English Language learners in Nigeria mostly find Oral English difficult to understand but technology is now supportive. However, being a dynamic language, the English Language is constantly evolving and so are the technologies used in its teaching. This study, therefore, intends to re-examine teachers’ current perceptions towards technology usage in teaching Oral English. The study was descriptive. The sample comprised 215 teachers to whom an instrument titled “Teachers’ Current Perceptions of Teaching Oral English through Technology Questionnaire (TCPTOETQ)”, was administered. Six research questions were formulated and answered using Mean, Standard Deviation, One-Way ANOVA, and t-test. The result showed that the teachers currently have positive perceptions towards the use of technologies in teaching Oral English. It was therefore recommended that stakeholders in education provide continuous training for English Language teachers for continuous adaptation to the changing landscapes of technology usage in teaching Oral English. Keywords: English Teachers; Oral English; Perceptions Technology; Secondary Schools; Nigeria.
The teaching and learning landscape keep changing since the adoption of Information and Communication Technology (ICT). This led to teachers trying to fit into the ICT-supported teaching/learning environment. The Government, Old Students' Associations and other stakeholders have tried to ensure through trainings that teachers meet up with the requirements posed by the adoption of ICT in education. In this study, teachers' awareness and proficiency in utilization of ICT packages for classroom instruction in Modella Secondary School, Ijebu-Ode, Ogun State, was examined. The study adopted the descriptive survey research design. Three research questions were raised. The study adopted the Technology Acceptance Model (TAM). "Teachers ' ICT Awareness and Utilization Proficiency Scale (TIA UPS) " (r = . 98) was used for data collection. Simple percentage, frequency count and mean (2.50) were used to answer the questions raised. The findings showed that, to an extent, teachers are aware (X= 2.73) of ICT packages but possess low level of proficiency (2.46) in utilization. Also, teachers face challenges including irregular power supply and inability to integrate ICT packages in their subjects. It was recommended, among others that more awareness should he created for the teachers and there should be provision for in-house trainings and workshops
The knowledge of Mathematics is germane to the scientific and technological development of nations all over the world. In addition to this, the integration of Information and Communication Technology (ICT) cum advances in pedagogy have made educators all over the world adopt innovative approaches that are ICT-inclined to enhance students’ acquisition of mathematical skills and also to enhance their academic achievement. In view of this, this study determined the effect of scratch programming language (SPL) on achievement in Geometry among senior secondary one (SS 1) students in Ibadan North Local Government Area of Oyo State, Nigeria. The study adopted the pretest-posttest control group quasi-experimental research design. The participants were 116 (75 males and 41 females) Senior Secondary School students in two intact classes from two public schools in Ibadan North Local Government Area. The instruments used for data collection were the Students Achievement Test in Geometry (SATG) (with a reliability coefficient of 0.75) and the Instructional Guide or Manual for the use of Scratch Programming Language (TGUSPL). Data were analyzed using Analysis of Covariance (ANCOVA). Results revealed that there was a significant main effect of treatment on students’ achievement in Geometry (F(1, 111) = 124.80; p<0.05, partial η2 = 0.53). Gender also had a significant main effect on students’ achievement in Geometry (F(1, 111) = 20.25; p<0.05, partial η2 = 0.15). It is, therefore, recommended that teachers and curriculum developers should adopt the use of Scratch programming language (SPL) for teaching Geometry for improved achievement in this aspect of Mathematics.
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