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THE IMPACT OF GENDER DIFFERENCE ON THE USE OF ELECTRONICALLY MEDIATED INSTRUCTIONS BY CHEMISTRY TEACHERS IN THE OGIDI EDUCATION ZONE,
Abstract:
This research study investigates the impact of gender differences in the use of electronically mediated instructions among chemistry teachers in the Ogidi Education Zone. With the rapid advancement of technology and its integration into education, electronically mediated instructions have become increasingly prevalent in classrooms. However, it is essential to understand how gender differences may impact the utilization of these instructional methods, particularly in the context of the chemistry subject.
The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews, to gather data from chemistry teachers within the Ogidi Education Zone. The research aims to explore the perceptions, experiences, and preferences of male and female chemistry teachers regarding the use of electronically mediated instructions. Additionally, it seeks to identify potential disparities in technology adoption and utilization based on gender.
The quantitative phase involves the distribution of a structured questionnaire to a sample of chemistry teachers, gathering data on their technological proficiency, frequency of electronic instruction usage, perceived effectiveness, and perceived barriers and benefits. The qualitative phase involves in-depth interviews with a subset of participants, allowing for a deeper exploration of their experiences, attitudes, and challenges related to electronically mediated instructions.
The findings of this study will provide insights into the gender-specific factors that influence the use of electronically mediated instructions among chemistry teachers. By examining potential discrepancies between male and female teachers, educational policymakers and stakeholders can develop targeted interventions to bridge the gender gap and enhance technology integration in chemistry education. Furthermore, the research will contribute to the existing literature on technology adoption in education and provide practical recommendations for promoting equitable usage of electronically mediated instructions in the field of chemistry.
Keywords: gender difference, electronically mediated instructions, chemistry teachers, technology integration, education, Ogidi Education Zone.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
THE IMPACT OF GENDER DIFFERENCE ON THE USE OF ELECTRONICALLY MEDIATED INSTRUCTIONS BY CHEMISTRY TEACHERS IN THE OGIDI EDUCATION ZONE,
