Extent Of Computer Literacy Possessed By Secondary School Science Teachers In Ogun State

ABSTRACT

This study examined the extent of computer literacy possessed by secondary school science teachers in Ijebu-Ode, Ogun State, Primary and Secondary methods of data collection were used for the study. The population of the study comprises of one hundred science teachers from Ijebu-Ode Local Government area of Ogun State. Self structured questionnaire was used for collecting information from the respondents. Frequency, percentage and mean were used for presenting and analyzing the data collected from questionnaire administered. In order to make reference as regard variables, t-test was used for testing the study hypothesis. The study found that there is significant difference in the perceived competence of science teachers and teachers in humanities/commercial in the use of ICT, there is significant difference in the perceived competence of graduate and non-graduate teachers in the use of ICT and there is significant difference in the perceived competence of experienced and less experienced teachers in the use of ICT. Thus, the study further recommended their teacher education institutions should spearhead ICT initiatives through training teachers to equip them with the requisite skills and knowledge to prepare them for classroom instruction and ICT competency standards for teachers should be set up which provide guidelines for planning teacher staff development programmes and training needs to be analysed so that teachers are prepared to play an essential role in producing ICT capable students.

Keywords: ICT, Computer Literacy, Science Teacher, Teacher Competency and Graduate

 

CHAPTER ONE

INTRODUCTION

The Federal Government of Nigeria, recognizing the fact that attainment of qualitative education requires improving on teaching, learning and educational system in general, has made several attempts to effectively integrate computer education through ICT into the educational system. For instance it enacted the National Policy on Information and Communication Technologies in Education (FRN, 2010). The main thrust of the policy was to meet the human resources requirements of the nation for the attaining and enhancing sustainable socio-economic development, global competitiveness as well as the individual’s ability to survive in a contemporary environment. The policy is the latest framework of government on ICT integration into the educational system, as similar policies has been enacted in the past (FRN, 2004). The Nigerian National Policy on Education (FGN, 2004) aims at enhancing and improving the competence of teachers in the development and promotion of effective use of innovative materials in school. This affirms that the nation appreciates that competence of the teaching workforce is a key factor in its sustainable development. Emerging information communication technologies are defining competence of teachers and changing both the educational system and classroom structure (Omoniyi&Quadri, 2013).

Learning with the use of computer today can be likened to the air we breathe in which is indispensable for every living thing, be it human, mammals or plants. Use of ICT is sine qua non for any individual or organization to function effectively in this age of knowledge economy. The Nigerian National Policy on Information and Communication Technologies in Education (FRN, 2010) defines ICT as any equipment, including computing machines – computer hardware, software, etc. and tools, methods, practices, processes, procedures, concepts, principles and the sciences, that come into play in the conduct of information activities; acquisition representation, processing, presentation, security, interchange, transfer, management, organization, storage and retrieval of data (Omoniyi&Quadri, 2013).

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