The Influence of Information and Communication Technology in the Teaching and Learning of Physics

Abstract

This study analyses the significance of ICT apparatuses and factors influencing the utilization of ICT instruments in educating and learning physics. This investigation utilized a survey research design which involved the participation of 31,765 physics students and 103 physics instructors from selected public and private schools in northwest senatorial district of Jigawa State, Nigeria. A total of 379 participants were randomly chosen by 72 physics educators. The information gathered from the pilot study was utilized to figure the unwavering quality coefficient using the split-half technique and the Pearson product moment correlation coefficient (r) for the variables from the pilot study, which gave 0.87. Four exploration questions and four invalids hypotheses were defined to direct the investigation., A chi-square factual apparatus, at a 0.05 level of significance, was used to test the hypotheses. Our findings reveal that the ICT instruments available to impact physics education and learning were very much outfitted down to earth laboratories with ICT devices. ICT instruments ought to have attributes of perceivability, straightforwardness, fascination, and lucidity. The study also found that ICT is critical in influencing physics education and learning. However, educators' experience was the main factor influencing the utilization of ICT devices to impact instruction and learning in senior auxiliary schools. Proposals were made in light of the findings, which include physics educators attempting to use and ad lib ICT apparatuses for effective physics instruction in senior auxiliary schools. Appropriateness of utilizing ICT apparatus as teaching and learning tools in teaching physics is necessary to transmit knowledge to the learners effectively.