Secondary Schools Teachers' Attitude Towards Using Multimedia in Science Instruction in Sokoto Metropolis
Mustapha Aliyu
Department of Science Education, Faculty of Education, Sokoto State University, Sokoto State, Nigeria. Email: aliyumustapha9942@gmail.com
Abstract
This study examined secondary school science teachers' attitudes towards the use of multimedia in science instruction in Sokoto metropolis, Nigeria. A descriptive survey research design was adopted. The target population comprised 280 science teachers, from which 162 were sampled using the Krejcie and Morgan table. Simple random sampling was employed. Data were collected using the Secondary Schools Teachers' Attitude Towards Using Multimedia in Science Instruction Questionnaire (SSTAMSIQ), structured across three sections: teachers' attitudes, frequency of multimedia use, and challenges. Face and content validity were established through expert review. The instrument was pilot-tested on 30 teachers from a non-participating school prior to final administration. Cronbach's Alpha reliability coefficient was 0.82. Data were analysed using mean and standard deviation. Findings revealed that teachers held a positive attitude towards multimedia use (grand mean = 3.42, SD = 0.71). The frequency of multimedia use was moderate (grand mean = 2.72, SD = 0.92). Teachers faced significant challenges including poor internet access, inadequate ICT infrastructure, insufficient training, and technical difficulties (grand mean = 3.38, SD = 0.70). The study concludes that despite positive attitudinal disposition, effective multimedia integration is constrained by structural and capacity barriers. Strengthening ICT infrastructure, providing regular training, and improving institutional support are recommended.
Keywords:Multimedia; science instruction; teachers’ attitude; ICT integration; secondary schools
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APPENDIX A
Secondary Schools Teachers’ Attitude Towards Using Multimedia in Science Instruction Questionnaire (SSTAMSIQ)
Instructions: Please respond to all items honestly. Responses are strictly confidential and for academic purposes only. Tick (✓) the option that best represents your opinion.
SECTION A: Teachers’ Attitude Towards Multimedia (SA=4, A=3, D=2, SD=1)
S/N | Item | SA | A | D | SD |
1 | I believe that social media enhances the teaching of science subjects. | ||||
2 | Using multimedia tools makes science lessons more interesting for students. | ||||
3 | Social media improves students’ understanding of scientific concepts. | ||||
4 | I feel confident using multimedia tools in my teaching. | ||||
5 | Integrating social media into teaching is beneficial for effective learning. | ||||
SECTION B: Frequency of Multimedia Use (Always=5, Often=4, Sometimes=3, Rarely=2, Never=1)
S/N | Item | Always | Often | Sometimes | Rarely | Never |
1 | I use videos (e.g., YouTube) when teaching science. | |||||
2 | I use WhatsApp or similar platforms to communicate academic content. | |||||
3 | I use PowerPoint or digital presentations in teaching science. | |||||
4 | I share learning materials with students through social media. | |||||
5 | I encourage students to use online platforms for science learning. |
SECTION C: Challenges in Using Multimedia Tools (SA=4, A=3, D=2, SD=1)
S/N | Item | SA | A | D | SD |
1 | Lack of internet access limits my use of multimedia tools. | ||||
2 | My school lacks adequate ICT facilities for teaching. | ||||
3 | I have not received sufficient training on multimedia usage. | ||||
4 | Using multimedia tools requires too much preparation time. | ||||
5 | Technical problems discourage me from using multimedia in teaching. |