An investigation into the Instructional Techniques employed by English Language Educators in Secondary Schools in Kogi State, with a focus on Digital Pedagogies
Abstract
This study explores the instructional techniques used by English language educators in secondary schools in Kogi State, with a specific focus on the integration and impact of digital pedagogies. Four research questions raised to guide the study were answered using descriptive statistics of simple frequency count, percentage, mean and Standard Deviation. Chi square analysis was used to test the four hypotheses formulated for the study. This study employed a descriptive research design of the survey type. The sample for the study was made up of 150 English language teachers purposively selected from thirty (30) public and private senior secondary schools across the three (3) Senatorial Districts in Kogi State. The schools were selected using simple random technique. A self-structured questionnaires were administered to the sample in order to collect data for the study. The findings reveal that there was a significant impact of the current teaching strategies employed by secondary school teachers in Kogi State on students’ engagement and understanding. Also, there was a significant impact of the challenges faced by secondary school English language teachers in Kogi State in integrating digital pedagogies into their teaching on students’ learning outcome. It was further revealed that there was a significant impact of using digital pedagogies among secondary school English language teachers in Kogi State. Lastly, the findings of the study revealed that there was a significant impact of school administration in supporting the adoption of digital pedagogies by English language teachers in secondary schools in Kogi State. The study recommended that teachers should be trained on programs focused on digital literacy, instructional design, and the use of educational technology tools such as Learning Management Systems (LMS), multimedia platforms, and mobile applications.
References
Aladejana, F.O. (2015). Teaching and learning science: Imperatives of specialized pedagogy in a changing world. Inaugural lecture delivered in Obafemi Awolowo University on 14th April, 2015.
Dien, C. A., Oyo-Ita, M. E., & Ari, J. (2022). Teacher characteristics and effective teaching among secondary school teachers in Calabar Education Zone, Cross River State, Nigeria.Global Journal of Educational Research, 21(2), 105-113.
Eze, S. C., Chinedu-Eze, V. C., & Bello, A. O. (2018). The utilization of e-learning facilities in the teaching of English in Nigerian schools: Prospects and challenges. International Journal of Educational Technology in Higher Education, 15(34), 1–13. DOI: 10.1186/s41239-018-0116-z
Falola, V. O. & Jolayemi, S. B. (2020). Impact of Multimedia Technology on the Teaching and Learning of Oral English in Osun State Secondary Schools, Nigeria. African Journal of Inter/Multidisciplinary Studies, 2(1), 37–49.
Imhanyehor, G. O. J. (2021). Digital Literacy and Primary Educational System in Nigeria. African Journal of Public Administration Finance and Law, 10(20), 206–221.
Kukulska-Hulme, A., & Viberg, O. (2017). Mobile collaborative language learning: State of the art. British Journal of Educational Technology, 49(2), 207-218. DOI: 10.1111/bjet.12580
Lukman, A. N., Arinaitwe, J., & Namatovu, H. (2024).Digital Literacy and Educational Outcomes: A case study of secondary schools in Gulu. International Journal of Educational Studies. 3(10): 511-523.
Murana, M. O. (2021).The Challenges of Effective Teaching and Learning of English in Public Secondary Schools in Nigeria. International Journal of Educational Studies. 4(4): 154-158. DOI: 10.53935/2641-533x.v4i4.167.
Nwachukwu, R.U, Okop, E.O, Imo, C.O & Nwizu, S. (2017). Utilization of e-learning technologies in distance education programmes in Awka-south local government area, Anambra State. International journal of studies in education 1512, 376-385.
Nwaogu, P., Chukwu, E., & Adeyemi, O. (2022). Barriers to ICT integration in secondary education: Insights from rural Nigeria.ICT in Education Journal, 14(1), 23–41.
Obadare, F.T. (2020). Impromptu speech: A catalyst to effective communicative competence for sustainable development among secondary school students in Ekiti State. Journal of international Association of Language Educators (JIALE) special edition, 546-554.
Obadare, F.T. (2021). Effects of journal writing, portfolio assessment and prompt cards strategies on junior secondary school students’ Essay writing performance in Ekiti State. A Ph.D. thesis submitted to the department of arts and language education, faculty of education, Ekiti State University, Ado Ekiti, Nigeria.
Obadare, F.T. (2023). Dynamic of blended learning and technology supported learning strategies on tertiary students’ performance in English writing. Humanities management, Arts Education and the social science Research Journal, 11(1) 111-126.
Obadare, F.T. & Deji-Afuye, O.O. (2019). Grammatical errors of student teachers: effect on English language learning among secondary school students in Ekiti State Nigeria. Journal of Educational Research and Management Technology (IJERMT), 4(6) 64-72.
Ofodu, G.O. (2012). Instructional strategies and resource utility in language teaching among basic educators in 21st century Nigeria. English Language Teaching Today, 5 (5) 79-84.
Ojo, A., & Amusa, J. (2022). Prioritizing infrastructure in secondary education: The case of English language neglect in Kogi State. Kogi Journal of Education Studies, 9(2), 67–80.
Okeke, C., & Opara, F. (2019). Instructional strategies and student performance in English language: Evidence from Nigeria. International Journal of Educational Research, 15(3), 23–31.
Olayemi, R. (2020). Examining the infrastructural challenges in adopting educational technologies in Nigeria.Journal of Technology and Education, 12(4), 89–103.
Olujobi, O.M. (2019). A seminar paper presented in the department of Arts and language Education Ekiti State University, Ado-Ekiti.
Opara, C. & Adetuyi-Olu-Francis, O. (2020). The perception of undergraduate students towards the use of mobile application in learning French language for sustainable national development. Journal of the international association of language educators (JIALE), 486-496.
Peter, R. A., Jo, T., Alona, F. B, & Jef, P. (2015). Teachers’ Professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(4), 1–13. DOI: 10.1007/s10639-015-9401-9
Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143-154.
Taiwo, R. (2013). Language teaching and the 21st century teachers. Competency English language teaching today. Journal for teachers of English and communication skills 10(1) 1-8.
Taiwo, R. (2019). The impact of multimedia tools on English language learning in Nigerian secondary schools. International Journal of Digital Education, 11(2), 125–138.
Warschauer, M. (2006). Technology and literacy: Bridging the digital divide. TESOL Quarterly, 40(2), 297-314.
Yusuf, A., Bello, O., & Adeyemo, T. (2020). Exploring the benefits of digital tools in language education: A Nigerian perspective. Language Learning in Africa, 11(2), 12–28.
Yusuf, M. O., & Balogun, M. R. (2022). Teachers’ readiness and barriers to ICT integration in secondary schools: Insights from Kogi State. Journal of Educational Innovation and Practice, 8(4), 50–66.
Author(s) and co-author(s) jointly and severally represent and warrant that the Article is original with the author(s) and does not infringe any copyright or violate any other right of any third parties and that the Article has not been published elsewhere. Author(s) agree to the terms that the IJO Journal will have the full right to remove the published article on any misconduct found in the published article.
