Secondary School Teachers' Proficiency in Integrating Technology within their Subject-Matter Contexts in Nigeria
Keywords:
Technology Integration, Teacher Proficiency, Educational Technology, Professional Development, Subject Matter ContextAbstract
This study focusses on assessing the proficiency of secondary school teachers in integrating technology to improve teaching within the context of their subject matter in upper basic schools in Gwagwalada Area Council, FCT Abuja. The total population of the study consisted of all secondary school teachers in junior secondary schools in Gwagwalada Area Council, Abuja. Simple random sampling was used to select 45 teachers who took part in the study. A questionnaire was used as an instrument to gather data for the study. Cronbach's alpha was used to determine the reliability of the research instrument, with a reliability coefficient index of 0.77, which was considered suitable for the study. Data retrieved from the questionnaire were analysed using frequency counts, percentages, mean, and standard deviation. The findings revealed that a small portion of the teachers acknowledged the use of technology as part of their teaching strategies. This distribution underscores the prevalent reliance on traditional teaching approaches within the surveyed population, thus weakening their ability to integrate technology to enhance teaching in the context of their subject matter. The study concluded that secondary school teachers demonstrate a general reluctance to embrace specific technologies, such as interactive whiteboards and educational apps. This revealed a tendency among secondary school teachers to diverge from integrating these specified technologies to enhance teaching within the context of their subject matter. Therefore, the study recommends that professional development initiatives specifically address the perceived barriers and provide targeted training to enhance teachers' proficiency with interactive whiteboards, educational apps, and multimedia presentations.
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