Abstract
The lagging performance of students in science and mathematics in West African Senior School Certificate Examination (WASSCE) points to a serious challenge requiring the intervention of the government, as we know; education is the bedrock of any nation. The application of ICT tools in teaching science and mathematics in Nigeria can be said to have minimally improved student performance in recent times. Though the government of Nigeria has made a laudable effort in these regards; it has little or no impact in teaching science and mathematics in Nigeria secondary education. Thus, this study aimed at examining the perception of teachers towards the use of ICT as an instructional tool in science and mathematics within Nigeria secondary education. The research employs a quantitative research design in which a sample of sixty-three (63) science and forty (40) mathematics teachers from government secondary schools in Abuja, Nigeria were interviewed. The instrument for data collection was a semi-structured questionnaire titled “Teacher’s Perception on ICT Use Model (TPIUM)” based on the Technology Acceptance Model (TAM) by Davis, 1989. Statistical analysis of the data obtained showed that Perceived usefulness (PU) had the strongest impact on Behavioral intention (BI) and Attitude toward use (AT) of ICT tools by teachers. The findings of this study also revealed that outdated government policies to support ICT use in science and mathematics posed a big challenge and more consequential is the inadequate skills of teachers in using ICT tools. The study therefore recommends that the government should endeavor to put in place adequate training and retraining of teachers on how to effectively fuse and use ICT tools in teaching mathematics and other science subjects in Nigeria.
 Ebire F. A. | Department of Global ICT Policy, Pusan National University, Busan South Korea.
Highlights
Education can be said to be the bedrock of both the developed and developing nations
The result of this study showed that Perceived usefulness (PU) had the strongest impact on Behavioral Intention (BI), followed by Attitude toward (AT) using information and communication technology (ICT) tools in teaching science and mathematics in by in-service teachers in Nigeria secondary education
The Perceived Ease of Use (PEOU) is a factor, which had an impact on in-service teachers Attitude toward (AT) using ICT tools, but this is at a moderate level compared to the impact of perceived usefulness
Summary
Education can be said to be the bedrock of both the developed and developing nations. As Senator Biodun Olujimi in 2018 rightly pointed out; lots of teachers still have the phobia for ICT use in teaching science and mathematics, with very wrong perceptions on the use of ICT depending on how they perceive its usefulness or ease of use. Their level of education might be a big hindrance to the proper use of these ICT tools as we have teachers who are not properly trained or lack basic and adequate skills to fully maximize and optimize these tools. It is important to explore how well the perception of teachers to ICT affects their teaching of science and mathematics, challenges faced and the benefits of ICT towards teaching sciences
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Schedule a callMore From: Open Journal of Educational Development (ISSN: 2734-2050)
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