THE TEACHERS PERCEIVED CHALLENGES OF USING ICT IN THE TEACHING AND LEARNING ECONOMICS AT SECONDARY SCHOOL IN GUSAU ZAMFARA STATE
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ABSTRACT
This study investigates the perceived challenges faced by teachers in using Information and Communication Technology (ICT) for teaching Economics at the senior secondary school level in Gusau, Nigeria. The findings reveal ten significant challenges out of twelve initially suggested. The most critical challenges include the lack of stable and reliable internet connections and irregular power supply, aligning with previous studies by Ishak, Din, and Othman (2022), Adhikari (2021), Marafa and Akintola (2020), and Muhammad et al. (2019). Additional inhibitive factors encompass insufficient time to prepare ICT-based instructional resources, a shortage of computer systems, a lack of genuine ICT software, an insufficient number of interactive whiteboards, inadequate technical expertise among teachers, lack of technical support from school administration, and the absence of a clear goal for ICT integration in teaching. Notably, the challenges of lacking confidence in using ICT and difficulty in integrating ICT into the curriculum were not significant. Furthermore, the study found no significant gender-based differences in teachers' perceptions of ICT challenges, contradicting findings by Ghavifekr et al. (2016), Umar (2010), and Adeleye (2008), but supporting Olokooba et al. (2017). Similarly, no significant differences were observed between teachers from private and public schools or between more and less qualified teachers. These findings suggest that the perceived challenges are consistent across different demographics and school types. The study concludes that teachers' gender, school type, and qualifications do not influence their perceptions of ICT challenges. Recommendations include equipping schools with ICT infrastructure and alternative power sources, providing personal computers and projectors to teachers, supplying computer-based instructional software, including ICT in curriculum planning, and offering technical support and awareness seminars to enhance teachers' and students' ICT proficiency and interest.
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