Teachers’ Utilization of Computer-Based Technology in Science Instruction

Abstract

With the onset of Education 4.0 and the VUCAD2 world, the use of technology in instruction has been fully maximized. This study aimed to determine the teachers’ utilization of computer-based technology in science instruction. The study used descriptive survey research using the Computer-Based Technology Inventory Survey Questionnaire (CBTI-SQ). A total of 41 science teachers in two state-owned secondary schools in Zambales, Philippines served as respondents in the study. Based on the findings, the computer-based technology (CBT) in science instruction is a trend in the 21st-century learning. Teachers utilized CBT in instruction to improve their teaching that significantly uplifts students’ learning interests and concept understanding. However, teachers encounter difficulties due to low ICT literacy, unstable internet connection, power interruption, and sometimes they find it too expensive to use the CBT. The study recommends ICT training-workshop and encourages teachers to utilize appropriate CBT instruction based on the context of the students. The findings have important implications to policy development and curriculum enhancement.

Assessing the Extent of Utilization of Digital Technology by Lecturers of the Department of Science Education, Akwa Ibom State University, Ikot Akpaden

“…The findings of Gombe et al (2016) also showed that lecturers with Ph.D qualification had a slightly higher mean rating, followed by those with Masters' degree, while those with Bachelors' degrees had the least mean rating. However, the result agrees with (Olafare et al, 2018;Paje, Rogayan, & Dantic, 2021) who found a significant difference in knowledge of use of ICT by lecturers based on their qualifications.…”

“…However, it disagrees with (Olelewe & Okwor, 2017;Nwachukwu & Asom, 2015) whose research found that most teachers cannot use ICT facilities in teaching. The result of this study is also at variance with the work of Ogunshola,( 2019) and Paje, Rogayan, & Dantic, (2021) who agreed that there was a significant relationship between teachers' digital technology resources utilization, and teaching and learning in schools. This led the researcher to conclude that the use of computer technology resources facilitated teaching and learning in private senior secondary schools.…”

Can Computer-Assisted Instruction Improve Students’ Motivation and Academic Performance in Social Studies?

“…Teachers are challenged to improve the students' digital literacy, which is one of the core skills they need to have as they hurdle the challenges of the current educational landscape and the fourth industrial revolution or FIRe (Baterna et al, 2020). Further, it is a must for 21 st -century teachers to have computer skills to cope up with the needs of 21 st -century learners (Paje et al, 2021). With the utilization of CAI, this challenge can be surmounted.…”

The Effect of Using Computer Assisted Instruction Method in History Lessons on Students' Success and Attitudes

“…However, when we look at the factors affecting the computer-assisted instruction process, it is seen that it includes various variables such as lesson outcomes, student motivation, innovations, interaction, individual learning differences, the type, scope and quality of the courseware, the teacher's perception, attitude, expectation and changing role in computer-assisted education, the integration of the curriculum with the education program, and the way computer-assisted education is carried out in the school (Cotton, 2008;Paje, Rogayan & Dantic, 2021Şahin & Yıldırım 1999Warschauer & Healey 1998). On the other hand, Online and Blended learning has proved to be a vital instrument for increasing learners' motivation and satisfaction (Aslan, 2016).…”