Science and Technical School Teachers’ Knowledge, Skills, and Attitudes Toward Digital Tools for Enhancing Teaching and Learning in Secondary Schools
Hassan Aliyu
*1Department of Science Education, Faculty of Education, Sokoto State University (SSU) Sokoto, Sokoto state, Nigeria. Email: nagoronyo@gmail.com ORCID: https://orcid.org/0000-0003-4929-3126
Abstract
This study evaluates the knowledge, skills, and attitudes of science and technical school teachers toward digital tools for enhancing teaching and learning in secondary schools in Sokoto State. A quantitative survey research design was adopted, and data was collected from a convenience sample of 200 teachers from ten science and technical schools. The instrument, a five-section questionnaire, was validated by experts and its reliability confirmed through a pilot study with a Cronbach’s coefficient of 0.76. The findings indicate that while teachers have a strong positive attitude toward digital tools, their overall knowledge and usage skills are low. Statistical analysis revealed no significant relationship between either school type or gender and teachers' knowledge, skills, or attitudes toward digital tools. However, a weak but statistically significant positive correlation was found between years of experience and knowledge, though this relationship was not strictly linear. The most significant challenges identified by teachers were insufficient internet connectivity and a lack of technical support. The study concludes that addressing these infrastructural and support-related barriers is crucial to bridging the gap between teachers' positive attitudes and their limited use of digital tools.
Keywords
Digital tools, Knowledge, Skills, Attitudes, Science and technical teachers
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