Knowledge and Use of ICT-Demonstration Teaching Strategies among Senior Secondary School Science Teachers in Delta State, Nigeria

Abstract

This study investigated the knowledge and use of Information and Communication Technology (ICT)-demonstration teaching strategies among senior secondary school Biology, Chemistry, and Physics teachers in Delta State, Nigeria. Four research questions and two null hypotheses guided the study. The descriptive survey design was adopted. From a population of approximately 1,250 science teachers, a multi-stage sampling procedure drew 320 teachers from 60 schools across 12 Local Government Areas. Data were collected using the researcher-developed ICT-Demonstration Teaching Strategies Questionnaire (ICTDTSQ), a four-point instrument validated by three experts and yielding Cronbach Alpha coefficients from 0.84 to 0.88, with an overall value of 0.87. Research questions were answered using mean and standard deviation, and the hypotheses were tested at the 0.05 level of significance using One-Way Analysis of Variance (ANOVA) and Pearson Product Moment Correlation. The findings were that science teachers possessed high knowledge of both ICT and ICT-demonstration teaching strategies, though this knowledge was concentrated in basic tools; that they rarely used ICT-demonstration strategies while often using general ICT strategies; that their use of ICT-demonstration strategies differed significantly by subject, with Physics teachers using them significantly less than Biology and Chemistry teachers; and that there was a significant positive relationship between teachers' knowledge of these strategies and their use of them. It was concluded that although science teachers in Delta State have acquired foundational knowledge of ICT-demonstration strategies, a marked gap exists between their knowledge and their classroom use of these strategies. Recommendations included the provision of ICT infrastructure and targeted, subject-specific professional development.