Towards the acquisition of digital instructional resources for effective teaching in the 21st century classroom in Public Secondary Schools in Cross River State
AbstractABSTARCT The study was on the influence of acquisition of digital instructional resources on the teaching effectiveness of mathematics teachers in public senior secondary schools in Cross River State. To achieve this, a hypothesis was drawn from the stated research question to guide the study. Literature review was carried out according to the variable in the study and the survey design was used for the study. Two sets of structured questionnaires, titled; ‘Teacher Effectiveness Questionnaire’ (TEQ) and ‘Digital Instructional Resource Evaluation Test Questionnaire’ (DIRCETQ) were designed by the researcher. Data were analysed using the Analysis of Variance (ANOVA) statistic. The hypothesis was tested at .05 levels of significance. The results of the findings was that acquisition of digital instruction resources has no significant influence on mathematics teachers’ effectiveness in public senior secondary schools in Cross River State. Based on the findings, it was recommended among other things that basic training on the needed skills and knowledge on how best they can deploy and utilize these resources in the classroom
Akuegwu, B. A., Ntukidem, E. P. Ntukidem, P. J. & Jaja, G. (2011). Information and
Communication Technology facilities utilization for quality instructional services delivery among Universities lecturers in Nigeria. Journal of Higher Education in Africa 3(1): 33-53.
Christopher, O. O. (2013). Effects of constraints to acquisition of ICT resources in academic
libraries in Southern Nigeria. A study of UNILAG and KDL main libraries. African Journal 10(1):1-2.
Dirisu, B. M. (2009).The availability and utilization of ICTs in College of Education (COE)
Minna, a survey of information technologist: International Journal of Information and Communication Technology 6(2), 149-153.
Emmanuel, G. & Sife, A. S. (2008).Challenges of managing information and communication
technology for education. Experiences from Sokoine National Agriculture and Development using Information and Communication Technology (ICT), 4(3):137-142.
Keith, M. L. (2000). New technology and knowledge acquisition and use in developing
countries. A Journal of comparative and International Education 30(3): 313-321
Krubu, D. E. & Osawaru, K. E. (2011). The impact of Information and Communication
Technology (ICT) in Nigeria University libraries. Available at: www.digiatalcommons.un.edu/cgi/viewcontent.igi.article614context=libphc. Accessed on 2nd July, 2016.
Ndukwe, O. (2006). Furthering the digital revolution in Nigeria in an era of technology
convergence. Vanguard Newspaper, Monday16 January, 2014
Ntukidem, E. P. & Ashi, M. M. (2009). Assistive technology gateway to independence of
persons with visual impairment. The exceptional child, 11(2): 345-353
Ojedekun A. A & Okafor V. N. (2015). Information and Technology Skill Acquisition and
Competencies of Libraries. Implications for digital and electronic environment in Nigeria Universities Libraries. Retrieved from: www.meraldinsihgt.com/dvi/abs/8th July, 2016.
Okon, A. & Jacob, E. (2002). The use of information technology by academics in selected
Universities in Nigeria. Global journal of mathematics science. 2(1): 57-63
Opeola, E. L. (2013). The use of ICT in academic libraries in Nigeria. A case study of
Covenant University Library. Available at www.eprint.convenanatuniversity.edu.ng. Accessed on 2nd July, 2016.
Ramboll, P. L. (2004). Studies in the context of e-learning initiative; Virtual modes of
European Universities. Draft final report to the European Union Commission, Capenhagen: DF Education and culture.
Yusuf, M. O. (2005). Integrating ICTs in Nigeria tertiary education. The African symposium.
An online Journal of African research network. 5(2): 43-50
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in International Journal of Curriculum and Instruction are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.