SCIENCE TEACHERS’ATTITUDE TOWARDS THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR TEACHING IN KWARA STATE

Saheed O YAHYA; Nusirat B. YUSUF; Yekeen I JIMOH

YAHYA, Saheed O Department of Curriculum and Instruction, School of Education, Kwara State College of Education (Technical), Lafiagi
YUSUF, Nusirat B. Department of Chemistry Education, School of Science, Kwara State College of Education (Technical), Lafiagi
JIMOH, Yekeen I Department of Computer Science Education, School of Science, Kwara State College of Education (Technical), Lafiagi

Abstract

Information and Communication Technology (ICT) is playing an increasing role in many areas of activity, there are indications that it is not always incorporated into the educational process by teachers as productively as possible. The purpose of this study was to investigate science teachers’ attitudes towards the use of Information and Communication Technology for teaching in Kwara State. The study was descriptive research of the survey method using stratified, proportional, purposive and random sampling techniques to draw a sample of 200 (130 males and 70 females) science teachers from ten secondary schools in Kwara State, Nigeria. The main research instrument employed for data collection was a researcher-designed questionnaire. One research question was raised, and four research hypotheses were formulated and tested. The research question was answered using mean and standard deviation. Hypotheses one to three were tested using a t-test while hypothesis five was tested using Analysis of Variance (ANOVA), all hypotheses were tested at a 0.05 significant level, and the statistical tool used for analysis is Statistical Package for Social Science (SPSS). The findings of the study indicated that science teachers’ attitude towards the use of ICT for teaching is positive since a majority of the mean value of items on the table were greater than the 3.0 benchmark, and all the teachers’ variables considered in the study have no influence on science teachers’ attitude towards the use of ICT for teaching it was recommended among others that teacher training and professional development-oriented policies should be put in place to support ICT.