Assessment of Availability of  Teachers’ Proficiency and Challenges of ICT Integration in Teaching Secondary School Mathematics and Science in Bauchi State, Nigeria

Abstract:
This study examines the availability of teachers' proficiency and the challenges associated with integrating Information and Communication Technology (ICT) in teaching secondary school mathematics and science in Bauchi State, Nigeria. The effective integration of ICT in education has been recognized as a vital component for improving teaching and learning outcomes in various subject areas. However, the successful implementation of ICT in mathematics and science education depends on the availability of proficient teachers who can effectively utilize ICT tools and address the challenges associated with their integration.

The research employed a mixed-methods approach, combining quantitative and qualitative data collection methods. A questionnaire survey was conducted to gather quantitative data from a sample of secondary school mathematics and science teachers in Bauchi State. Additionally, semi-structured interviews and observations were conducted to collect qualitative data from a subset of participants. The study focused on assessing the availability of teachers' proficiency in using ICT tools, as well as identifying the challenges encountered in integrating ICT in mathematics and science instruction.

Preliminary findings indicate that while the majority of teachers possess basic ICT skills, there is a need for further professional development to enhance their proficiency in utilizing ICT tools specifically for mathematics and science instruction. Teachers reported limited access to ICT resources, inadequate training opportunities, and a lack of technical support as major challenges hindering the effective integration of ICT in their teaching practices.

The study highlights the importance of providing comprehensive and tailored professional development programs to improve teachers' ICT proficiency in mathematics and science education. Additionally, it emphasizes the necessity of enhancing infrastructure and resource provision to ensure equitable access to ICT tools in secondary schools. Policy implications include the need for educational stakeholders to collaborate in developing strategies that address the identified challenges and foster the integration of ICT in mathematics and science instruction.

Keywords: ICT integration, secondary school education, mathematics, science, teachers' proficiency, Nigeria, Bauchi State.

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