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p-Index From 2021 - 2026
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All Journal Journal of Education Technology Journal of Environmental and Science Education
Hameed Olalekan Bolaji
Department of Science Education, Faculty of Education, Al-Hikmah University, Ilorin, Nigeria
Computer Science & IT Education Other

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Pre-Service Biology Teachers’ Pedagogical Skills and Usability of Mobile Technology for Instructional Delivery During Teaching Practice Bolanle Tawakalt-Anu Abdulazeez; Hameed Olalekan Bolaji; Adebayo Zakariyau Bello
Journal of Environmental and Science Education Vol. 4 No. 1 (2024): Journal of Environmental and Science Education: April 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v4i1.3317

Abstract

The ease of using mobile technology for teaching is hindered by deficiencies in teacher training programs. This study aims to address this issue and explore solutions for improving the use of mobile technology in teaching in Nigeria, particularly focusing on how pre-service science teachers can acquire pedagogical skills through mobile technology during teaching practice.Using a descriptive research method of the survey type, the study addresses five research questions and tests two research hypotheses at a significance level of 0.05. The population comprises science education students in public and private institutions in Ilorin, with samples drawn randomly from three colleges of education in different local government areas. A total of 285 respondents participated, providing data through a researcher-designed questionnaire titled "Pre-service Teachers’ Pedagogical Skills and Usability of Mobile Technology for Instructional Delivery Questionnaire (PTPSUMTIDQ)" Findings reveal a lack of technological literacy among classroom teachers in Nigeria, attributed to inadequate training. Mobile phones emerge as the most commonly used mobile technology device among teachers, and the study highlights the potential of mobile technology to help pre-service teachers acquire necessary pedagogical skills for successful careers in education. The paper recommends improving teacher training programs and providing education on the effective use of mobile technology to address these challenges.
Biology Teachers’ Academic Qualifications as a Predictor of ICT Skill Level on Pedagogical Approaches in North-Central, Nigeria Akanbi Jimoh Abdulraheem; Hameed Olalekan Bolaji; Abdulmuhsin Ibrahim; Kafayat Ibironke Owolarafe; Mukhtar Dutsinma Lawal
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.98730

Abstract

Despite the growing demand for digital competence in education, many biology teachers still face challenges in effectively integrating ICT into pedagogical practices. This study investigated biology teachers’ academic qualifications as a predictor of ICT skill levels in pedagogical approaches in north-central Nigeria. This research adopted a descriptive cross-sectional survey design to examine the influence of Biology teachers’ academic qualifications and ICT competencies on their instructional strategies within North-Central Nigeria. The study involved 696 Biology teachers from public secondary schools across six states and the Federal Capital Territory (FCT). A multi-stage sampling approach was employed, combining random and stratified techniques based on school type and teachers’ academic backgrounds. Data were gathered using a reliable and validated questionnaire that measured teachers’ ICT literacy, skill proficiency, and instructional practices. Responses were scored using a four-point Likert scale, and data analysis was conducted using descriptive statistics, independent samples t-tests, and ANOVA at a 0.05 significance threshold. The analysis revealed that professionally qualified biology teachers demonstrated significantly higher ICT competence compared to their less qualified peers, as shown by ANOVA results F(2, 692) = 11.14, p = 0.00. Therefore, it can be concluded that higher academic qualifications contribute to stronger ICT proficiency and the adoption of more student-centered teaching approaches. The study recommends targeted ICT training, continuous professional development, and high academic standards to improve biology education quality and inclusivity.
Co-Authors Abdulmuhsin Ibrahim Adebayo Zakariyau Bello Akanbi Jimoh Abdulraheem Bolanle Tawakalt-Anu Abdulazeez Kafayat Ibironke Owolarafe Mukhtar Dutsinma Lawal