 0.05. Findings revealed that ICT facilities were generally limited in the schools surveyed, and in six of the sampled schools, the use of ICT in Biology instruction was particularly low. The study also established a significant relationship between the availability of ICT resources and effective Biology teaching in senior secondary schools. Additionally, factors such as teachers' gender, academic qualifications, and years of teaching experience were found to have a significant impact on ICT adoption in the classroom. Based on these findings, it was recommended that government agencies take active steps to ensure the provision of adequate ICT resources in senior secondary schools and other educational levels. Furthermore, the study suggested that non-governmental organizations, including the Parents Teachers Association (PTA) and Community Development Associations, contribute to equipping schools with necessary ICT tools to enhance teaching and learning outcomes
References
Adebayo, Z. A., Salami, M. O., & Ibrahim, T. A. (2022). The use of ICT tools to enhance students’ engagement and understanding of biological concepts in Nigerian secondary school. Journal of Science Education and Innovation, 14(2), 45–58.
Achor, B., & Ityobee, D. (2020). Assessment of availability of ICT facilities for basic science teaching and learning in upper basic schools in Benue State. Journal of Research in Curriculum and Teaching, 12(1), 1–10.
Ahmed, M. A., Abimbola, I. O., Omosewo, O. E., & Akanbi, A. O. (2018). Availability and utilization of instructional resources for teaching basic science and technology in secondary schools in Ilorin, Nigeria. 53rd Annual Conference Proceedings of Science Teachers Association of Nigeria, 203–214.
Aina, J. K. (2013). Effective teaching and learning in science education through information and communication technology (ICT). IOSR Journal of Research and Method in Education, 2, 43–47. https://doi.org/10.9790/7388-0254347
Alshmrany, S., & Wilkinson, B. (2017). Factors influencing the adoption of ICT by teachers in primary schools in Saudi Arabia: Teachers’ perspectives of the integration of ICT in primary education. International Journal of Advanced Computer Science and Applications, 8(12), 1–14.
Amuchie, A. A. (2015). Availability and utilization of ICT resources in teaching and learning in secondary schools in Ardo-Kola and Jalingo, Taraba State. Journal of Poverty, Investment and Development, 8, 94–100.
Basargekar, P., & Singhavi, C. (2017). Factors affecting teachers’ perceived proficiency in using ICT in the classroom. IAFOR Journal of Education, 5(2), 67–84.
Bullard, J. (2017). Constructivism: Does your practice match your conceptual framework? Journal of Early Childhood Teacher Education, 24(3), 157–162.
Enemarie, V. (2016). Achievement in basic science as a predictor of performance in senior secondary sciences in Benue Education Zone B. [Unpublished M.Ed. dissertation, Benue State University, Makurdi].
Eze, P. I., & Aja, S. N. (2014). Availability and utilization of information and communication technology in Ebonyi Local Government Area of Ebonyi State: Implication for effective teaching and learning. Educational Research, 5(4), 116–121.
Federal Republic of Nigeria (FRN, 2013). National Policy on Education. (6th Ed.). Lagos: NERDC Press.
Igboegwu, E. N., Egolum, E. O., & Nnoli, J. N. (2018). Knowledge and attitude of biology teachers to information and communication technology and the way forward for effective teaching of biology in secondary schools. 52nd Annual Conference Proceedings of Science Teachers Association of Nigeria, 261–268.
Mabayoje, M. A., Isah, A., Bajeh, A. O., & Oyekunle, R. A. (2015). An assessment of information and communication technology literacy among secondary school students in rural areas of Kwara State, Nigeria: A community advocacy approach. Covenant Journal of Informatics and Communication Technology, 3(1), 61–72.
Mbugua, S. N., Kiboss, J., & Tanui, E. (2015). Influence of integration of information communication technology in teaching on students' performance. Journal of Education and Practice, 7(1), 1–13.
Ndirika, M. C., & Kanu, N. E. (2018). Availability and utilization of information and communication technology infrastructure among secondary school teachers in Umuahia Education Zone, Abia State, Nigeria. 53rd Annual Conference Proceedings of Science Teachers Association of Nigeria, 284–289.
Olawale, B. E., & Yusuf, M. O. (2023). Challenges of ICT integration in biology instruction in Nigerian secondary schools: Issues and implications. African Journal of Educational Technology, 9(1), 101–115.
Ojo, T. (2023). Challenges of ICT integration in the teaching of science subjects in Nigerian secondary schools: A case study of Kwara State. Journal of Science Education and Technology, 32(1), 18–29.
Ojo, T., & Okunola, A. (2023). Enhancing biology education through information and communication technology: Opportunities and challenges in Kwara State. African Journal of Science, Technology, Innovation and Development, 15(3), 227–234.
Umar, T. A., & Salihu, Y. (2015). Teacher’s competence in the implementation of basic technology curriculum. Journal of Science, Technology & Education (JOSTE), 3(1), 1–13.
