Subject Specialization and Science Teachers' Perception of Information and Communication Technology for Instruction in Kwara State

This study examined Kwara State secondary school science teachers’ perception of ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government Areas in Kwara State. The data collected through questionnaires tagged Science Teachers Information and Communication Technology Perception Questionnaire (STICOTEPQ) were analysed using frequency count, mean, chi-square and Analysis of Variance (ANOVA) statistics. Findings revealed that (i) the science teachers’ perception of ICT was generally positively low and (ii) there was significant difference in the secondary school science teachers’ perception of ICT for instruction based on their area of specialization{F(3,252) = 50.323, p<0.05}with the Biology teachers having the highest level of perception while the Mathematics teachers had the lowest perception. The implication of this study was that should the secondary school science teachers remain at this level of perception of ICT for instruction, the probability that ICT will be used for classroom instruction in Kwara State is very low. It was therefore recommended that ICT should be fully integrated into science teacher education at the Colleges of Education and the Universities and that Kwara State Government should formulate a programme of ICT training and retraining of teachers currently in service as a way of improving their perception of the use of ICT for instruction. Subject Specialization and Science Teachers’ Perception of Information and Communication Technology for Instruction in Kwara State Michael Ayodele Fakomogbon University of Ilorin, Nigeria Rachael Funmi Adebayo Landmark University, Nigeria Mosiforeba Victoria Adegbija University of Ilorin, Nigeria Ahmed Tajudeen Shittu Al-Hikmah University, Nigeria Oloyede Solomon Oyelekan University of Ilorin, Nigeria DOI: 10.4018/978-1-4666-7363-2.ch053