Chemistry teachers’ utilization and perceptions of integration of information and communication technology in teaching and learning
DOI:
https://doi.org/10.48047/0d94ay10Keywords:
Chemistry, chemistry teachers, information and communication technology, teaching and learningAbstract
The study was carried out to investigate chemistry teachers’ utilization and perceptions of the integration of ICT facilities in teaching and learning in secondary schools in the Nsukka local government area of Enugu State. Three research questions and one hypothesis guided this study. A descriptive survey design was adopted for the study. The sample of the study consisted of 25 chemistry teachers in public secondary schools. The instrument for data collection was a questionnaire titled Utilization and Perception of Integration of Information Technology in the Teaching and Learning of Chemistry (UPIICTTLC). The data collected were analysed using mean scores and standard deviations, while the null hypothesis was tested using t-test statistics at the 0.05 level of significance. The findings of the study, among others, revealed that chemistry teachers’ utilization of ICTs is low, chemistry teachers have a positive perception towards integrating ICT in teaching and learning, and there is no gender difference with respect to the utilization of ICTs. Based on the findings, the researchers conclude that there is a need for adequate provision and utilization of ICT facilities and recommend that the provided ICT facilities should be properly utilized for the teaching and learning of chemistry.
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