Evaluating Technology Integration in Teaching and Learning: A Survey of Public Senior Secondary Schools in Rivers State, Nigeria
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Abstract
This study evaluated the extent of technology integration in teaching and learning in public senior secondary schools in Rivers State, Nigeria. A descriptive survey research design was employed, and data were collected through a structured questionnaire. The study population consisted of 6,557 teachers across 302 public senior secondary schools in the state. A sample of 700 respondents comprising 60 principals and 640 teachers was selected using simple and stratified random sampling techniques. The reliability of the instrument was established using the Pearson Product Moment Correlation (PPMC), while face and content validity were confirmed by experts in Educational Management and Educational Technology. Data were analyzed using mean and standard deviation. Findings revealed that while some ICT tools were available in the schools, their integration into classroom teaching was generally low, with over 80 percent of the mean usage scores falling below the criterion mean of 2.5 on a 5-point scale. Although teachers demonstrated moderate to high ICT proficiency, they lacked the institutional support, regular training opportunities, and enabling infrastructure necessary for consistent application in pedagogical practice. Key challenges identified included erratic power supply, poor internet connectivity, limited availability of ICT tools, and the absence of technical support personnel. Based on these findings, the study recommended that the government intensify the implementation of the National ICT-in-Education Policy by equipping schools with adequate infrastructure, ensuring ongoing teacher professional development, and providing dedicated technical support systems. These measures are essential for fostering sustainable and effective technology integration in public senior secondary schools across Rivers State.
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