INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA by Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe (the ebook reader .txt) 📖

Section 7

 

Table 2: Mean rating and standard deviation of respondents responses on the extent of Use of ICT devices by Biology Teachers for Biology Instruction

 

S/N

Items

Mean

SD

Decision

1

E-mail

1.31

.47

VLE

2

Computer

1.17

.38

VLE

3

Interactive whiteboard

1.00

.00

VLE

4

Videotaped lessons

1.00

.00

VLE

5

YouTube

1.00

.00

VLE

6

Video conferencing

1.00

.00

VLE

7

Facebook

1.00

.00

VLE

8

Twitter

1.00

.00

VLE

9

Internet browsing

1.36

.49

VLE

10

Multimedia Television

1.00

.00

VLE

11

Multimedia projector

1.36

.49

VLE

12

Tape recorder

1.03

.17

VLE

13

Interactive CDs

1.00

.00

VLE

14

Television

1.06

.23

VLE

15

Radio

1.03

.17

VLE

Cut-off mean = 2.50

The results in Table 2 portrayed that those items with cut-off mean of 2.50 and above are said to be used in Very High Extent (VHE)  and the items with the cut-off mean of 2.50 are said to be used in High Extent (HE).  Those with the mean of 2.00  are said to be use in Low Extent (LE) and the items with a mean response below the  mean of 2.00 are said to be used in Very Low Extent (VLE) . The data revealed that all the ICT devices itemized in the questionnaire have mean response which are below the mean of 2.00. This implies that all the ICT devices are said to be used in a Very Low Extent by Biology teachers for Biology instruction.

Research Question 3: What are the hindrances to effective use of ICT devices for teaching Biology to senior secondary students?

 

Research Question 3: What are the hindrances to effective use of ICT devices for teaching Biology to senior secondary students?  

 

 

Table 3: Mean rating and standard deviation of the respondents responses on the

hindrances to the Effective use of ICT devices in Secondary Schools

 

S/N

Items

Mean

SD

Decision

1

I lack sufficient knowledge of how to use ICT equipment

2.89

.47

A

2

There is irregular supply of electricity

4.22

4.97

A

3

Computer sites are not always available for use

2.03

.70

DA

4

I lack confidence in using ICT gadgets for teaching

2.81

.53

A

5

Funding is a major hindrance to ICT usage for biology instruction

3.44

.50

A

6

I feel intimidated in using ICT devices for teaching for fear of making mistakes

2.94

.72

A

Cut-off mean = 2.50

From Table 3, the item with a mean response above the cut-off mean of 2.50 is said to be accepted or agreed (A) and those below 2.50 were not accepted or disagreed (DA). The result revealed that all the items in the table except item 3 had a mean above the cut-off mean. Hence, the hindrance to the effective use of ICT devices in secondary schools include among others: lack of sufficient knowledge on how to use ICT equipment, irregular supply of electricity, lack of confidence in using ICT devices for teaching, funding, and feelings of intimidation in using ICT devices for teaching for fear of making mistakes.

 

Research Question 4: What are the strategies for enhancing the use of ICT devices Biology teaching?

Research Question 4: What are the strategies for enhancing the use of ICT devices Biology teaching?

 

Table 4: Strategies for Enhancing the Use of ICT devices for teaching Biology

S/N

Items

Mean

SD

Decision

1

Massive computer literacy program for teachers

3.50

.51

A

2

Provision of ICT incorporated biology curriculum.

3.72

.45

A

3

Training and retraining of teachers through seminars, workshops and conferences

3.67

.54

A

4

Adequate employment of Biology teachers that are ICT literate

3.47

.51

A

5

Provision of standby generators for regular power supply

3.50

.51

A

6

Employment of computer technicians for routine repairs

3.64

.49

A

7

Provision of security for safeguarding ICT gadgets

3.64

.49

A

Cut-off mean = 2.20

Results in Table 4 portrayed that  item with a mean response above the cut-off mean of 2.20 is said to be accepted or agreed (A) and those below 2 were not accepted or disagreed (DA). The result revealed that all the items in the questionnaire had a mean above the cut-off mean and this indicated that the strategies for enhancing the use of ICT devices  for teaching Biology , therefore includes: massive computer literacy program for teachers, provision of ICT incorporated biology curriculum, training and retraining of teachers through seminars, workshops and conferences, adequate employment of Biology teachers that are ICT literate, provision of standby generators for regular power supply, employment of computer technicians for routine repairs, and provision of security for safeguarding ICT devices.

 

Discussion

The findings of the study showed that only Email, computer and internet browsing are the only available ICT devices in the school in Idemili North local government area. Other items such as interactive white board, video tapped lessons, video conferencing, interactive CDs etc. are not available. The results of the study agrees with the finding of Simpson et al., (2009) when he said that lack of competence by teachers is a serious barrier in using technology to deliver the curriculum. Newhouse (2002) further supported the findings of this study when the researcher found that many teachers lack the knowledge and skills to use computers and so are not enthusiastic about the change associated with bringing computer into their teaching. Worst still, there is always the problem of power failure to run the ICT equipment. To use these ICT devices on alternative supplies like generators, like the study revealed is difficult due to lack of funding. There is need to adopt strategies that can take these challenges into consideration to ensure the efficient and effective use of the available ICT devices and the provision of those ones that are not available.

The results further showed that  all the items in the questionnaire had a mean above the cut-off mean, which implies that the strategies for enhancing the use of ICT devices in dissemination of Biology study concepts includes , employment of Biology teachers who are ICT literate, training of teachers through seminars and provision of ICT incorporated curriculum .

Some of the strategies as revealed by the study includes among others: massive computer literacy program for teachers, provision of ICT incorporated biology curriculum, training and retraining of teachers through seminars, workshops and conferences, adequate employment of Biology teachers who are ICT literate, provision of stand-by electricity generators for regular power supply, employment of computer technicians for routine repairs, and provision of security for safeguarding ICT devices.

The provision of massive computer literacy program through seminars, workshops and conferences for teachers will help teachers to acquire the needed knowledge on how to use the ICT devices in the biology curriculum delivery. This is supported by Vanfossen (2009) who suggested that secondary school teachers in Nigeria need to be trained on educational technologies and the integration of computers into classroom teaching. It will boost their confidence and reduce in them the fear of failure or feeling of intimidation. Also by the incorporation of ICT into the biology curriculum and making it a pre-requisite for teachers, teachers will be motivated to learn how to integrate ICT to their Biology lesson. Provision of alternative power supply systems will help restore the needed power to operate the ICT gadgets and ensure that there is power during lesson periods. This is needed because the power supply system in Nigeria is epileptic. And to ensure that the instruments are secured, employment of security guards to protect the instruments from buglers is necessary.

Conclusion

Conclusion

This study established that computer, email and internet are the only available ICT devices in secondary schools and they are not used. More so, the teachers lack the confidence and competence needed to use the available ICT devices for teaching Biology owing to lack of sufficient ICT knowledge, failure of power supply and lack of funding. The study concluded that ICT equipment are poorly available and are used to a very low extent for teaching Biology in Idemili North local government area of Anambra State.

Recommendations

Recommendations

The study recommended that:

Government should ensure the availability of at least eighty percent of hardware and software for secondary schools in order to aid effective teaching learning process.

The provision of ICT devices should be backed up with frequent seminars and workshops for teachers on how to use the ICT tools provided for them in schools. Where possible ICT specialist should be employed in each school to help teachers become competent in the use of these technological tools.

Government should provide stand-by electricity generators or solar power inverter as alternative power supply systems to ensure the frequent use of the provided ICT devices in the secondary school classrooms

Enough funds should be deployed by the government to maintain and repair broken ICT facilities in the laboratory and to upgrade the most recent ICT equipment

References

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