Digital Technological Tools for Science Classrooms: Availability and Use for Teaching Effectiveness in Senior Secondary Schools

Abstract

This research work assessed the availability and use of digital technology on teaching effectiveness of secondary school science teachers in Lagos State. It adopted a descriptive survey approach where multistage sampling techniques were used to purposively select 200 science teachers. one hypothesis was tested and answered accordingly and was rejected. The scope of the study was within the confinement of the six (6) educational districts of Lagos State. A researcher-designed questionnaire that intended to reflect the impact of digital technology on science teachers teaching effectiveness based on gender was used as the research instrument. The reliability coefficient of 0.78 was obtained. A descriptive analysis was used to explain the demographic data and the use of means was considered to answer research questions while inferential statistics of T-test was used to test the hypothesis at 0.05 significant levels. The results revealed that there was a significant difference in the use of digital technology by science teachers in Lagos State secondary schools based on science teachers’ gender. These findings recommended among others that the government should engage science teachers in rigorous trainings in order to be adept with digital technology and science teachers should allow students to become more motivated, more active and independent as they choose to be very intentional in using digital technology to teach them their science classes.