SCIENCE TEACHERS’ATTITUDE TOWARDS THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR TEACHING IN KWARA STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
The integration of Information and Communication Technology (ICT) in education has brought about significant changes in teaching and learning processes. This study aims to investigate science teachers’ attitude towards the use of ICT for teaching in Kwara State, Nigeria. The study also explores the factors influencing their attitudes and the challenges faced in implementing ICT in science classrooms.
A mixed-methods research design was employed, combining quantitative surveys and qualitative interviews. The participants consisted of science teachers from various secondary schools in Kwara State. The quantitative data were analyzed using descriptive statistics and inferential analysis, while the qualitative data were thematically analyzed.
The findings revealed that science teachers in Kwara State generally held positive attitudes towards the use of ICT for teaching. They recognized the potential of ICT to enhance student engagement, facilitate interactive learning, and provide access to up-to-date information. The teachers also acknowledged the importance of ICT in preparing students for the digital age and improving their scientific literacy.
However, several factors influenced science teachers’ attitudes towards ICT integration. These factors included teachers’ ICT skills and competence, availability of ICT infrastructure and resources, training and professional development opportunities, and support from school administrators and policymakers.
Furthermore, the study identified several challenges faced by science teachers in implementing ICT in their classrooms. These challenges included limited access to ICT infrastructure and resources, inadequate professional development opportunities, lack of technical support, and time constraints.
To promote the effective use of ICT in science education, it is recommended that policymakers and school administrators provide adequate ICT infrastructure, resources, and technical support. Teacher training programs should be implemented to enhance teachers’ ICT skills and competence. Additionally, collaboration among stakeholders, including teachers, administrators, and policymakers, is crucial for addressing the challenges and ensuring the successful integration of ICT in science classrooms.
Keywords: science teachers, attitude, information and communication technology, ICT integration, teaching, Kwara State, Nigeria
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