Predictors Of Information And Communication Technology Usage Among Science Teachers In Federal Unity Schools In Nigeria

Subscribe to access this work and thousands more

ABSTRACT

Information and Communication Technology (ICT) has great potential in

transforming the traditional and teacher-centred mode of science teaching in schools

into a modern and rich student-centred mode; hence, the encouragement of its usage

in unity schools across Nigeria. Regardless of its encouragement and adoption in

unity schools, the level of its usage among science teachers is still relatively low with

negative consequences on the teaching and learning of science subjects. Previous

studies on factors attributable to such low usage among science teachers have

concentrated more on the relative influence of the predicting factors than their

combined effects. This study, therefore, examined the extent to which demographic

factors (age, gender, subjects‟ taught, educational qualification, teaching experience

and ICT use-experience), computer self-efficacy (CSE), attitude towards ICT, ICT

access and existence of school library media centre (SLMC) predicted ICT usage

among science teachers in federal unity schools (FUSs) in Nigeria.

The study adopted the correlational research design. The multistage sampling

procedure was adopted to select 464 science teachers and 25 school library media

specialists from 25 selected FUSs in Nigeria. Six instruments were used: ICT

Availability Scale (r=0.72), ICT Access Scale (r=0.83), Computer Self-Efficacy Scale

(r=0.85), ICT Attitude Scale (r=0.65), ICT Usage Scale (r=0.89) and Role of SLMC

Scale (0.75). These were complemented with an observation checklist. Ten research

questions were answered and four hypotheses tested at 0.05 level of significance. Data

were analysed using descriptive statistics, Pearson‟s product moment correlation and

multiple regression.

Demographic variables, CSE, attitude towards ICT, ICT access and existence of

SLMC significantly predicted ICT usage (F (10, 342) = 21.17) and jointly accounted for

36.4% in the total variance of the dependent measure. Their relative contribution

were: attitude towards ICT (β= .343, t=4.83), teaching experience (β=-.334, t=5.189),

educational qualification, (β=-.275, t=5.26), computer self efficacy, (β=.165, t=2.34)

ICT use- experience (β=.130,t=2.53). Observed relationships among the demographic

variables and ICT usage were: age (r = -.301), gender (r = -.033), subjects taught (r = -

.162), educational qualification (r = -.110), teaching experience (r = -.277) and ICT

use- experience (r = .188). ICT usage was significantly positively related with CSE (r

= .328), attitude towards ICT (r = .470), ICT access (r = .457) and existence of SLMC

(r = .231).

Demographic variables, CSE, attitude towards ICT, ICT access, ICT use-experience

and existence of SLMC slightly predicted ICT usage among science teachers in

federal unity schools in Nigeria. To ensure high level of ICT usage by science

teachers and improve the teaching and learning of science subjects in federal unity

schools in Nigeria, adequate attention should be given to science teachers‟

demographic variables and other factors considered in the study. In addition, SLMC

should be adequately equipped so as to function effectively in providing support for

efficient ICT usage by science teachers in Nigeria.

Subscribe to access this work and thousands more