INTEGRATING DIGITAL TECHNOLOGIES IN TRANSFORMING SECONDARY SCHOOL SCIENCE TEACHING: SCIENCE TEACHERS’ PERSPECTIVE IN OGUN STATE, NIGERIA

Abstract

Digital technologies applications for the purpose of knowledge delivery have been generally acknowledged as a pathway towards a scientific literacy and technology-driven world. The study investigated the integration of digital technologies in transforming secondary school science teaching and learning with a focus on science teachers’ perspective. The cross-sectional descriptive survey research design was adopted for the study. Using a purposive sampling technique, 168 science teachers in both public and private secondary schools in Ijebu-Ode, Ogun state were selected for the study. The instrument for data collection was Questionnaire on Digital Technologies in Transformation Science Teaching with reliability index of r = 0.89. Data obtained for the study were analyzed using descriptive statistics of frequency count, horizontal bar chart, percentage, mean, and standard deviation. The findings of the study indicated that a generally low extent of digital technology utilization by science teachers, science teachers rarely use digital tools in their instructional practices [Mean = 2.16, Stdv = 0.96], science teachers exhibit a low level of proficiency in developing digital science resources through the use of digital technologies [Mean = 2.08, Stdv = 0.93] and science teachers positively agreed with the strategies identified for bridging gaps in digital technology proficiency [Mean = 3.39, Stdv = 0.95 ]. The study recommends that Government and school authorities should prioritize the supply of modern hardware and software digital technologies to enhance quality science teaching in secondary schools. Regular professional development programs, including workshops, seminars, and online courses, should be organized to enhance science teachers’ proficiency in creating and utilizing digital science resources. Policymakers should institutionalize mentorship, peer-learning programs, and ICT resource centers as part of a structured approach to strengthen teachers’ digital competencies among others.