Influence of Teachers and School Factors on Use of Ict-Based Instructional Strategies in Secondary Schools in Ijebu·Ode,Ogun State, Nigeria

Abstract

This study investigated the influence of teachers’ and school factors on classroom use of ICT-based instructional strategies. A total of 240 participants randomly selected from 5 public and 3 private secondary schools in ljebu-Ode Local Government Area of Ogun State, Nigeria, participated in the study. Using an ex-post facto research design of survey type, a pretested teacher factor inventory (TFI), school factors inventory (SFI) and teacher use of ICT-based instructional strategies inventory (TISI) were used to elicit data on the composite and relative contribution of teachers and school factors on classroom use of ICT-based instructional strategies. The data collected were analyzed using Multiple Regression Analysis. Findings indicated that, teachers’ factor (teachers’ awareness, perception, readiness and ICT experience) and school factors (resources availability, ICT culture and community participation) were found to be predictors of teachers' use of ICT-based instructional strategies. The school factors predicted teacher's use of ICT-based instructional strategies more than teacher factors. Therefore, it is recommended that conscious and deliberate efforts should be made by the school, policy makers, and the government at various levels to help teachers develop positive perception towards adoption of ICT-based instructional strategies through attendance and participation in ICT-based instructional strategies adoption seminars, workshops and conferences.