Teachers’ Technological Skills as a Predictor of Improved Senior Secondary School Students’ Academic Engagement in South-West, Nigeria
Surajudeen Olayiwola Adegboye
Department of Social Sciences Education, Faculty of Education, University of Ilorin, Kwara State, Nigeria. Email: adegboye.os@unilorin.edu.ng
Cite this as: Adegboye, S. O. (2026). Teachers’ Technological Skills as a Predictor of Improved Senior Secondary School Students’ Academic Engagement in South-West, Nigeria. Rima International Journal of Education, 5(1), 14-31. DOI: https://doi.org/10.65760/rijessu.v5.1.2
Abstract
Information and Communication Technology (ICT) has transformed various sectors, including education, by providing innovative tools that enhance teaching and learning processes. Teachers are central to the teaching and learning process, as they play a crucial role in shaping students' cognitive, social, and emotional development. This study therefore assessed the influence of teachers’ technological skills on senior secondary school students’ academic engagement. The study was a descriptive survey which involves the 6 states of the South-West. Nigeria. Purposive and Simple random sampling techniques were used to select 60 senior secondary schools and 1800 teachers who participated. Percentage, mean and mean deviation were used to answer the 3 research questions and t-test used to analysed the 2 null hypotheses. The finding of this study revealed that majority of the respondents identified the main secondary school students’ academic engagements as: Attendance in Class; Participation in Class Discussions; Completion of Assignments; Interest in Extra-Curricular Academic Activities; and Use of Educational Technology. Majority of the respondents also agreed that, teachers’ technological skills in secondary education will not only promote student engagement in academics but improve learning outcomes by creating interactive and engaging lessons which cater for different learning styles and preferences. Conclusively, as digital transformation continues to shape the global education landscape, it is imperative that teachers acquire and apply technological skills to enhance student engagement in secondary schools. Equipping teachers with technological competencies can significantly impact students' academic engagement by making learning more interactive, accessible, and student-centered. Based on the findings, its recommended that stakeholders must continuously adapt to changing student needs, embrace innovative instructional methods, and foster a culture of curiosity and lifelong learning. Specifically, Schools should implement programs that foster positive peer interactions and parental involvement to sustain student engagement.
Keywords
Technological, Skills, Engagement, Assessment, Predictor
Reference
Adebayo, M. S., & Salisu, S. A. (2020). Technological barriers and teachers’ digital literacy in Nigerian secondary schools. Education and Information Technologies, 25(1), 112-127.
Adebayo, M. S., Yusuf, O. O., & Nwankwo, E. I. (2020). Education in Nigeria: A historical perspective. International Journal of Education and Research, 8(2), 45-59.
Adegbite, O., & Olatunji, F. (2023). Teachers’ technological proficiency and students’ academic engagement in Lagos State secondary schools. Journal of Educational Technology, 15(3), 105-119.
Afolabi, O. A., & Eze, C. L. (2020). Teachers’ use of technology in instruction and its effects on academic engagement in secondary schools. Journal of Educational Technology in Africa, 14(2), 48-58.
Afolabi, O. A., Adebisi, F. A., & Chukwuma, C. P. (2022). Technological skills of secondary school teachers in Nigeria: Current trends and challenges. Journal of Educational Research, 30(4), 18-35.
Ajayi, J. A., & Okonkwo, C. S. (2020). The role of teachers’ experience in technology integration in secondary education. Educational Research Quarterly, 44(2), 76-89.
Ajayi, J. A., & Oyekanmi, F. T. (2022). Trends in student engagement in Nigerian secondary schools: A focus on ICT integration. Journal of Educational Psychology, 47(3), 201-212.
Ajibola, M. O., & Olawale, S. (2019). Barriers to the adoption of ICT in Nigerian secondary schools. Technology in Education, 19(2), 109-120.
Akinwande, T. T., & Salami, M. T. (2021). Motivational factors influencing secondary school students’ engagement in the learning process. African Journal of Psychological Studies, 29(3), 102-113.
Eze, C. L., Akinwumi, A. O., & Adeola, E. O. (2022). The role of ICT in enhancing teaching and learning in Nigerian secondary schools. International Journal of Educational Development, 55(5), 135-147.
Johnson, T. F., & Adeyemi, S. A. (2019). Student engagement and academic outcomes: The impact of technology-enhanced learning in Nigerian secondary schools. International Journal of Educational Research, 52(2), 88-99.
Lawal, J. O., & Ekong, O. K. (2021). Interactive whiteboards and educational software: Tools for enhancing secondary school students’ academic performance in Nigeria. Education and Technology Advances, 29(3), 58-74.
Mishra, P., & Koehler, M. J. (2016). Technological Pedagogical Content Knowledge (TPACK): A framework for teacher knowledge. Handbook of Research on Educational Communications and Technology, 101-111.
Nwachukwu, T. O. (2021). Teachers’ technological skills and their impact on academic engagement in Nigerian secondary schools. Journal of Educational Technology & Pedagogy, 23(1), 112-125.
Nwachukwu, T. O., Salisu, A. R., & Adeyemi, S. A. (2020). Teachers’ adoption of technology and student engagement in Nigerian secondary schools. Education & Information Technologies, 25(4), 1597-1612.
Ogunlade, A. A., & Ibrahim, K. (2021). Human capital development through secondary education in Nigeria: Implications for policy and practice. African Journal of Educational Planning, 18(1), 39-52.
Ogunleye, A. O., & Danjuma, T. (2021). Teachers’ technological competencies and teaching effectiveness in Nigerian secondary schools. Educational Technology Research and Development, 34(3), 45-58.
Okebukola, P. (2019). The policy of ICT education in Nigerian schools: History, challenges, and progress. Educational Policy Review, 7(2), 112-118.
Okeke, C. S. (2019). Challenges in Nigerian secondary schools: A review of infrastructural deficits and outdated teaching methods. African Journal of Education, 43(1), 45-57.
Okeke, C. S., Bello, F. S., & Chinedu, I. (2022). Teachers’ digital literacy and students’ academic performance in secondary schools. Educational Psychology Review, 31(2), 213-225.
Okon, J. A., & Adepoju, P. A. (2021). Technological challenges and ICT utilization in Nigerian public secondary schools. Educational Technology Studies, 30(4), 132-146.
Oladimeji, A. A., & Chukwuma, C. P. (2019). ICT integration and its impact on secondary school education in Nigeria. Journal of Educational Development, 22(2), 108-120.
Olawale, S. A., & Eze, C. L. (2020). The role of school environment in fostering academic engagement among secondary school students in Nigeria. Education and Social Development Journal, 15(1), 75-89.