SCIENCE TEACHERS’ PERCEPTION OF THE USE OF SOCIAL MEDIA IN TEACHING AND LEARNING IN SENIOR SECONDARY SCHOOLS IN OSUN STATE, NIGERIA

AKINYEMI ADETUNMBI L  AKINYEMI ADETUNMBI L; ODESANMI ABIODUN OLASUNKANMI  ODESANMI ABIODUN OLASUNKANMI

AKINYEMI ADETUNMBI L University of Ibadan
ODESANMI ABIODUN OLASUNKANMI University of Ibadan

Abstract

This study investigates science teachers' perspectives on the incorporation of social media into teaching and learning practices in senior secondary schools in Osun State, Nigeria. Guided by Vygotsky's theory of social learning and the theory of Uses and Gratification, a descriptive survey methodology was employed. Data was collected through the "Science Teachers' Perception of the Use of Social Media for Teaching and Learning Questionnaire" (STPUSMTLQ) from 200 science teachers across 20 senior secondary schools selected from four Local Government Areas. The questionnaire exhibited strong reliability, with a coefficient of 0.78. Data analysis entailed descriptive statistics, including mean, standard deviation, frequency count, and percentages. Results revealed that most science teachers hold positive perceptions regarding the efficacy of social media in teaching and learning, with an average mean score of 2.51. Furthermore, many teachers acknowledged the beneficial impact of social media on their teaching experiences, averaging a mean score of 2.60. Various factors were identified as influencing the adoption of social media for teaching and learning, with an average mean score of 3.60. Among social media platforms, WhatsApp emerged as the most frequently utilised by science teachers, with a mean score of 2.64, followed by Facebook (mean = 2.45) and Twitter (mean = 2.32). Conversely, platforms such as LinkedIn and WeChat were rarely, if ever, utilised by teachers. In conclusion, the study underscores that most science teachers in secondary schools exhibit positive perceptions of social media's efficacy in teaching and learning, with WhatsApp and Facebook being the most frequently employed platforms. Consequently, recommendations include organizing seminars by the school management to sensitise both teachers and students on the effective integration of social media for educational purposes