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All Journal Journal of Research in Science and Mathematics Education Journal of Multidisciplinary Research and Development
Penda, Bibiana Mwuese
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Biochemistry, Genetics & Molecular Biology Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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An Online Survey of Science Educators’ Challenges of Implementing Digital Pedagogy in Public Universities in Kogi State, Nigeria Ajayi, Victor Oluwatosin; Ameh, Rachael Folake; Penda, Bibiana Mwuese; Uyeh, Daniel Terkula
Journal of Research in Science and Mathematics Education Vol. 4 No. 3 (2025): December
Publisher : EDUPEDIA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jrsme.v4i3.1687

Abstract

Purpose: This study explored the perceived challenges faced by science educators in implementing Intelligent Tutoring Systems (ITS) in pedagogical practices at public universities in Kogi State, Nigeria. Methodology: The study employed an exploratory approach using data from 52 science educators across four public universities. There was no sampling since the population was manageable. The study adopted a descriptive survey research design. An online Google form survey questionnaire titled Challenges of Implementing Intelligent Tutoring System Questionnaire (CIITSQ) was used for data collection. CIITSQ was trial tested, yielding a reliability value of 0.88 using Cronbach’s alpha. The CIITSQ contained 22 items. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation scores, while the null hypotheses were tested using t-test statistics. Findings: The study revealed inadequate technological infrastructure, financial constraints, lack of skilled personnel and training and ethical and social concerns as major barriers to the effective Implementation of ITS in pedagogical practices. The study also revealed that measures to address the challenges of implementing ITS in pedagogical practices involve a multifaceted approach, focusing on educators’ training, investment in technological infrastructure, curriculum development, institutional support, and addressing attitudinal and ethical concerns. Significance: The findings suggest that to harness the benefits of ITS in pedagogical practices successfully, a balanced approach is required, emphasizing strategic investments in robust AI-ITS and other ICT infrastructure, comprehensive training programs for educators, and the development of ethical guidelines and regulatory frameworks tailored to the local context.
An Online Survey of Science Educators’ Challenges of Implementing Digital Pedagogy in Public Universities in Kogi State, Nigeria Ajayi, Victor Oluwatosin; Ameh, Rachael Folake; Penda, Bibiana Mwuese
Journal of Multidisciplinary Research and Development Vol. 3 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jmrd.v3i1.2281

Abstract

This study explored an online survey of science educators’ challenges of implementing digital pedagogy in public universities in Kogi State, Nigeria. The population of this study consists of 52 science educators in the four public universities in Kogi State, Nigeria. There was no sampling since the population was manageable. The study adopted a descriptive survey research design. An online google form survey questionnaire titled Challenges of Implementing Digital Pedagogy Questionnaire (CIDPQ) was the instrument used for data collection. CIDPQ was trial tested which yielded a reliability value of 0.88 using Cronbach Alpha. The CIDPQ contained 22-items. Two research questions and two null hypotheses guided the study. The research questions were answered using mean and standard deviation scores while the null hypotheses were tested at 0.05 level of significance using t-test statistics. The study revealed that there is no significant difference between the mean ratings of male and female science educators on challenges of implementing digital pedagogy (t=1.89, df=50, P>0.05). There was no significant difference between the mean ratings of male and female science educators on measures that could address the challenges of implementing digital pedagogy (t=1.76, df=50, P>0.05). Thus, there is need for universities administrators and other relevant educational stakeholders to provide sufficient and accessible ICT resources and also provide continuous professional development on how to effectively implement digital pedagogy
Co-Authors Ajayi, Victor Oluwatosin Ameh, Rachael Folake Uyeh, Daniel Terkula