An Investigation of Teachers’ Awareness on the Usage of Technology Tools in Teaching and Learning in Public Schools in Ekiti State, Nigeria
Abstract
The study employed a descriptive survey design, which included 210 instructors from all the public primary and secondary schools in Ekiti State, Nigeria. A sample size of 88 primary school teachers and 122 secondary school teachers from Ekiti State who participated in the study were stratified along the three senatorial districts. The approved instrument used to gather the data was a questionnaire (ATTUEN). Experts in measurement and evaluation confirmed the face and content validity and the reliability was calculated using the Cronbach alpha method, resulting in an overall reliability index of 0.82. The statistical tools of mean, standard deviation, and criterion mean of 2.50 were utilized to answer the research questions. Statements that fell below 2.50 were therefore rejected, whilst those that were equal to or above 2.50 were allowed. Z-test at 0.05 alpha level was used to examine the null hypotheses. It was found that teachers at primary and secondary schools in Ekiti State, Nigeria, needed a better degree of understanding regarding the use of technological tools for teaching and learning. Additionally, there needed to be a higher technology tool usage in Ekiti State's primary and secondary schools. It was determined that public elementary and secondary schools in Ekiti State, Nigeria, are still aware of and have access to technology tools for teaching and learning. Additionally, suggestions were made regarding raising primary and secondary school teachers' awareness of the need for and availability of technology tools for teaching and learning in Ekiti State, Nigeria.
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