Assessement of ICT Literacy Level among Senior Schools Biology Teachers in Kwara State, Nigeria
Main Article Content
Abstract
Information and communication technology (ICT) has become an important tool in all aspects of life ranging from medicine to security and education. It is an indispensable part of education system and has brought about quality education. This study, therefore, assessed ICT literacy level of senior school biology teachers' in Kwara State, Nigeria. The study investigated the influence of age, teaching experience and gender on ICT literacy level among senior school biology teachers in Kwara State. The study was a survey research type. The sample comprised of two hundred and fifty-nine (259) biology teachers from one hundred and nineteen (119) public & private senior secondary schools in Kwara State. Purposive sampling technique was adopted. The instrument entitled" Biology Teachers' ICT Literacy Level Questionnaire" (BTICTLLQ) was validated by three experts in science education and educational technology and its reliability index was 0.72 using Cronbach's Alpha. Data were analyzed using frequency, percentages, cross tabulation tables and Chi-square at 0.05 level of significance. The findings of the study revealed that: ICT literacy level among teachers is gender sensitive; the age of teachers' influence their ICT literacy level; and there was significant difference in ICT literacy level of teachers on the bases experience. The study concluded that when biology teachers are ICT literate, the use of ICT resources could enhance teaching and learning of biology. The study recommended that intervention inform of seminars and workshops should be organized on regular basis to improve ICT literacy level and utilization of ICT tools by senior school biology teachers.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The copyright of the received article shall be assigned to the journal as the publisher of the journal. The intended copyright includes the right to publish the article in various forms (including reprints). The journal maintains the publishing rights to the published articles. Authors are allowed to use their articles for any legal purposes deemed necessary without written permission from the journal with an acknowledgment of initial publication to this journal.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Akinfe, E., Olofinniyi, O.E, & Fashiku, C. O. (2012). Teachers' quality as correlates of students’ academic performance in biology in senior secondary schools of Ondo State, Nigeria. Online Journal of Education Research, 1(6), 108-114.
Akubuilo, D. U. (2004). The effect ofproblem solving instructional strategies on students’ achievement and retention in biology with respect to location in Enugu State. Journal of the Science Teachers Association of Nigeria,24(1&2), 94-100.
Araoye, M. I. (2010). A Practical Approach to Effective Teaching of the Nervous System using CUE cards. A paper presented at STAN biology panel workshop at model girls secondary schools. Rumeme, Port-Harcourt, River state, Nigeria.
Bukaliya, R., &Mubika, A. K. (2012). Factors militating against the introduction of computer education in secondary schools. Journal of Educational and Instructional Studies in the World, 2(3), 2146-7463.
Chemwei, B. &Kocch, S. J. (2014). Assessment of Information and Communication Technology (ICT) integration in instruction in teacher education institutions in Kenya. International Journal of Social Science and Humanities, 3(3), 71-76.
Deen-Swarray, M., Gillwald, A., & Morrell, A. (2012), Lifting the veil on ICT gender indicators in Africa. Research ICT Africa& University of Cape Town. Evidence for ICT Policy Action.
Ekua, T. A.,& Prince, Y. A. (2016). A Survey of Information Communication Technology literacy among lecturers. University of Cape Coast, Ghana. Journal of Information and Knowledge Management, 6(8), 2224-5758.
Hassan, S. M., & Abdullah, S A. (2013). The impact of teachers' age, gender and experience on the use of Information and Communication Technology in EFL teaching. Journal of English Language Teaching, 6(6), 57-67.
Huggins, A. C., Ritzhaupt, A. D., & Dawson, K. (2014). Measuring information and communication technology literacy using a performance assessment: Validation of the student tool for technology literacy. Journal of Computers and Education, 77(5), 1-12.
Kazi, E. H., Ahmad, Z. A., & Mosa, F. Z. (2012). ICT utilization among secondary school teachers and principals in Malaysia.International Journal of Academic Research in Progressive Education and Development, 1(4), 26-48.
Kim, H. S., Kil, H. J., & Shin, A. (2014). An analysis of variables affecting the ICT literacy level of Korean elementary school students. Journal of Computers and Education, 77(2), 29-38.
Kusano, R., Frederiksen, J., LeAnne, K., & Kobayashi, V. (2013). Skillchallenges in adopting and understanding digital competence inEurope. Retrieved fromhttp://ipts.jre.ec.europa.eu/publications/pub.cfm?id=6359.
Lei, J., & Zhao (2006). Technology uses and student achievement: A longitudinal study. Retrieved from http://www.sciencedirect.com.
Majuto, M., & Gilbert, M. G. (2015). The use of ICT between male and female teachers in secondary schools in Tanzania, a case of Dodoma municipality. College of informatics and Virtual Education, University of Dodoma, Tanzania. International Journal of Education and Research, 3(12), 417- 428.
Marshall, J. M. (2002). Learning with technology: Evidence that technology can and does support learning. San Diego State University New York, USA.
Mathayo, M. (2016). Teachers' experience on the use of ICT to facilitate teaching: A case of Ilala district secondary schools. Unpublished M.ed.thesis in Education Administration, Planning and Policy Studies of Open University of Tanzania, Online
Mbugua, Z. K., Kibet, K., Muthaa, G. M., & Nkonke, G. R. (2012).Factors contributing to students' poor performance in mathematics at Kenya certifieate of secondary education in Kenya: a case of Baringa county, Kenya, American International Journal of Contemporary Research, 2(6), 87-46.
Mogananshwari, K., &Parilah, M. S. (2013). Knowledge, attitude and use of ICT among ESL teachers, Kuala Lumpur.International Journal of English Language Education.3(1), 201-218
Mulwa, K., & Kimosop, L. (2015). The future of ICT in Kenyan schools from a historical perspective. Journal of Education and Human Development, 3(1), 89-97.
Nur, M. M. (2014). The effects of gender differences in ICT application: Bridging the gap of knowledge and skills among teachers. Australian Journal of Basic and Applied Sciences, 8 (10), 81-86.
Ofoegbu, T. O. (2003). Challenges of implementing senior secondary one (SS1) curriculum in Nigeria. Journal of the Science Teachers Association of Nigeria, 38(1&2) 46-50.
Onwagboke, B. B. C., Singh, T. K. R., &Ngozika, J. O. (2014). Availability, gender and teaching experience: Determinants of ICT utilization in teaching in rural secondary schools in South Eastern Nigeria. International Journal of Science & Technology, 2(5), 919-955.
Peeraer, J., & Petegem, P. V. (2011). Factors influencing the use of ICT in Education. Education in a technological world: communicating current and emerging research and technological efforts. Mendez -Vilas (Ed.).
Pensky, M. (2005). What can you learn a cell phone? Almost anything Innovative. Journal of Online Education, 1(5), 25-30.
Rahimi, M., & Yadollahi, S. (2011). Computer anxiety and ICT integration in English classes among Iranian EFL teachers. Journal of Procedia Computer Science, 3(5), 203-209.
Ramalingam, S. T. (2013). Modern Biology: Senior secondary science series. Onisha, Anambra: Africana Fep Publishers, L.t.d.
Rimyan, S. (2006). Mainstreaming gender for better girls' education: Policy and international issues. South Asia. UNICEF/United Nations Girls Education Institute.
Rosnaini, M., &MohdArif, I. (2010). Impact of training and experience on in-service teachers' basic ICT literacy. Malaysian Journal of Educational Technology, 10(2), 5-10.
Ruthven, K., Hennessy, S.,& Brindley, S. (2004). Teacher representations of the use of computer- based tools and resources in teaching and learning secondary English, Mathematics and Science. Journal of Teaching and Teacher Education, 20(3), 295-275.
Saxena, N., &Tekapur, G. M. P. (2017). The role and impact of ICT in improving the quality of education: An overview. International Journal of Engineering Sciences and Research Technology, 6(3), 501-503.
Senthilkumar, R., Sivapragasam, C., & Senthamaraikannan, B. (2014).Role of ICT in teaching biology. International Journal of Research (IJR), 1(9), 780-788.
Susan, J. K. (2014). The influence of teachers' age, gender and level of training on attitudes towards the use of integrated E-Learning approach to the teaching and learning of business studies in Kenyan secondary schools. Journal of Emerging Trends in Educational Research and Policy Studies, 5(2), 190-198.
UNESCO Institute of Lifelong Learning (2014). Harnessing the Potential of ICTs for literacy teaching and learning. Effective literacy and numeracy programmes using radio, TV, mobile phones, tablets and computers.
Hassan, S. M., & Abdullah, S A. (2013). The impact of teachers' age, gender and experience on the use of Information and Communication Technology in EFL teaching. Journal of English Language Teaching, 6(6), 57-67.