Investigation On Biology Teachers’ State Of Readiness For Integrating ICT In Teaching And Learning
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This study was carried out to investigate biology teachers’ state of readiness for integrating ICT in teaching and learning. Specifically, the study aims to determine the level of biology teachers’ awareness of integrating ICT on learning among students, ascertain the level biology teachers’ knowledge of integrating ICT on their teaching among students, establish whether biology teachers’ competence for integrating ICT is dependent on their teaching experience among students and ascertain if gender difference in biology teachers’ state of readiness for integrating ICT in learning and teaching. The study employed the survey descriptive research design. A total of 200 responses were validated from the survey. From the responses obtained and analyzed, the findings revealed that the level of biology teachers’ awareness of integrating ICT on learning among students is high. The findings of the study also revealed that the level biology teachers’ knowledge of integrating ICT on their teaching among students is high. The findings of the study further revealed that biology teachers’ competence for integrating ICT is dependent on their teaching experience among students. Finally, the study revealed that there is a gender difference in biology teachers’ state of readiness for integrating ICT in learning and teaching. The study thereby recommend that More enlightenment and campaigns should be organized by Ministry of education and Non -governmental organizations for secondary school teachers on the importance of the use of ICT in teaching and learning. Moreover, seminars and media can play an important role in making teachers and students aware of the immense contribution of ICT to teaching and learning. School administrators should play a primary role in promoting awareness of importance of the use of ICT in teaching and learning. They can promote such awareness by ensuring that teachers teacher with the aid ICT at all times and make the ICT resources available. Ministry of education should ensure that close monitoring is given to teachers’ performance on the effective use of these ICT materials in classrooms. Federal and State Government, the Ministry of Education and policy makers Should come up policies that would ensure that schools make use of ICT in classroom teaching.
The broad objective of this study is to investigate biology teachers’ state of readiness for integrating ICT in teaching and learning. Specifically, the study seeks:
- To determine the level of biology teachers’ awareness of integrating ICT on learning among students
- To ascertain the level biology teachers’ knowledge of integrating ICT on their teaching among students
- To establish whether biology teachers’ competence for integrating ICT is dependent on their teaching experience among students.
- To ascertain if gender difference in biology teachers’ state of readiness for integrating ICT in learning and teaching.
What is the level of biology teachers’ awareness of integrating ICT on learning among students?
- What is the level biology teachers’ knowledge of integrating ICT on their teaching among students?
- Does biology teachers’ competence for integrating ICT is dependent on their teaching experience among students?
- Is there gender difference in biology teachers’ state of readiness for integrating ICT in learning and teaching.
Ho: The level of biology teachers’ awareness of integrating ICT on learning among students is high.
Ha: The level of biology teachers’ awareness of integrating ICT on learning among students is low.
Abstract
Chapter One: Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
1.10 Organization of the Study
Chapter Two: Review of Literature
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size Determination
3.4 Sample Size Selection Technique and Procedure
3.5 Research Instrument and Administration
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Validity of the Study
3.9 Reliability of the Study
3.10 Ethical Consideration
Chapter Four: Data Presentation and Analysis
4.1 Data Presentation
4.2 Analysis of Data
4.3 Answering Research Questions
4.4 Test of Hypothesis
Chapter Five: Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
APPENDIX
QUESTIONNAIRE
A 150–300 word synopsis of the main objectives, methods, findings, and conclusions of the Investigation On Biology Teachers’ State Of Readiness For Integrating ICT In Teaching And Learning should be included in the abstract.
Every chapter, section, and subsection in the research work should be listed in the Table of Contents, including the page numbers that correspond to each one.
The background, research question or hypothesis, and objective or aim of the Investigation On Biology Teachers’ State Of Readiness For Integrating ICT In Teaching And Learning should all be presented in the introduction, which is the first section.
A survey of previously conducted research on Investigation On Biology Teachers’ State Of Readiness For Integrating ICT In Teaching And Learning should be included in the literature review, together with an overview of the main conclusions, a list of any gaps, and an introduction to the current study.
The conclusion part should address the implications of the study, provide an answer to the research question and summarize the key findings.
The reference of Investigation On Biology Teachers’ State Of Readiness For Integrating ICT In Teaching And Learning, which should be formatted following a particular citation style (such as APA, MLA, or Chicago), is a list of all the sources cited in the title.
Other important sections of the Investigation On Biology Teachers’ State Of Readiness For Integrating ICT In Teaching And Learning should include the Title page, Dedication, Acknowledgments, Methodology, Results, Discussion, Appendices, Glossary, or Abbreviations List where applicable.