Iroha Kalu and C.O. Ekwueme

Department of Curriculum and Teaching

University of Calabar

PMB115

Calabar, Nigeria

Email: irohakalu@yahoo.com

The purpose of the study was to ascertain the literacy level and attitude of science teachers towards information and communication technology (ICT) application in science, technology, and mathematics education. 151 science teachers (80 males and 71 females) randomly drawn from 9 private and 13 public schools randomly selected from the secondary schools in Calabar metropolis participated in the study. A 41-item Teachers’ ICT Literacy and Attitude Assessment Questionnaire was used in data collection. The data collected was analysed using simple percentages and t-test. The results indicated that 51.0% of the science teachers are computer literate though only 90.9% of these literate teachers can operate a computer without assistance; only 14.3% of those that have operated a computer have actually accessed the unique science apparatus software; 72.7% of the schools have a computer but none is linked to the internet or VSAT; the science teachers’ awareness of and knowledge ability of the educational applications of ICT are respectively far below expectation: whereas their attitude towards the applications of ICT in STM education is not significant (p>.05) their awareness to the benefits to STM education of access to ICT is significantly higher than expectation (p>.01).

The world is fast becoming a global village, as a result of the developments in information and communication technology (ICT). The key instrument in this globalization is the computer. Computer mediated communication is increasingly becoming the fact of everyday life, particularly in the developed and some developing countries. "In these countries, information and communication technologies have changed how people live, work and play" (Berenfeld 1999:215). Education is not left out of this wave of change. Most of the developed countries have exploited the potentials of ICT to transform their educational landscape at the tertiary, secondary and even primary school levels particularly the instructional process (Kosakowski 1998). Generally ICT holds out the opportunity to revolutionise pedagogical methods, expand access to quality education, and improve the management of education systems (World Bank 2002:34). This is moreso for science, technolo9gy and mathematics education. Unfortunately in Nigerian classrooms traditional patterns of science education have remained largely unchanged (Adamu 1992). The typical pedagogical pattern reflects an authoritarian, didactic approach to classroom management. At the primary level the natural curiosity of children eager to understand their environment is often diminished by instruction that discourages inquiry/discovery because of a combination of traditional factors and lack of expertise in science teaching. In secondary schools, science instruction is essentially textbook-centred due to lack of inadequacy of laboratory apparatus/material. Laboratory experiences are very few and far between where they exist. The library holdings in tertiary intuitions are not only few but also not current. Obviously this pedagogical pattern does not prepare students for the information age and globalization. In other words, it is not equipping "students to live effectively in our modern age of science and technology" as stipulated in the National Policy on Education (FME 1998). There is need to improve the academic training for science, technology and mathematics education in Nigeria and ICT has been identified world wide as a way out for this. For example, full access to internet is just equivalent to having access to a good library (Edeson 1997).

The traditional methods of teaching still being adopted by science teachers in Nigeria are based on the objectivist epistemology which has been faulted. Constructivist epistemology which guides current thinking on the process of learning demands a shift from the traditional teaching methods which seek to transmit fixed, well-structured knowledge with a firm external control of content, sequence and pace of learning to a teaching method which requires the teachers and students to work in different ways which include not only the use of various teaching and learning resources in the pursuit of learning, but also requires the students to construct their own knowledge, learn more independently and in the process acquire the habit of self-reliance (Heinich, Molenda, Russell & Smaldino 2001). This has led to the emergent transformation of teaching and learning resources which now include the use of computers, compact discs, digital video discs (DVDs), satellite communication and the internet.

There is need to brace up to the new challenges and systems of education through the deployment and use of ICT in Nigerian schools. Already Nigeria is almost two decades behind in embracing the use of computer in primary and secondary classrooms (Ezekute 2000). Liverpool (2001) asserts that while ICT has invaded and dominated higher intuitions in the developed world, its incursion into higher institutions in Africa and Nigeria in particular has been painfully slow. Nigeria ranks lowest among five prominent African counties in the use of ICT (Afolabi 2001). Usman (2002) and Okwo (2000) respectively report that current education programmes in Nigerian universities do not provide enough computer training for the teacher to be able to use computer confidently in teaching their subjects. As it is however, when integrated properly into a broader educational program, the most important use of ICT in education is as a pedagogical tool (World Bank 2002). How ready are the science teachers to use this tool? According to the World Bank, "low education and literacy levels, lack of awareness about the capabilities of the technology and absence of skills to develop and use ICT applications represent significant obstacles to adoption, even when the physical and institutional infrastructure is available" (p 34). Determining the readiness of science teachers will therefore involve a need assessment of the teachers to identify their literacy levels, and attitudes toward pedagogical applications of ICT. This was the purpose of the present study.

1. To what extent are science teachers literate in ICT (computer and internet)?

2. To what extent are the necessary infrastructures for ICT (computers, internet) available in secondary schools?

3. To what extent are science teachers aware of the educational applications of the computer and internet?

4. To what extent are science teachers knowledgeable about the educational applications of the computer?

5. What is the nature and extent of science teachers’ attitude towards the applications of ICT in STM education?

6. To what extent are science teachers aware of the benefits to STM education of access to ICT?

 

The sample consisted of 151 science teachers randomly drawn from 20 randomly selected secondary schools in Calabar metropolis (Calabar municipality and Calabar south LGA). The selected schools are made up of 9 private schools and 13 public schools to reflect the 2:3 ratio of private schools to public schools. 79 and 72 of the sample are in public and private secondary schools. There were 80 males and 71 female teachers.

A 41-item Teachers’ ICT Literacy and Attitude Assessment Questionnaire was used to collect data for the study. Items 1-5, 6-17, 18-20, 21-24, 25-30, 31-41, respectively sought information on the demographic variables of the teachers, their literacy level in ICT, availability of ICT infrastructure in schools, awareness and knowledgeability of the educational applications of ICT, attitude towards ICT application in STM education and knowledge of the benefits of access to ICT. The items were mainly of the alternative choice variety except the items on attitude and knowledge of benefits of ICT and awareness/knowledgeability of educational applications of ICT which were of the modified four-point Likert-type variety. The reliability of the instrument using a test-retest method was established to be 0.93.

The instrument was administered to the science teachers in the sample schools personally by the researchers. The filled questionnaires were collected back on the spot or a day after, depending on the situation in each of the sample schools. Only 151 of the 200 questionnaires distributed were completed well enough to be used for analysis.

The data collected were analysed using simple percentages and t-test. The results are shown in Tables 1 – 6 to reflect the six research questions.

The results of Table 1 indicate that a total of 51.0% of the science teachers used for the study are computer literate, with 40 (50.6%) and 37 (51.4%) in public and private schools respectively. 40 (50%) of the male teachers and 37 (52.1%) of the female teachers are literate. Sixty (77.9%) of those who are literate had formal training with majority (58.3%) having a Diploma certificate in computer studies. Howbeit only 70 (90.9%) of those who are literate have ever operated a computer. Out of these number, only a total of 10 (14.3%Z) have accessed the unique science apparatus software. The software accessed by majority (47 or 67.1%) is Dbase, followed by historical archives (15 or 21.4%).

Only 45 (29.8%) of the teachers can access the Internet without assistance and only 55 (35.4) have ever browsed the Internet. Even then, the site browsed by majority (40 or 72.7%) of them is the e-mail. Only 24 (43.6%) have browsed for educational purposes. Only a total of 34 (22.5%) of the teachers have attended a workshop/seminar on ICT.

In Table 2, the results show that whereas 16 (72.7%) of the schools used for the study have computers, none is linked to the Internet or VSAT. Only 5 (22.7%) of the schools have more than 3 computers. Even then only 17 (11.3%) of the teachers have the opportunity to use the computers in teaching, and only 10 (6.6%) have ever developed computer-based projects for students.

* p < .01

** p > .05

* p < .01

** p > .05

In Tables 3 and 4 the results indicate that the extent of science teachers’ awareness (X = 4.58, S = 6.54) and knowledge ability (X = 2.77, S = 5.23) of (or skills in) the educational applications of ICT are respectively significantly (p > .01) far less than expectation (m = 12) and there are no significant differences (p > .05) in awareness and knowledgeability respectively between science teachers in public and private schools.

** p > .05

The results in Table 5 show that science teachers’ attitude towards the educational applications of ICT in STM education is only marginally more (X = 15.56, S = 4.65) but not significantly (p > .05) different from expectation (m = 15). Also there is no significant difference (p > .05) in the attitude of public and private school science teachers.

* p < .01

** p > .05

In Table 6, the results indicate that science teachers’ awareness of the benefits to STM education of access to ICT (X = 31.34, s = 10.01) is significantly more (p < .01) than expectation (m = 27.5). However, there is no significant difference in the degree of awareness by science teachers in public schools (X = 32.61, S = 8.20) and private schools (X = 29.94, S = 11.58).

The results have shown that only a few science teachers are computer literate and can access the internet without assistance. Again the extent of their awareness and knowledgeability of educational applications of ICT are low, infact, far less than expectation. Also whereas their attitude towards the applications of ICT in STM education is marginal and not significantly different from expectation their awareness of the benefits to STM education of access to ICT is significantly more than expectation. The science teachers’ low literacy level, awareness and knowledgeability of the educational applications of ICT may not be unconnected with the low (infact in most cases zero) ICT content level of their tertiary education curriculum (cf Usman 2002; Okwo 2000).

Where it exists the ICT component of the curriculum is essentially theoretical without any opportunity for the students to manipulate the computer. That perhaps explains why only 90.9% of the respondents of who claim to be computer literate can operate a computer without assistance. This calls for a review of the tertiary education curriculum to reflect more courses in ICT for pre-service and in-service science teachers. Such courses should provide opportunity for the teacher trainees to practically use the computer and the internet. Brewton’s (2000) technique of using internet to enrich science education wherein her science methods pre-service teachers are required to undertake web search assignments that are performed outside of class time, just like library work, is quite instructive. Using such technique with pre-service or in-service science, technology and mathematics teachers will orient them towards surfing the internet for educational purposes, particularly locating science teaching ideas and activities, especially if the assignments require them to access the unique science apparatus software. Obviously the internet has the potential to greatly influence the process of learning. Teachers that have an orientation in internet use as part of their teacher education will encourage their students to use the web and computer as well.

Apart from pre-service teachers, e-Learning offers opportunities to upgrade the skills of serving teachers (World Bank 2002). Thus, apart from encouraging the serving science teachers to get some formal education in computer and internet, workshops/seminars organized specifically for the purpose of facilitating their literacy, awareness and skills in using ICT for teaching will greatly improve their condition.

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Afolabi, M. (2001). Internet and internet connectivity, library services and research potentialities. In C.M. Isyaku, A.A. Ankiweze & M.N. Olokun (eds) Teacher Education in the Information Technology Age. Abuja, Nigeria: NCCE.

 

Berenfeld, B. (1999). The Internet in our classrooms: Teaching tomorrow’s skills for tomorrow’s world. In Slyvia A. Ware (ed). Science and Environment Education Views from Developing Countries (pp 215 – 234). Washington, DC: The World Bank.

 

Brewton, C.C. (2000). Using the internet to enrich science education: The case of the Moon Watch Project. Journal of the Science Teachers Association of Nigeria, 35 (1 & 2), 10 – 15.

 

Edeson, D.C. (1997). Realising authentic science learning through the adaption of Scientific practice in K. Tobin and B. Fraser (eds). International Handbook of Science Education, Kluwer, Dordrecht, NL.

 

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Heinich, R, Molenda, M., Russell, J.D. & Smaldion, S.F. (2001). Instructional media and technologies for learning (7^th ed) New York: Macmillan Publishing Company.

 

Kosakowski, J. (1998). The benefits of information technology. http://www.askeric.org/ithome/digest/edoir9804.html.

 

Liverpool, L.S.O. (2001). Organising and managing campus information and communication technologies. In C.M. Isyaku, A.A. Anikweze and M.M. Olokun (eds). Teacher Education in the Information Technology Age. Abjua, Nigeria: NCCE.

 

Okwo, F.A. (2000). Quality control of computer science courses for trainee-teachers in the university of Nigeria Nsukka. Information Technology and Education. A publication of Institute of Education, University of Nigeria, Nsukka.

 

World Bank (2002). Information and Communication Technologies – A World Bank Group Strategy. Washington, D.C.: The World Bank Group.