Abstract
The study was to investigate students’ perception of lecturers in utilizing Information and Communication Technology (ICT) tools in instructional delivery in science education programme in Akwa Ibom State University. The researchers adopted descriptive survey design for the study. The population of the study which also formed the sample for the study were one hundred and thirty eight year three students of the Science Education Department, Akwa Ibom State University, Ikot Akpaden, Mkpat Enin L. G. A. Two research questions were formulated to guide the study. A questionnaire titled “Students’ Perception of Lecturers Utilization of Information and Communication Technology Tools Questionnaire (SPLUICTTQ) was used for data collection. The researchers personally administered the questionnaire to the students (respondents) and retrieved immediately after completion. The data was analysed using percentages. The results indicated that students’ perception of lecturers’ use of email and computer in instructional delivery is 36.23% and 34.78% higher than all other ICT tools. The result also revealed excellent utilization of internet and email for instructional delivery as shown in the table with 53.52% and 60.80% respectively, while audio tapes and computer were averagely used with 44.20% and 42.28% respectively as ICT tools in instructional delivery. The result showed that 44.26% was the perceived percentage of lecturers not using teleconferencing at all. It was concluded that the recommendations of school net (2006) and that of National Policy on Education on the use of ICT tools in instructional delivery be re-emphasized to encourage lecturers in the Department of Science Education on the use of ICT tools for effective instructional delivery process.
Highlights
New and emerging technologies challenge the traditional process of teaching and learning and the way education is managed
The results revealed that science education lecturers excellently utilize internet and email tools for instructional delivery as shown in the table as 56.52% and 60.86% respectively
This result call for the need to bring into science education the use of Information and Communication Technology (ICT) tools which is the bend of the 21st century education yearning globally
Summary
New and emerging technologies challenge the traditional process of teaching and learning and the way education is managed. Information and Communication Technology (ICT) is having a major impact across all science curriculum areas including science education. Science education has certainly been affected by the penetrating influence of ICT especially in the quality and quantity of teaching, learning and distance education (Siyanbola, 2015).Ali (2004) defines ICT as the physical structure of network of computer-based system (hardware, software and media) for the purpose of organizing, processing, communicating, accessing, presenting, storing, retrieving and simplifying information when needed. Agomuo (2007) see ICT as a broad-based technology (including its methods, management and application) that supports the creation, storage, manipulation and communication of information. Put ICT is the application of computers and others technologies to the acquisition, organization, storage, retrieval and dissemination of information. It provides academics with an opportunity to create rich learning environment for the students which enhanced by the wealth of information and resources on the internet as well as the inclusion of arranged web-based learning element
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