CHAPTER ONE

1.0 INTRODUCTION
1.1 Background to the Study.
Education as transmission of the values and accumulated knowledge of a

society is equivalent to what social scientists term socialization or

enculturation. Education provides the base for socio-economic

development. An educational system which is of poor quality should be

considered one of the most important factors hindering poor and

developing countries from advancing socially and economically.

Education is designed to guides students in learning a culture, molding

their behavior in the ways of adulthood, and directing them towards their

eventual roles in society. Education being one other major means of

providing an opportunity in life and belong to a suitable social class,

modern Nigeria family now plays crucial roles in the performance of

children in school.

Education particularly in science and technology remains a veritable tool for individual and national
development. Science education of today is expected to produce a scientifically literate citizenry that
can operate in a scientific and technology changing society (Ariyo, 2017).

Science is the methodical study of the organization and behaviour of the social, physical, and natural
worlds through observation and experimentation. It is essential for innovation, increased global
competition, and societal growth (Badmus & Omosewo, 2018). Science is one of the most significant
subjects in senior secondary schools due to its relevance to students’ lives and the widely applicable
problem-solving and critical thinking abilities it fosters. These are abilities that students can use
throughout their lives to come up with ideas, make informed decisions, and pursue new interests
(Abanikannda, 2018; Badmus & Omosewo, 2018).

Science can also be described as the study of the nature and behavior of natural things and
knowledge that we obtain about them (Adeuya, 2020). The major goal of science education is to
develop scientifically, literate individuals that are concerned with high competence for rational
thoughts and actions.
 However, science is receiving much emphasis in education because of its
significance and relevance to life and society. Therefore, science has made
numerous and unalloyed contribution to the realization and advancement of
the contemporary world and it has been attributed as the foundation for
technological breakthrough in this modern world. It is not surprising seeing
government of many developing countries like Nigeria fighting making all
efforts to develop science and technology. Without the application of science,
it would have been difficult for man to explore his environment.
Science comprises the basic subjects such as Physics, Chemistry, Mathematics,
Agriculture and Biology etc. Of all these science subjects, Biology is seen as the
most complex and broad subjects, because it comprises different science
subjects and sub-subjects and it’s a subject that deals with the study of life.

Biology is a natural discipline that studies the living world. It provides explanations for the
composition, operation, growth, and existence of living entities as well as explanations for
how they interact with their surroundings. The biology curriculum taught in senior secondary
schools in Nigeria seeks to prepare students for the theoretical and practical aspect of
biology(According to Mulkah and Femi (2020)).
According to Adeuya, 2020, biology is a branch of natural science that deals with the study
of living organisms, including their structures, functions, evolution, distribution and
interrelationships Biology is a branch of natural science that deals with the study of living
organisms, including their structures, functioning, evolution, distribution and
interrelationships (Olayinka, 2016). It enable students acquire meaningful and pertinent
information in biology, and develop a rational and practical scientific attitude (Federal
Republic of Nigeria, 2009).
It is a very important science subject and a requirement for higher
learning in a number of science-related professional courses like
medicine, agriculture, pharmacy, nursing etc. It is therefore, a science
subject that enables students to acquire the knowledge to live
effectively in the modern age of science and technology.
Biology is also an important science subject option for many students to satisfy registration
requirement at the Secondary School Certificate Examination (SSCE). The objectives of the
Biology curriculum have been adjudged as laudable and there is evidence to show that even
though many students find biology interesting, thereby registering for it in the senior
secondary schools, many of them obtain poor results in the subject year in, year out
(Okebukola & Akinbola, 2008, Adewale, et al., 2016).
Biology is developing more rapidly than it did in the past. The traditional method of teaching
should therefore be replaced by more recent or contemporary educational approaches that
call for the use of information and communication technology. In order to function at their
best, biology teachers today must make use of information and communication technology.
This means that in order to execute tasks, teachers must learn how to explore information,
analyze it, make decisions, and gain new knowledge. The teacher’s lessons will be designed
to incorporate the use of information and communication technology in the classroom, and
they will take a more student-centered approach to delivery which will actively involve the
students in the creation of knowledge (Farhana & Chowdhury, 2019).
The teaching of Biology just like any other science subject demands active students’
participation involving the use of information technology. However, it seems that
information technology facilities are inadequately provided in secondary schools in Nigeria
as noted by (Adeuya, 2020). The importance of information technology to the successful
implementation of Biology curriculum cannot be overemphasized. This is because the use of
information technology is a sine qua non for effective behaviour change in learners (Okafor
& Fagbemi, 2016). It appears that when the students are given the chance to learn through
more senses than one, they can learn faster and easier.
It is well acknowledged that information and communication technology is a potent
tool for transforming education.
In the teaching of Biology, the information technology facilities which students are
exposed to remain crucial to the achievement made by them. Information and Technology,
according to Kulik (2014) is a broad based technology that supports the creation, storage
and manipulation of information. Smeets (2014) defines ICT as a new way of storing,
processing and transmitting information brought about by rapid development in electronics,
computing and telecommunication. ICT involves the methods and technical means of
capturing, storing, processing, retrieving and transmitting data for the purpose of
communication. The emergence of fresh and creative technological applications opens up
new avenues for science education. This rapid expansion has increased the expectations on
educational professionals such as curriculum developers, evaluators, and teachers to keep
up with 21st-century information technology tools (Ihejiamaizu & Ochui, 2019). It is
undeniable that information and communication technology integration is crucial for raising
the standard of instructional delivery both inside and outside of the classroom (Obielodan et
al., 2020).The use of technology in education has the potential to enhance school
management and effectiveness, teacher and student subject areas, and the standard of
teaching and learning (Bhattacharjee & Deb, 2016).
ICT gives us access to information dependent of place and time. It ensures that we
can communicate about this information at any place, any time and even with everyone as
desired through E-mail, discussion forums, chat boxes, web pages and videoconferencing
(Umoke & Nwafor, 2014). ICT is one of the education resources which one can opt for
because of the added value it creates in the teaching-learning situation. The importance of
using the internet and computers is gradually increasing in terms of the teaching of Biology.
Activities carried out during the usual teaching hour are not sufficiently effective because of
time constraints (Akinwamide & Olofin, 2022) hence, with information technology; students
are able to carry out multimedia applications – which cannot be sufficiently taught during
lessons - via the Internet. In addition, ability to see the syllabus content before coming to the
class enables students to learn the concepts and thus to come to the class as prepared for
the lesson. Students can discuss important subjects in the internet environment (in forums)
and establish communication both with their teachers and with other students (Olofin &
Falebita, 2020). The use information and communication technology (ICT) in education
increases the ability of users to retain information and also, their level of engagement.
Students are more interested in their work when information and communication
technology is included into the classroom. This is due to the fact that technology offers
several chances to make it more engaging and exciting to teach the same thing in various
methods.
 It seems that the problems of teachers’ awareness and utilization of information
communication technology for effective teaching of Biology in senior secondary schools
seems to give rise to poor academic performances as discussion and lecture methods of
teaching have been dominating the teaching and learning activities where students need to
do practical work. The challenge to improve the teaching of Biology in secondary schools
through adequate provision of information technology facilities prompted this study.
Based on the foregoing, this study intends to investigate teachers’
awareness and utilization of ICT facilities in teaching of biology in senior
secondary schools Gwagwalada, Area Council, Abuja.

1.2 Statement of the problem.

Information and communication technology is one of the tools that be greatly used to enhance the
teaching and learning of biology. Information and communication technology tools can help to make
biology instruction more interactive, engaging, and visually stimulating, leading to better
understanding and retention of biological concepts. However, despite the potential benefits of
information and communication technology in enhancing teaching and learning of biology, much
attention is still given to the traditional method (chalkboard and textbook) in teaching in the
classroom, rather than the use of ICT. This development raises questions about the extent to which
biology teachers in Gwagwalada Area Council, Abuja effectively incorporating ICT tools into their
teaching process. Thus, it is important to examine teachers' awareness and utilization of
information and communication technology for teaching and learning biology in senior secondary
schools, Gwagwalada Area, Abuja . This development calls for further improvement through the
inclusion and integration of information and communication technology in teaching and learning of
Biology to enhance the performance of students in the subject. While technology is often seen as a
way to make learning easier for both teachers and students, many teachers are not prepared to use
it, and most school buildings are not equipped for its integration, especially in public senior
secondary schools. This highlights a gap in the use of technology for teaching biology. The purpose of
the study seeks to address the following.

1.3 Purpose of the Study.

The purpose of this study is to assess teachers’ awareness and utilization of information and
communication technology for teaching biology in senior secondary schools, Gwagwalada Area
Council, Abuja. This study intends to;

i. Determine the level of teachers’ awareness of information and communication

technology for teaching of biology in senior secondary schools Gwagwalada Area
Council, Abuja.

ii. investigate the extent of teachers’ utilization of information and communication technology
for teaching of biology in senior secondary schools Gwagwalada Area Council, Abuja.

iii. examine teachers’ awareness on the benefits of using information and communication
technology for teaching biology in senior secondary schools Gwagwalada Area Council, Abuja.
1.4 Research Question.
i. What is the level of teachers’ awareness of information and
communication technology for teaching of biology in senior secondary schools
Gwagwalada Area Council, Abuja?
ii. What is teachers’ awareness on the benefits of using information and
communication technology for teaching biology in senior secondary schools,
Gwagwalada Area Council, Abuja?
iii. What is the extent of teachers’ utilization of information and communication
technology for teaching of biology in senior secondary schools, Gwagwalada Area
Council, Abuja?

1.5 Research Hypothesis

The following null hypothesis was formulated and will be tested at 0.05 level of significance;

HO1: There will be no significant difference between level of

teachers’ awareness and availability of information and communication
technology biology teaching in senior secondary school students Gwagwalada Area
Council, Abuja.

HO2: There will be no significant relationship between the use of information and
communication technology for teaching biology, and the academic performance of students in
biology examinations in Gwagwalada Area Council, Abuja.

HO3: There will be no significant difference between

teachers’ awareness on the benefit of the use information and
communication technology and lack of ICT facilities in teaching biology
in senior secondary schools in Gwagwalada Area Council, Abuja.

1.6 Significance of the Study.

This study explored the teachers' awareness and utilization of information and communication
technology for teaching biology in senior secondary schools, Gwagwalada Area, Abuja. This
study is significant as it will reveal the extent of teachers’ awareness and utilization of ICT in
senior secondary schools in Gwagwalada Area Council, Abuja. The study is also important
because it will help biology teachers recognize the benefits of using information and
communication technology and encourage them to incorporate appropriate resources to
improve biology education. Additionally, the study will benefit students by enhancing their
understanding of biology, as well as teacher training institutions, policymakers in the education
sector, academics, and future researchers (this means that in
the area of
educational research, this study may be of relevance as it will
encourage further research into the study for future
researchers who would pursue studies similar to this.
 However, this study is hoped to influence the education

policy of the government to giving room for development

of new educational policies that will help in increasing

the quality of education through teachers’ awareness and

utilization of ICT in teaching biology in the Nation at

large.

Overall, this study will contribute to existing knowledge and serve as a reference for future
investigations.

1.7 Scope of the Study.

This research is concerned with teachers’ awareness and utilization of information and
communication technology for teaching biology in senior secondary schools, Gwagwalada Area
council, Abuja. The theoretical aspect is to determine the level of teachers’ awareness of
information and communication technology; investigate the extent of teachers’ utilization of
information and communication technology; examine teachers’ awareness on the benefits of
using information and communication technology for teaching biology in senior secondary
schools Gwagwalada Area Council, Abuja.
The research covers public senior secondary schools in Gwagwalada Area council, Abuja. It
focuses mainly on biology teachers in selected public senior secondary schools of Gwagwalada
Area council, Abuja.

1.8 Limitation of the Study

This study may have some limitations which include; the

problem of diverse coverage of locations of the schools,

problem of time and uncompromising attitudes of some

respondents during the study as some respondents might

refuse to fill the questionnaire, respondents’ reluctancy in filling

 questionnaires administered to them due to their busy schedules and nature

of their work, delay in getting data from the various respondents, and may

hamper the success of this study.

1.9 Operational Definition of Terms

Teacher: A teacher is someone who has received pedagogical training as well as training in a subject

area to provide him the information and skills he needs to instruct students effectively. A 6 teacher

with this kind of training serves as the main facilitator of instruction, inspiration for information

acquisition, and knowledge assessor.

Teaching: It is defined as interaction with students to facilitate their comprehension and application

of facts, ideas, and procedures. It is the structured, concerted exchange of experiences and

knowledge within a discipline and, more broadly, the provision knowledge, intellectual and

psychological development by one person to another person. Utilization: Utilization is described as

the act of using materials and services to make things function. It is the capacity to use resources

and services in an efficient and independent manner.

Awareness: This is biology teachers’ knowledge on the existence

of information and communication technology.

Utilization: This is the act of putting information and

communication technology to use in the teaching of biology. That

is, the capacity of using materials and services in an efficient and independent manner.

Information Communication Technology (ICT): ICT refers to the use of technologies like

personal computers, CD-ROMs, cable TV, cellular phones, and the internet to create, collect,

combine, share, manage, and manipulate information in various digital formats. These

technologies facilitate the creation, storage, and exchange of multimedia content for a variety

of purposes.
Biology: Biology is known as the science of life. It is the study of living things and essential

functions that deal with every facet of life. It is broken down into a variety of specialist areas

such as morphology, physiology, anatomy, behavior, origin, and distribution.

1.9.0. Abbreviaton

I.C.T. Information and Communication Technology

.
 CHAPTER TWO

2.0 REVIEW of RELATED LITERATURE

2.1 Introduction of terms

In this section, the researcher will attempt to locate the research within the mainstream of previous

related studies with a view to making a useful contribution, and to further understand the research

problem. The literature that will be reviewed dwells on overview of secondary education in Nigeria,

biology as a discipline, conceptualizing information and communication technology (ICT), benefits of

information and communication technology to teaching and learning, nexus between utilization of

information and communication technology and teaching and learning of biology, empirical studies,

overview and critique of reviewed literature and the theoretical framework in which this study is

situated.

2.2 Conceptual Framework.

2.2.0 Overview of Secondary Education in Nigeria.

Secondary education is a crucial tier in the hierarchy of education in Nigeria. It is the midway

between primary and tertiary schools. It is the form of education that students receive after their

primary education and or before their tertiary education. It is intended for pupils between the ages

of11-17. Secondary Education is the budding ground for future professionals as well as the

foundation for the discovering and classification of the specific fields of professions. Prior to the

independence of Nigeria through to 1982, Secondary Education lasted only five years. After the

duration of five years, those who obtained the required qualifications were allowed for the two

years of Higher School Certificate which qualifies them for university education. Thus the system

allowed for three years junior and two years senior. However, discovering the need to enhance this

tier of education with science and technical subjects, the curriculum was broadened to have its

duration extended to six years. The importance of this stage of education cannot be over-
emphasized. The certificate for the junior secondary school was based on a continuous assessment

while the senior secondary certificate was issued after writing a national examination (The West

African Council Examination-WAEC). Today, there is another body that conducts similar examination

at the end of the six year duration independent of WAEC; The National Examination Council

Examination (NECO).

Secondary education in Nigeria, a very vital tier in the education sector, has undergone a

turn for the worst in recent times partly due to lack of social and political will on the part of all

stakeholders in this sector. A reappraisal is apt and timely to salvage this all important but often

trivialized tier of education. The lack of adequate will power from the stakeholders in this sector has

dampened the ability of the sector to meet its prescribed aims and objectives as contained in the

national Policy on Education of the country. It is the awareness of the deterioration of this sector

that has prompted the writer to offer a need for rethinking on the sector through a philosophical

approach. The establishment of education board for secondary education, interstate harmonization

of Basic Examination Certificate (BECE) examination, a robust accreditation mechanism for

monitoring the approval and establishment of secondary schools for both private and public owners,

as well as renewed effort aimed at motivating secondary teachers, are proffered as possible

remedies to the worsening conditions of secondary education in Nigeria. It is the conviction of the

writer that the implementation of the suggestion proffered above, will not only redeem the sector

but galvanize sincere commitment from all stakeholders in the sector.

Aims and Objectives of Secondary Education in Nigeria.

In order to assess the present state of secondary education in Nigeria, it is good to begin by

identifying some of the cardinal objectives for which secondary education was established in Nigeria.

Among the salient objectives of secondary education in Nigeria are:

1. The provision of smooth opportunities for primary school leavers to further acquire higher quality

education irrespective of their sex, religion, social and ethnic backgrounds.

2. To diversify its curriculum to cater for the variety of talents that are latent in the students to come

to light in a productive way.

3. To equip the students with the relevant scientific and technical knowledge to effectively survive in

the modern age.

4. To foster national unity with emphasis on the common ties that unite us in our diversity.

5. To inspire students with a high desire for achievement and self-improvement both at school and

in later life.

6. To raise a generation of people who should be self-reliant and can think for themselves as well as

respect the worldviews of others.

7. To inspire a deep sense of appreciation of the dignity of labour among citizens as well as create a

great sense of national consciousness. The above objectives are very noble objectives and they are

critical for the growth and development of any society or nation. And it is very significant that these

ideals are set for attainment within the secondary system of education. Secondary education is the

bridge between primary and tertiary institutions and thus holds the compass for the direction the

nation intends to follow. It is therefore understandable to maintain that the failure of this tier of

education poses a damaging threat to the nation at large.

An analysis of Secondary Education in Nigeria: a Philosophical Perspective

The secondary education level as important as it is though serving as the link between the
primary and the tertiary institutions in the country, in all honesty, has not enjoyed adequate and
sufficient attention from the government at different periods right from the military era to the
present democratic dispensation. The Federal Governments at different times has somehow left
this tier of education chiefly in the hands of state Governments and voluntary agencies as well
as private individuals. Even now, the debate to handover or take over secondary schools in some
states has not attracted a definite response from the federal government, leaving only the state
Governments at logger heads with most of the voluntary agencies who on the other hand, feel
being short-changed as most of the prestigious schools are established by them. The pitiable
condition of the secondary education sector is further dampened by the Federal government’s
inability to come up with a standing policy guiding the handing over of the schools. Lack of policy
statement on this burning issue has further demonstrated that the Federal Government lacks
either the political will to mediate and proffer lasting solutions or that it is tacitly comfortable
with the deterioration of this sector of education.
As a scholar observed: “It is unfortunate that these ill-nurtured plans by the different states
appeared to have the approval of the Federal Government of Nigeria because there has been no
policy statement against the handing over of schools. More to that, the Federal Government has
no effective commission to take care of this cardinal level of education….. The establishment of a
body for any level of education will always protect it from all emerging predicaments in that
country for better result oriented programmes”.
The Secondary Education sector lacks a firm governing council like its counterparts the
Primary and the Tertiary sectors. With the prevailing pictures of how the Secondary education
sector has become bedridden by so many problems and challenges, it is only appropriate that a
critical analysis of this sector of education be carried out. This calls for a rethinking and
reappraisal of the status quo. A look at the above discrepancies as evidenced in the state to
state administration of the secondary sectors shows that, if the said objectives are to be
achieved, we need to tow a different line of approach in addressing the problems. There should
first of all be a stiffer organ established at the Federal level with the aim to harmonize all the
activities of the sector across the country and not to leave the running of its affairs in the hands
of state governments.

2.2.1. Biology as a discipline.

Biology is a distinct field of the natural sciences. However, just like other fields of natural
sciences, it is concerned with the pursuit of a comprehensive understanding of natural
phenomena and events.
Two main subfields make up the biology discipline. One is functional biology, and the second
historical biology, otherwise referred to as evolutionary biology (Mulkah & Femi, 2020). The
functional aspect of biology is concerned with the physiological processes that make up the
natural principles of physical sciences, particularly at the cellular and molecular levels. Historical
biology on the other hand serves as a platform for advancements in the study of extinct species,
the history of life across geological time and seeks to promote a diversity of perspectives in this
quickly developing discipline.
There are three main recognized branches of biology which include botany, zoology and
microbiology. Biology is the science aspect that deals with the study of life and living organisms
(Ihejiamaizu & Ochui, 2019).
Abanikannda (2018) sees biology as the field of science that deals with physiochemical
aspects of life. The main objective of studying biology as a discipline is spelt out in the West
African Examination Council Syllabus (2020).
The syllabus is designed to assess candidates; understanding of the structure and functions
of living organisms as well as appreciation of nature; acquisition of adequate laboratory and field
skills in order to carry out and evaluate experiments and projects in Biology; acquisition of
necessary scientific skills for example observing, classifying and interpreting biological data;
acquisition of the basic relevant knowledge in Biology needed for future advanced studies in
biological sciences; acquisition of scientific attitudes for problem solving; ability to apply
biological principles in everyday life in matters that affect personal, social, environmental,
 community health and economic problems; and awareness of the existence of interrelationships
between biology and other scientific disciplines (WAEC, 2020).
Through the use of information and communication technology (ICT), which has immense
benefits in the teaching and learning process, the aforementioned objectives might be
accomplished by students offering Biology at the end of the three-year course. However, this
heavily depends on the competence of teachers in implementing teaching methods that use
instructional aids that are driven by information and communication technology to achieve
lesson the objectives at the classroom level (Ihejiamaizu & Ochui, 2019).

The Teachers’ Roles in Biology Learning

The standard of the teacher is a backbone of any educational system for developing

scientifically literate citizens. The National Policy on Education (F.G.N., 1998), notes, “No

educational standard can rise above the quality of the teacher” (p. 38). The National Science

Education Standards (National Research Council, 1996) also asserts “what students learn is

greatly influenced by how they are taught”. Abimbola (1986), and Otuka (1987), found

misconceptions in students which they traced to misconception held by the teachers.

Therefore students cannot achieve high levels of performance in the absence of skilled,

talented and dedicated professional teacher. Teachers have been shown to have an important

influence on students‟ academic achievement and they also play a crucial role in educational

attainment because the teacher is ultimately responsible for translating policy into action and

principles based on practice during interactions with the students (Afe, 2001).

A national inquiry report into teacher education in Australia (Commonwealth of

Australia, 1980) argues that quality teachers are responsive and sensitive to the distinctive

educational needs of special communities and to the particular configuration of special

education needs of each pupil. Other researches into roles of quality teachers in classroom

activities and processes (OECD, 1994; Shulman, 1986) further indicate that quality teachers‟

demonstrate commitment; have subject specific content knowledge and know their craft; love

children; set examples of moral conduct; manage group effectively; incorporate new

technology in their teaching and students‟ learning; master multiple models of teaching and
learning; adjust and improvise their practice; know their students as individuals; exchange

ideas with other teachers; reflect on their practice; collaborate with other teachers in

advancing the profession of teaching; and they also contribute to society at large.

Increasingly, the teacher’s role involves being a mentor or guide, one who extends students‟

deep understandings, and also one who facilitates the acquisition of students‟ higher order

thinking and creative problems solving skills (Abell & Pizzini, 1992).

Basically, accomplished teachers of science are constructors, facilitators, open-

minded and critical independent professionals, active co-operators and collaborators,

mediators between learners and what they need to know, providers of scaffolding for

understanding, coaches, and creators of learning environments and also have a rich

understanding of the subject(s) they teach and appreciate how knowledge in their subject

relates to other disciplines in helping learners to acquire knowledge (Association of

California School Administrator, 2000).

Therefore, accomplished science teachers are those who engage students in higher

cognitive skills, who promote information literacy, and nurture collaborative classroom

practices among students or indirectly influence the student’s attitudes toward science which

in consequence can influence students’ achievement. Teachers are, invariably, role models

whose behaviours are easily mimicked by students. What teachers like or dislike, appreciate

and how they feel about their learning or studies could have a significant effect on their

students. By extension, how teachers teach, how they behave and how they interact with

students can be more paramount than what they teach.

2.2.2 Conceptualizing information and communication technology (ICT)

Information technology has been around for a long time because there were always ways of
communicating through technology available at that point. There are four ages that divide up
the history of information technology namely; Premechanical age (between 3000BC and 1450
A.D), Mechanical age (between 1450 and 1840 A.D.), electrochemical age (between 1840 A.D.
and 1940) and the electronic age (between 1940 and right now). Only the latest age (electronic)
and some of the electrochemical age really affects us today (Will & Jeffrey, 2016).
The advent of ICT to Nigeria was traced by Yusuf (2007) to the late 70‘s and early 80‘s but
there was no policy then for its inclusion into the nation’s education system until the evolution
of the National Policy on Computer Education in 1988 (Federal Republic of Nigeria, 1988).
Despite the effort of the government at meeting the global demand of integrating ICT into the
nation’s educational system, evidences abound in literature that teachers lack the requisite
pedagogy and knowledge needed to integrate and utilize ICT facilities for classroom instruction
(Ajayi & Ekundayo, 2019; Okebukola, 1997).
Various definitions have been proposed by scholars to describe information and
communication technology (ICT).
Bas (2016) has suggested that ICT is a commonly used term that encompasses computers,
programs, networks, satellite connections, and other related technologies that allow people to
access and exchange information in various formats. The term is also commonly used to refer to
computer use and related activities.
Meanwhile, Bamidele (2016) has described ICT as the use of computers, the internet, and
other telecommunications technologies across all aspects of human activity. According to Ojo
and Adu (2018), information and communication technology facilities encompass all available
resources that enable the identification, creation, processing, storage, packaging, preservation,
conservation, and transfer of information, without being restricted by time and location. These
tools are used for creating, storing, processing, distributing, and exchanging information.
Bayo (2016) defines information and communication technology as a means for students to
observe real-life events. Chassignol et al. (2018) suggest that information and communication
technology refers to a range of activities and materials that are enabled by electronic methods
for processing, transferring, and displaying information. All types of technology that make it
easier to communicate, process, and transmit information electronically are therefore
collectively known as information and communication technology.
Khan (2016) in his own terms defines information and communication technology (ICT) as
the utilization of electronic computers and software to gather, process, store, transmit, and
retrieve information. This term encompasses the collection, management, storage, and sharing
of information, and refers to the tools and advancements that simplify the creation and use of
knowledge and ideas across all areas of human activity. Alshmrany and Wilkinson (2017) assert
that ICT involves the ability to fully comprehend and possess a range of skills, including
recognizing, identifying, evaluating, and effectively using information. Essentially, it involves the
capacity to communicate, conduct research, and access information, as well as a basic
understanding of computer usage.
According to Eynon (2016), ICT has replaced information technology (IT) as a term because it
is more appropriate and commonly used. Seldon and Abidoye (2018) defined information and
communication technologies (ICTs) in education as a range of rapidly evolving technologies that
includes computers, laptops, digital cameras, local area networks (LANs), the internet, the World
Wide Web (WWW), CD-ROMs, DVDs, and software such as spreadsheets, tutorials, simulations,
electronic mail, digital libraries, computer-mediated conferencing, video conferencing, and
virtual reality. The use of ICTs in education has made it possible to overcome the limitations of
time, distance, and learning activities. Different information and communication technology
tools such as computers, the internet, PowerPoint, television, overhead projectors, cameras,
radio cassettes, videotapes, audio cassettes, audio CDs, the World Wide Web (WWW),
telephones, and other devices are employed in teaching and learning. In this research,
information and communication technology refers to all digital devices that can be utilized for
 teaching, learning, and process improvement within and outside the school, including desktop
or laptop computers, projectors, printers, scanners, video conferencing systems, interactive
whiteboards such as SMART Boards, smart gadgets like iPods, Galaxies, digital cameras, video
cameras, MP3 players/iPods, and DVD players.

Federal Republic of Nigeria, (2013) emphasized the role of ICT in enhancing the acquisition
of knowledge for effective functioning in today’s technologically driven world, The National
Policy on Education stressed the need to integrate ICT into education in Nigeria. In integrating
ICT into teaching and learning, emphasis is placed on learner-centred environment and paying
attention to the acquisition of knowledge, skills and attitudes by the learners. Federal Republic
of Nigeria, (2012) stressed that what is utmost importance in any education system is what the
learners are able to learn and not what the teachers are required to teach. It implies that
learners should be engaged actively in their learning process. Learning plans and programmes in
the classroom should focus on making sure that effective learning takes place rather than simply
planning to cover the course contents.

ICT in Education System

Now a day the education system all over the world has certainly been
affected positively by the influence of information and communication
technology ICT.
According to Abdul-Salaam, etal (2021), information and communication
technology has the potentials to accelerate, enrich, and deepen skill; to
motivate and engage students in learning to help relate school experiences
to work practices; to help create economic viability for tomorrow’s workers,
contribute to radical changes in school; to strengthen teaching and to
provide opportunities for connection between the school and the world.
When we are looking at the role of education in nation building and the
population explosion in the secondary schools today enforces, the use of ICT
in teaching learning process becomes imperative. Because the utilization of
ICT by teachers will enhance effective teaching (Abdul-Salaam et.al, 2021).
Such issues like good course organization, effective class
management, content creation, self assessment, self-study collaborative
learning, task oriented activities, and effective communication between the
actors of teaching learning process and research activities will be enhanced
by the use of ICT based technology (Ajayi, et.al, 2019). They are posited that,
with the aid of ICT, teachers can take students beyond traditional limits,
ensure their adequate participation in teaching and learning process and
create vital environments to experiment and explore. This new development
is a strong indication that the era of teachers without ICT skills are skills
are gone (Ajayi, et,al 2019). They are also added that, any classroom teacher
with adequate and professional skills in ICT utilization will definitely have
his students perform better in classroom learning (Ajayi, et,al 2019).
Stressing the importance of the use of ICT in schools, Olurunsola
(2017) posited that, through ICT, educational needs have been met; it
changes the needs of education as well as the potential processes. AL-Ansari
has been also stated that, there were a great deal of research has proven the
benefits of ICT in improving quality of education, (AL-Ansari, 2016). As it is
indicated by Yusuf (2015), ICT has made a very profound and remarkable
impact on the quality and quantity of teaching, learning and research in the
educational institutions. He has also indicated that, the pervasiveness of
ICT has brought about rapid technological, social, political and economic
transformation, which has eventuated in a network society organized
around ICT. Yusuf has also been stressed that, ICT is an indispensable part
of educational administration as its application makes institutions more
efficient and productive, thereby engendering a variety of tools to enhance
and facilitate teachers’ pedagogical activities (Yusuf, 2015).
Yusuf also emphasized that, ICT utilization is, the presentation and
distribution of instructional content through web environment (e-teaching)
or systems offering an integrated range of tools (stand-alone computer
instruction, CD ROM amongst others) to support learning and
communication. Instructional service delivery has to do with
teaching/learning activities that take place in the classrooms. Therefore,
quality of instructional service delivery entails the extent of effectiveness to
which the teachers carry their classroom teaching/learning process (Yusuf,
2015).

The use of ICT in teaching and learning in secondary schools

Information Communication Technologies ICTs have indispensable and
positive impacts to transforming education systems all over the world. For
instance, ICTs are dependable tools in facilitating the attainment of one of
the millennium development goals (MDGs), which is achievement of
universal primary education by the year 2015, (Fisseha Mikre, 2014). It is
also believed that, information and communication technology ICT facilities
play an important role to enhance the quality of education all over the world.
Almaghlouth (2018), in his study demonstrated that, there are a range of
reasons for the importance of ICT in education. According to him; more
specifically, the importance of ICT in education can be presented under the
subheadings of: saving time; communication and collaboration; and the
acquisition of the material and learning opportunities for everyone.

 Saving Time
An important aspect identified in the literature was that, the use of
ICT tools will help teachers and students to save time. Balanskat, et.al.
(2017) noted that, most progress has been made in recent years in raising
teachers’ positive attitudes towards ICT by realizing its value for learning
through more experience and embedded use. Teachers increasingly use ICT
to prepare their work more efficiently and achieve time gains. Jacobson and
Levin (2019) also noted that teachers have a firm conviction that the use of
the technology will help students in their education, and they concluded
that the use of electronic mail, for example, in research and communication
will help teachers and students to save time.

 Communication and Collaboration

 Another advantage for using ICT in education is that, using ICT tools
correctly, in and out of the classroom, can increase communication and
collaboration between teachers in and out of school, between teachers and
students and between students and students. As it is indicated by
Almaghlouth (2018), students were said to be seeking to engage with
teachers’ lesson materials in different ways and teachers were more easily
able to share teaching notes and exemplary work with students via CD and
email. Furthermore, teacher and student experiences have been improved
when working around a computer or using ICT tools.
Furthermore, Earl (2022), in her research report identified that, ICT
gave both teachers and students the opportunity to increase their
communication and interaction with others whether in a school district or
outside it, and also that the students’ knowledge improved relationships
when they were working around a computer. Treagust and Rennie (2021)
stated that with ICT tools teachers can communicate locally and globally
with others to gain confidence and competence; to use the Internet networks
to communicate and seek support from experts in ICT and to search in
different websites and resources about ICT in education.

Usage of ICT in Teaching Biology The concepts of ICT integration

The concepts of ICT integration blossoms from the knowledge that despite the

fact that there is continual poor performance when conventional teaching methods are

used. ICT by itself cannot improve performance. Technologies by themselves have

little stable or sustained impact on learning in schools. It needs to be used alongside

the conventional methods, a process known as ICT integration. The impact of ICT on

teaching and learning of Biology Technology is developed to solve problems

associated with human need. If there is no problem to solve, the technology is not

developed and not adopted. While theoretical arguments can be put forward to justify

ICT integration in teaching and learning of Biology, the only true rationale should be

based on whether or not it has a positive impact on the process of teaching and

learning of Biology.
2.3. Level of teachers’ awareness of information and communication technology for teaching
of biology

Governments and education systems of the whole world have appreciated the use of information,
communication, and technology (ICT) as a necessary issues for improving the effectiveness of
teaching and learning (Plump, Anderson, Law & Qualex, 2019).

On the other hand, there are still many teachers which are left behind of awareness of
information, communication and technology (ICT) for effective utilizaeion. Teacher did not know
how to apply ICT use even they believed the benefits of ICT’s integration. Besides, Balanskat, Blamire
and Kefala (2016) also argue that even teachers know the values of ICT use, difficulties also continue
to the process of adopting these technologies.

Miller, Martineau, and Clark (2020) stated that technology-based teaching should not be as a
principle in all classes yet commonly it is most provide relevant example and demonstrations,
change the classroom orientation, improve flexibility. Therefore, the main purpose of using
information, communication, and technology in teaching is to extend better impact to students’
performance. As a teacher who teaches in this era, there must some pretension that must be
implemented due to achieve the benefits of ICT application in teaching. Therefore, educators,
teachers, and school principles must cooperate to overcome any obstacles of ICT integration on
teaching and learning.

2.3.0 Teacher-level-barriers
i. Lack of teacher confidence.

Some researchers mention those teachers’ barriers in implementing ICT use is because of
lack of confidence in teaching. Competence in computer is meant as being able to understand
several of computer applications purposes (Tondeur, Valcke, & Van, 2018). A major predictor of
integrating ICT in teaching is teachers’ computer competence. Teachers tend to be awkward to
socialize ICT is just because of the unaccustomed and in confidence with the technology use in their
daily life. Basically, little understanding about technology use cannot support students’ achievement
in gaining information. Therefore, teachers even never try to apply it. According to Becta (2014), he
said that the main barrier to the understanding of ICT used by some other teachers’ response is
because of low confidence. Besides, Beggs (2020) also emphasized that most of failure fair happened
caused by lack of confidence in ICT use. Therefore, teacher has limitation of knowledge about ICT
use which makes them not confidence in apply it. Confidence directly relate to teacher competence.
Teachers’ perceptions of the ability to use computers in classroom also relate to confidence. In the
conclusion, well skilled of ICT use is not considered by some teachers. They consider that students
perhaps know more than they do. Therefore, teachers afraid of socializing ICT in the classroom with
limited skills and experience in the area of internet, computer, and communication. Thus, teachers
who understand and aware of the ICT use in the classroom will be confidence and extend it for
further teaching and personal work activities.

ii. Lack of teacher competence in ICT use

Lack of competence is one of the barriers which also related to teachers’ confidence.
Integrating teaching with the ICT practice of the classroom will bring teacher with high confidence of
teaching pedagogical. Teacher who has knowledge and skill in using internet, computer and
technology will be more enthusiastic with the chances and integration in teaching practices. Pelgrum
(2021) and Al-Oteawi (2022) mentioned that there are some different levels of barriers for one
country to another. In developing countries, teachers’ lack of technological competence is a main
barrier for accepting and adopting ICT in teaching activities. It means even teachers who are living in
developing country, they still have difficulties to accept and adopt ICT. Several researchers reported
that teachers’ lack of ICT is as a main barrier. Besides, it is serious problem due to integrate
technologies in science education. According to Empirica (2016) survey reported that teacher who
do not use computer in classrooms is claimed as lack of skills teacher. In addition, Pelgrum (2021)
stated that primary and secondary school teachers have serious obstacle to use ICT. Mainly, not so
many teachers chose to use ICT and media in teaching activities because of their lack of ICT skills.

Attitude is a positive or negative emotional reaction in a specific situation. While, Fishbein

(2017) defined that attitude is the predisposition of a learner to respond an object and class objects
consistently in favorable or unfavorable way. Teachers’ attitude toward technology use in teaching
and learning process is the main factor which must be considered. The success of educational
technology implementation in school’s program depends on teachers’ attitude. The success of
technology use in educational setting depends on the teacher attitude in using technology. Thus,
teachers’ attitude related to the frequency and amount of technology usage. Teachers can provide
useful adoption and integration of ICT use in teaching and learning process when positive attitude is
insight of their self.

Akbaba, Kurubacak (2019) and Huang, Liaw (2015) stated that teachers’ acceptance through
the usefulness of technology integration is influenced by attitude toward computers. Thus, Knezek
and Christensen (2020) stated “the likeliness of teachers integrating technology, and its effective use
and implementation, was very much related to the users’ attitudes toward the computer and
technology”. There is positive relation between teachers’ computer experience and computer
attitudes. Rozell and Gardner (2019) stated that the more experience teachers have with computer,
the more they will show positive attitudes toward computer. Gomes (2015) found that the
resistance of science teachers to chance ICT strategy use is still serious problem. The resistance from
changing common setting of teaching way to using technology in education is as important barriers.
It means the main key of teachers’ attitude towards the use of technologies is as the understanding
of how the technologies will advantage their teaching to the students. In other side, some opinion
stated that teachers who do not use technology in their classroom teaching are still in the opinion
that there is no significant benefit that they can get. Besides, teachers’ consideration that is unlikely
to socialize new technologies in the teaching activity if they see no need to change their professional
practice. It is also supported by Schoepp’s study (2015) found that, teachers’ consideration that
there was more than enough technology available, and they believed that they were not being
supported, guided, or rewarded in integrating the technology into their teaching activities. There
should be many a many encouragement forces such as the power of new developments, rapid
availability, creativity, Internet access, and communication due to change to negative attitude, while
there should be discouragement force such as lack of technical support, teacher expertise, time
planning (Earle, 2022).

2.3.1. School-level barriers

i. Lack of time

In the condition, many teachers who have competence and confidence in using computer in
the classroom, but they still have obstacle to use little technology in the process of teaching is just
because of time limitation, for example, they have difficulties in scheduling the time for each classes
to use computer in learning. Therefore, lack of time is also one of a barrier to use ICT.

According to Becta (2014) found that there are many aspects for lacking of time problem
which existed, such as, time allocation of internet advice, lesson preparation, explore and practice
technology use, technical problem and receive adequate training. Lack of time an important factor
related to the application of technologies in science education. Alwani (2015) concluded that lack of
time barrier affect the application of ICT in Saudi Arabia because of busy schedule. Besides, Sicilia
(2005) found that most Canadian teachers need extra time due to prepare and design materials
project which include the use of ICT rather than prepare traditional lessons. Gomes (2015)
concluded that the main reason that science teacher do not use ICT in the classroom is because lack
of time to accomplish the plans for learning activity.

ii. Lack of effective training

Pelgrum’s (2021) found that there were not enough training chances for teacher to use ICT
in a classroom environment. Most of teachers are left behind to the technology support due to
enlarge teachers’ and students’ information. Science teacher must be facilitated to the in-services
programs related to ICT use. Some teacher who has known how to use ICT will develop their skill by
collaborating the previous skill and newest information that they have just got. While the teachers
who have no any background skills of ICT use will apply it to the real teaching activities. Teacher
education can also play a significant role to provide chance for experimentation with ICT before
using it in the classroom teaching. Providing pedagogical training for teachers is more important
than simply training them to use ICT tools (Becta, 2014).

Besides, Cox, Preston, Cox (2019) stated that teacher still did not know how to use ICT in the
classroom even they had attended the professional development courses using technologies.
Instead, they just know how to operate computer and set up printer. Inappropriate teacher training
does not help teacher to use ICT in the classroom, but the appropriate teacher training in specific ICT
skill is more important (Balanskat, Blamire & Kefala, 2016). Newhouse (2014, p. 45) stated that
“teachers need to not only be computer literate but they also need to develop skills in integrating
computer use into their teaching or learning programs”.

iii. Lack of accessibility

Access to get resources is one of certain barriers which cause teachers to have low intended
to integrate new technologies in science education. Therefore, infrastructure and integration access
in school is importance condition which must be considered (Plomp, Anderson, Law & Quale, 2019).
Besides, home access of technology understanding such as hardware, software, etc are as the main
first example due to build teachers’ motivation for integrating and adopting technology in school
successfully. Therefore, when teachers have access of implementing technology at home, they will
curious to apply it in the classroom. Most of teachers complain that they have difficulties to always
access the computers. Computer must be booked firstly before in advance use, in the contrary
teacher sometimes forget to do so. Besides, they sometimes could not book them in several times
even when they want to do the projects with students. This happened is because of poor
organization of resources, poor quality hardware, inappropriate software, and lack of personal
access for teacher (Becta, 2014). Therefore, the inaccessibility of ICT resources is not always merely
for non-availability of hardware, software, and other ICT material from school. Barrier to the lack of
technology access is different from country to country. In European study for example found that
teachers’ barrier in different ICT use (Empirica’s, 2016). Besides, Pelgrum (2011) concluded that
there were four main barrier of accessibility such as, insufficient numbers of computers, insufficient
peripherals, insufficient numbers of copies of software, and insufficient simultaneous. Toprakci
(2016) also mentioned some accessibility in Turkish school that there were low numbers of
computers, oldness or slowness of ICT systems, scarcity of educational software in the school due to
implement ICT in science education successfully.

iv. Lack of ICT infrastructure

lack of high quality of hardware, suitable educational hardware, and access to ICT resources
are also as the barrier of resources accessibility. Merely, it does not guarantee the successful of ICT
implementation in teaching (Balanskat, Blamire & Kefala, 2016). In a conclusion, access limitation to
hardware and software resources influence teachers’ motivation to use ICT in the classroom
(Osborne and Hennessy, 2023).

v. Lack of technical support

Without technical support and resources in the classroom, barriers cannot be prevented by
the teachers due to ICT use. Pelgrum (2021) mentioned that lack of technical support is in the top
barrier in the primary and secondary school teacher. Teachers tend to lose their prepared lessons
resource when the barriers of technical support happed in the teaching activities. Sicilia’s study
(2015) mentioned some technical barriers which probably happened such as; waiting for websites to
open, Internet connection problem, printer does not running well, malfunctioning computer, and old
computer available use. Therefore, she agreed that technical problem is as a major barrier for
teachers.

Korte and Husing (2017) stated that teachers are helped when the ICT support and
maintenance is used. They will not lose their time due to fix the software and hardware problems.
Therefore technical support and maintenance must be handled well in order to decrease the high
risk of the technical problems. Teachers are afraid that the technical support will break down during
the lesson. Besides, technical breakdowns tend to decrease teachers’ motivation to use ICT in
teaching activities.

Therefore both teachers and students should cooperate together due to decrease the
technical support happen. Gomes (2015) said that technician must be available in the school
environment due to integrate the ICT use. Related to previous research mentioned if the technician
is available in school, teacher will not judge that ICT integration is as an obstacle in teaching.
Toprakci (2016) stated that technical support is one of the ICT barriers integration. He also
mentioned that it is a serious problem which must be overcome by every science school teachers.
Therefore, teachers must be introduced to the computer technology in science teaching, even they
believe that they will experience to the problem of hardware running and technical service
(Almohaissin, 2016).

In the conclusion, there are some various barriers of ICT integration among some science
teachers around the world. The barriers are lack of computers, lack of quality software, lack of time,
technical problems, teachers’ attitudes towards computers, poor funding, lack of teachers’
confidence, resistance to change, poor administrative support, lack of computer skills, poor fit with
the curriculum, lack of incentives, scheduling difficulties, poor training opportunities, and lack of
skills in integrating ICT in education (Bingimlas, 2019)

2.4 extent of teachers’ utilization of information and communication technology for

teaching of biology
According to Adigun (2019), students have to be actively involved in science and
technology lessons to acquire skills in their various fields of studies. These science lessons
(activities) can take place in the school using many student-centred strategies among which
is information and communication technology (ICT) facilities. The emergence of information
and communication technology has really revolutionized education and other human
endeavours globally.
Information and communication technology involves handling and processing all
kinds of information using all kinds of electronic devices, (FGN,1998).
According to Akindolu and Adebayo,(2022), information and communication
centred education involves the use of computers, on-line self-learning packages, CDs,
satellites, optical fibber technologies, telepresence systems and different types of hardware
and software.
Audu, (2015) and Ambimbade,(2016) stated that the utilization of ICT in teaching
and learning has brought improvement in rate of knowledge acquisition and dissemination,
and the quality of products of education system. The impact of ICT is evident in virtually all
aspects of human endeavours, ICT is indispensable and has become part of the
contemporary world, (Ololube,2016). It has brought tremendous changes in technological,
political, economic, educational and social life of the society.
Federal Republic of Nigeria, (2014) emphasized the role of ICT in enhancing the
acquisition of knowledge for effective functioning in today’s technologically driven world,
The National Policy on Education stressed the need to integrate ICT into education in
Nigeria. In integrating ICT into teaching and learning, emphasis is placed on learner-centred
environment and paying attention to the acquisition of knowledge, skills and attitudes by the
learners. Federal Republic of Nigeria stressed that what is utmost importance in any
education system is what the learners are able to learn and not what the teachers are
required to teach. It implies that learners should be engaged actively in their learning
process. Learning plans and programmes in the classroom should focus on making sure that
effective learning takes place rather than simply planning to cover the course contents.
According to Yusuf, (2015), teachers need training in different kinds of educational
software in teaching and learning. They need to know how to integrate ICTs into classroom
teaching and learning activities. Teachers’ training in the utilization of ICT in the various
classroom science learning experiences is crucial so that they can conveniently facilitate
 learners using these technologies to acquire knowledge, skills and attitudes. Information and
communication technology has opened a new dimension in the use of conventional teaching
methods and is offering new teaching and learning experiences to both teachers and
students. Education is not complete without effective ICT, (Enwereonye, 2014). This requires
that ICT should be properly rooted in our school curriculum and that ICT facilities should be
available and utilized in the teaching learning experiences.
Igboegwu, Egolum and Nnoli, (2016) found that biology teachers in senior
secondary schools in Anambra State have very low knowledge of information and
communication technology.
Olasupo, (2017), outlined the under listed as the materials needed for successful
integration of ICT in the teaching and learning activities: 1. Browsing Environment consisting
of ICT centre with a very strong server, use of modem to connect Internet Service Provider,
(ISP) Cyber-cafe, (a sub client to any of ISP, 2. Personal Computers, (PC) such as Desk-Top,
Lap-Top or Palm-Top, 3.WEB application software such as Microsoft Internet Explorer,
Mozilla Firefox, Google Chrome, Opera, YouTube, Wikipedia free encyclopaedia 4. Library
Websites, which has abundant information on research papers, publications, databases,
images, videos and diagrams. 5 Facilities for classroom lessons in off-line environment such
as flash drives, re-writable VCDs and DVDs. Akindolu and Adebayo,(2019) stated that ICT-
centred education includes the use of computers, on-line self learning packages, interactive
CDs, satellites, radio, television, optical fibber, technologies and other ICT hardware and
software. Aginam, (2016), in Adomi and Kpangban, (2010) noted that the New Partnership
for African Development, (NEPAD) launched the e-school initiative intended to equip all
African schools with ICT facilities such as computers, radio and television, phones and fax
machines, communication equipment, scanners, digital cameras, copiers among others.
It appears that information and communication technology facilities are not utilized
in teaching biology in senior secondary schools in Gwagwalada area council, Abuja. Students
in the state seem not to use these facilities in learning basic science; It is possible that the
basic students learn basic science by the traditional chalk-and-talk methods and in some
cases, conventional deductive laboratory approach. The researchers presume that biology
students in senior secondary schools in Gwagwalada area council, Abuja do not use ICT
facilities in learning biology. It is uncertain whether there are empirical data on the extent of
utilization of information and communication technology facilities in learning biology in
senior secondary schools in Gwagwalada area council, Abuja. It is in the light of the above,
that this research is set out to investigate the extent of utilization of information and
communication technology (ICT) facilities in learning basic science in junior secondary
schools in Gwagwalada area council, Abuja.

Nexus between utilization of information and communication technology and teaching

and learning of biology
Due to the rising usage of electronic teaching methods, textbooks are quickly going out of
date and the use of digital tools fosters students’ interest, motivation, and success (Ihejiamaizu
& Ochui, 2019). Lawler (2016) observes that using digital tools can make biology lessons more
engaging for some students. However, Ugbaja and Okeke (2020) noted that high school students
may not always perceive biology learning to be more fascinating with the usage of technology
tools, with the exception of particular topics that they find acceptable learning through
technology tools. Farhana and Chowdhury (2019) states that the use of digital tools in biology
teaching and learning aids teachers and students in identifying learning topics, resolving issues,
and offering answers to issues that arise during the learning process. Involving students in the
use of digital tools also makes learning more accessible and ensures that concepts in subject
areas are mastered. Additionally, technological tools aid in student-centered and independent
learning.

Factors affecting utilization of information and communication technology in teaching

biology
The full integration of technology in education is crucial to enhance teaching and learning,
however, various barriers impede their utilization in the educational system.
A study by Nwana et al. (2017) contends that the factors affecting the efficient utilization
and integration of information and communication technology in teaching biology are
inadequate teacher preparation, inadequate resources, technical support, and, as well as lack of
teachers’ encoragement to technology tools in lesson delivery.
Study by Alshmrany and Wilkinson (2017) also found that a major barrier to teachers’
adoption of information technology tools was their resistance to change. Some teachers face
difficulties in adjusting or adapting to the use of technological innovation, and as a result, they
consistently reject anything that can cause them to feel a little stressed. Haji et al. (2017) argues
most teachers are unable to practice independently because they are unfamiliar with the
information and communication technology tools and gadgets used to make teaching simpler.
This may not be unrelated to the lack of information and communication technology training,
expertise and experience on the part of the teachers (Amusa & Ainmo, 2016; Nkoyo & Egbe,
2016; Ani et al., 2016).
Mulkah and Femi (2020) found that biology teacher’s perception of information and
communication technology capacity building workshops was low because they are not aware of
the significance the capacity building workshop may afford them. Ghavifekr et al. (2016) argues
that there are technical assistance challenges, low network connectivity and limited accessibility
in using information and communication technology in teaching and learning. Khokhar and
Javaid (2016) stated that inadequate instructional time affect the utilization of information and
communication technology in the classroom teaching. Therefore, additional instructional time is
required in order to use information and communication technology in education. Ayikoye
(2017) list the following as additional barriers to the usage of information communication
technology in teaching and learning: Poor funding: Most secondary schools lack the necessary
information and communication technology tools and resources for teaching and learning. This
is due to the high cost of information and communication technology materials and equipment.
Thus, the acquisition of all necessary technological facilities as well as their installation and
utilization become exceedingly challenging. Lack of access to fund does not allow the schools to
purchase computers and its hardware and software. It also makes it difficult to connect to the
internet and maintain those technological tools that have been purchased. Funding is therefore
inadequate due to the high cost of purchasing materials and equipment for information and
communication technology. Poverty: Most people in Nigeria live in poverty and this prevents
them from acquiring these modern technologies. Given Nigeria’s current economic situation and
the poor working conditions teachers are subjected to, the expense of information and
communication technology hardware and software may be burdensome for the average
teacher. The teacher’s ability to learn information and communication technology skills and
knowledge acquisition is therefore challenged as they will not have easy access to the internet
or other information and communication technology resources. Inadequate Electricity (i.e.
Power) Supply: Lack of electricity or insufficient power supply to schools is a major challenge
affecting the utilization of information and communication technology in the acquisition of
knowledge and skills. Adequate, regular, and stable power supply is necessary for the efficient
functioning of technological tools utilized for teaching and learning. In Nigeria, most electronic
devices are damaged as a result of power failures. Unfortunately, only a few Nigerians can afford
to purchase standby generators to guarantee a steady power supply when the public power
supply is disrupted. According to Nkoyo and Egbe (2016), some schools still lack access to
electricity due to Nigeria's developmental status and the government's inability to connect the
entire nation to the national electricity grid. Consequently, many schools, particularly those in
rural areas, face limitations and may not be able to incorporate computers into their teaching
and learning practices. Episodic power supply issues also remain a challenge in urban areas.
There are other challenges affecting the effective use of information and communication
technology that have been discussed by scholars. These include online and virtual crimes,
copyright challenges, unclear organizational structures, disregard for potential users cultural
backgrounds, and lack of information and communication technology policies, etc. (Barathi et
al., 2017; Shivakumar, 2017). Others include lack of political will on the part of the government
to the school management (Onwukanjo & Joseph, 2017); lack of facilities and available facilities
that are lying dormant (Nwana et al., 2017). Osakwe (2017) posits that teachers could
experience cyber bullying or feel extremely insecure while looking for educational resources
online. Additionally, internet failure can occasionally result in troublesome circumstances. For
instance, a lesson may need to be cancelled or postponed if the internet connections to the
information and communication technology devices are disrupted.

Strategies to enhance the utilization of information and communication technology in

teaching and learning
According to Ojo and Adu (2018), using information and communication technology can
enhance the quality of education by increasing student motivation and engagement, improving
the acquisition of foundational skills, and enhancing teacher preparation. Scholars have
suggested several strategies to improve the use of information and communication technology
in teaching and learning in Nigeria.
Udeani and Akhigbe (2020) recommend that relevant and culturally responsive digital tools
be available to teachers and students, and that teachers be equipped with the necessary
knowledge and abilities to use them to support students in achieving academic standards
Scholars such as Bhattacharjee and Deb (2016), Bas (2016), Daudi and Nzilano (2019), Dinc
(2019), and Belay (2020) suggest that strategies such as good maintenance of technology,
positive attitudes toward its relevance, provision of adequate facilities, and well-equipped
laboratories can improve the use of technology in education. Professional development and
training for teachers are also essential for successful integration of technology in schools
(Onwukanjo & Joseph, 2017). It is important for both teachers and students to receive
foundational training in information and communication technology to effectively use the
resources in the classroom (Onwukanjo & Joseph, 2017; Kolog et al., 2018). If students lack the
skills to employ information and communication technology resources in their learning process,
its availability is also useless. As a result, the school should provide the students with a
foundational training. Just as teachers must receive training, students must also receive
adequate information and technology training (Onwukanjo & Joseph, 2017).
 Sherpa (2017) maintains that institutions and school management must offer teachers and
technical support staff enough support and training in order to promote the use of information
and communication technology in teaching and learning. Also, all information and
communication technology parts, including software and hardware, should be kept up to date,
and technical help should be provided for teachers who have trouble using it (Shivakumar,
2017).
Kolog et al. (2018) submits that the school needs a suitable information and communication
technology policy in order to achieve the integration of information and communication
technology in teaching and learning. The policy or handbook will serve as a guide, blueprint for
the school to design and manage its information and communication technology tools for
teachers and students in a systematic and progressive manner.

2.5. Teachers’ awareness on the benefits of using information and communication

technology for teaching biology.
The introduction of ICt in Biology lesson can raise not only level of knowledge but students
attitudes towards biology as well. As biology teachers, we need to distinguish between two groups
of applications. In the first group are generic applications used in all subjects like; word-processing,
searching for information, communication using emails and multimedia presentations. In this case if
a biology teacher does not use ICT in a classroom, damage to the students is limited because they
can achieve missing skills with their work in other subjects or at home. In the second group are
applications adapted or developed to be used in science teaching, like; imaging systems in
microscopy, virtual laboratory and real laboratory exercise with data acquisition systems. The most
important difference among these two groups of application is that if a science teacher does not use
such application in teaching students in most cases they would not be able to compensate loss with
their work in other subjects at home (Sorgo et al, 2019).
Studies have demonstrated that there are measurable benefits to utilizing information and
communication technology in education that are superior to traditional teaching methods. The
optimum utilization of information and communication technology tools by teachers and learners,
for example, would lead to enhanced outcomes and efficacy in teaching and learning, as well as
foster a learner-centric environment. This is due to the fact that information and communication
technology tools enable students to obtain information from a diverse range of sources and present
it in various formats. Furthermore, it allows students to work independently and collaboratively
(Ayikoye, 2017; Bhattacharjee & Deb, 2016).

According to du Boulay (2016), information and communication technologies are essential

tools in education that can be utilized to meet the unique learning needs of individual students,
promote educational equity, provide high-quality learning materials, enhance students' self
confidence and independence, and facilitate professional development for teachers. The
integration of information and communication technology in education improves the learning
environment by increasing engagement and reducing indifference towards individual differences
(Fabunmi & Awoyemi, 2017). Daudi and Nzilano (2019) argue that if used appropriately, various
information and communication technologies can enhance access to education in the
increasingly digital workplace by distributing information, utilizing learning management
systems, managing educational services, and making them accessible at a reasonable cost
whenever and wherever required. Online learning platforms such as e-learning and blended
learning now provide access to higher education and other adult learning opportunities for
individuals and groups who were previously unable to enrol in traditional academic institutions.
Coleman et al. (2016) argue that the appropriate implementation of information and
communication technology in the classroom changes the role of the teacher to that of a
facilitator, knowledge navigator, and co-learner, and promotes a more interactive and engaging
learning environment for both teachers and students. Yunus et al. (2021) suggest that
information and communication technology provides users with the ability to participate in the
library and information service process and access information in a flexible, cost-effective, and
up-to-date manner. The use of information and communication technology tools is necessary,
not optional, to promote economic, technological, and educational growth at all levels of
schooling.
Ghavifekr et al. (2016) assert that effective use of information and communication
technology in schools ensures wider access to knowledge and experience in this era of
globalization. According to Amusa and Atinmo (2016), institutions that encourage the use of
information and communication technology by both teachers and students are more effective
and productive in teaching and learning. Information and communication technology supports
teaching and learning by providing dynamic, interactive, flexible, and engaging content that
enhances the pedagogical activities of teachers. Information and communication technology can
contribute to creating a more inclusive education system by aiding with assessment, evaluation,
teaching, and learning processes. It has the potential to increase access to educational
resources, improve learning outcomes, enhance teacher productivity, and close the digital divide
between different socioeconomic groups. Furthermore, it can enhance student engagement,
leading to improved academic achievement (Naji, 2017). Students who make use of information
and communication technology are more likely to comprehend complex ideas and concepts,
retain information better, and apply it to real world situations beyond the classroom (Cantoni &
Danowski, 2015). As a result, the integration of information and communication technology has
enhanced the accessibility and relevance of quality education, making it available anytime and
anywhere.

The Impact of ICT on Teachers’ Pedagogy

The integration of computers in teaching does not substitute the role of teachers but rather;
it enhances the quality of their work. Technology can play a part in supporting face-toface
teaching and learning in the classroom. When the computer is integrated into the classroom the
role of the teacher changes from that of the information provider to that of a facilitator of
learning. This leads to mere meaningful learning because the learner gains most of the
knowledge through discovery rather than through teacher’s exposition leads to deep learning.
Biology just like any other science is a dynamic discipline whose content is tentative. This,
therefore, implies that effective Biology pedagogy requires continuous access to the most recent
information, ICT gives teachers access to information to support them in trying new strategies,
thinking, reflecting on proactive, and engaging with new material (Committee on Developments
in the science of learning, 2019). This access to information leads to increased interest in
teaching and experimentation which in turn improves the quality of teacher’s pedagogy.
 Theoretical Framework
The present work is based on the Unified Theory of Acceptance and Use of Technology (UTUAT),
which was initially proposed by Venkatesh et al. (2003) and subsequently revised by Rana et al.
(2017) and Weerakkody et al. (2017).

This theory has been widely used by researchers to explain the acceptance and use of
information systems and technology. The UTAUT consolidates elements from eight individual
models, including the “Theory of Reasoned Action, the Theory of Planned Behaviour, the Technology
Acceptance Model, the Model of Personal Computer Utilization, the Diffusion of Innovation Theory,
the Social Cognitive Theory, and the Motivational Model”.

The Unified Theory of Acceptance and Use of Technology consolidate various models of technology
adoption to provide a more comprehensive understanding of how users accept and use technology.
This information systems model has been found to explain a significant amount of variability in the
behavioural intention and usage behaviour of technology. The theory consists of four main
constructs, which include performance expectancy, effort expectancy, social influence, and
facilitating conditions. These constructs are believed to influence the user’s intention to use
technology, which in turn affects their usage behaviour. Facilitating conditions are assumed to have
a positive relationship with technology usage and a direct influence on its use. The theory is utilized
in this study to investigate biology teachers’ acceptance and use of information and communication
technology for teaching and learning. The theory is an appropriate tool to identify critical factors and
contingencies in the perceptions of biology teachers in public senior secondary schools in Kwara
State. Additionally, it serves as a baseline model to examine the research problem in this study.

Figure 2.3.0: Unified Theory of Acceptance and Use of Technology (UTAUT)

2.4 Empirical Literature
Previous related efforts have been made on examining the availability and utilization of
information and communication technology for teaching and learning. Such studies include:

Mulkah and Femi (2020) examined “biology teachers’ perception of information and
communication technology capacity building workshop in Oyo State secondary schools”. The
research used a descriptive survey approach and surveyed 147 biology teachers from Iseyin and
Iwajowa Local Government Area. The study was guided by a research question and two hypotheses,
and the data was collected using a questionnaire. The questionnaire’s reliability was measured using
Cronbach’s alpha coefficient, which showed a score of 0.86. The research question was analyzed
using mean and standard deviation, while the hypotheses were tested using t-tests at a 0.05 level of
significance. The study found that most biology teachers had a low perception of information and
communication technology capacity building workshops, as they lacked a clear understanding of the
benefits that such workshops could offer them. Additionally, the facilities available for equipping
biology teachers with knowledge of information and communication technology were inadequate.
The results also revealed that the duration of the workshop, which was once a year was not
sufficient for meaningful utilization of any technologies among learners. The study recommends that
capacity building workshops on information and communication technology should be organized
more frequently in the state to update biology teachers’ knowledge for effective lesson delivery.

Dinc (2019) examined pre-service teacher’s perception about technology integration and
their possible barriers to technology integration in education. The study included 76 participants
who were enrolled in an Elementary Teacher Education program and took a course called
‘Integrating Technology in Education’. Descriptive analysis was used to evaluate the data collected.
The results showed that pre-service teachers have concerns about effectively using technology,
integrating it into the curriculum, increasing student engagement, visualizing course material,
collaborating with administrators to integrate technology, and teaching with unfamiliar technology.
The research also revealed that a lack of funding, equipment, capability, and time are internal and
external barriers to integrating technology in education.

Ihejiamaizu and Ochui (2019) conducted study on the “utilization of electronic instructional
materials on secondary school three (SS3) biology students in Calabar, Education Zone Cross River
State, Nigeria”. The study employed an Expost facto-research design and developed a hypothesis to
guide the research. A total of 490 students were sampled, and data were collected using checklists
and achievement tests. The data was analyzed using one-way analysis of variance and tested at a
0.05 level of significance. The results revealed that the utilization of electronic instructional materials
had a significant impact on students’ academic achievement in biology. Based on the findings, the
study recommended that the government should ensure the adequate provision of electronic
instructional materials to all public secondary schools to enhance effective teaching and learning of
biology.

Abanikannda (2018) investigated “the effect of technology tools on Osun state high school
students’ interest in Biology”. The study used a descriptive survey method and involved a sample of
300 science students from ten high schools in the state. A questionnaire was used to collect data,
which was analysed using descriptive statistics. The study found that technology tools have a
positive effect on students' interest in learning Biology, but their availability is limited. Therefore, the
study recommends that the government and other education stakeholders should support the use
of technology in teaching and learning Biology to improve students' academic performancee.
 Ajayi et al. (n.d.) investigated the “effect of information and communication technology (ICT)
in teaching of biology on students’ academic performance in SS2 in Jos North Area of Plateau State”.
The study generated three research questions and three hypotheses. The sample comprised 50
students from two secondary schools in Jos North selected through purposive sampling technique.
Data was collected using a validated instrument with a reliability index of 0.85 and analysed using
mean, standard deviation, and t-test. The study found low usage of ICT in teaching Biology in the
area but showed that its use can improve students’ academic performance. Based on the findings,
the study recommends reducing or eliminating the challenges hindering the effective integration of
ICT in teaching and learning at all levels to enhance the process.

2.5 Summary
The aim of this study is to provide information on the overview of secondary
education in Nigeria, biology as a discipline, teachers’ role in biology learning,
conceptualizing information and communication technology (ICT) in educational system,
use of ICT in teaching and learning in secondary schools, ICT usage in teaching biology,
concepts of ICT integration, to determine the level of teachers’ awareness of information
and communication technology for teaching of biology, to investigate the extent of
teachers’ utilization of information and communication technology for teaching of
biology, assessing the nexus between utilization of information and communication
technology and teaching and learning of biology, examining the factors affecting
utilization of information and communication technology in teaching biology, strategies
to enhance the utilization of information and communication technology in teaching and
learning, determining teachers’ awareness on the benefits of using information and
communication technology for teaching biology, and the tmpact of ICT on teachers’
pedagogy.
Based on the reviewed literature, it is clear that most studies have focused on the
effectiveness of information and communication technology (ICT) on the teaching and
learning of biology, with an emphasis on students. However, there has been less attention
given to teachers’ and utilization of ICT for teaching biology in senior secondary schools.
Furthermore, there have been only a few studies conducted on this topic in Gwagwalada
Area Council, Abuja and the time period covered in these studies differs from the one
examined in this research.
Lastly, while previous studies have touched on this topic, they have not provided
detailed strategies for improving the effective provision and utilization of ICT in the teaching
and slearning of biology in senior secondary schools as this study seeks to accomplish.