ABSTRACT
This study examined the assessment of the availability and utilization of modern technologies in teaching and learning in primary schools in Onitsha South Local Government Area of Anambra State. Four (4) research questions guided the study. A descriptive survey design was adopted for the study. The population of the study comprised all the one three hundred and thirteen (313) teachers in public primary schools in Onitsha South Local Government Area of Anambra State. One hundred and five (115) teachers in public primary schools in Onistah South Local Government Area of Anambra State were drawn through simple random sampling technique to serve as the representative of the entire sample. The instrument for data collection is a structured questionnaire titled, “teachers’ Perception on the Impact of Educational Facilities on the Academic Performance of Pupils Questionnaire (TPIEFAPPQ) which was validated by an expert in Primary Education Department and an expert Educational Measurement and Evaluation, both in of Federal College of Education (Technical) Asaba. One hundred and fifteen (115) copies of the validated questionnaire were administered on the teachers in the selected public secondary schools in Onitsha South Local Government Area of Anambra State by the researcher with the help of 2 research assistants and 100 copies were retrieved and analyzed using frequency count, mean and standard statistics. Findings of the study revealed that computers are available and utilized for teaching and learning in primary schools in Onitsha South Local Government Area to a high extent. It was recommended among others that Anambra State Government, through the State Universal Basic Education Board should sustain and expand the provision of computers and related accessories to all primary schools while ensuring that teachers receive continuous training to maximize their instructional use.
CHAPTER ONE
INTRODUCTION
Background to the Study
Education remains the cornerstone of national development, serving as the platform through which knowledge, skills, values, and attitudes are transmitted to younger generations. At the heart of every educational system is the drive to equip learners with competencies that prepare them for active participation in society and meaningful contribution to economic, social, and cultural growth. Primary schools, in particular, lay the foundation for lifelong learning, shaping children’s intellectual, emotional, and moral development during their most formative years. The extent to which education fulfills this critical role depends not only on curriculum and teacher quality but also on the tools and resources available to enhance the teaching and learning process and the use of modern technology stands as one.
Modern technologies in education are broadly seen as digital tools and systems that enhance teaching and learning processes. Adepoju (2020) described modern technologies as the application of digital innovations such as computers, projectors, internet resources, and mobile devices to facilitate access to knowledge and improve instructional delivery. This definition highlights the centrality of technology in making education more efficient and interactive, especially in environments struggling with limited resources. Bello (2021) defined modern technologies as contemporary information and communication tools integrated into classroom activities to expand the scope of learning and promote active participation. His emphasis is on the interactive and participatory potential of technology, which helps teachers move away from rigid lecture methods toward student-centered approaches. The use of smartboards, e-learning platforms, and audiovisual materials exemplifies how such tools promote inclusiveness in learning. Modern technologies are also conceptualized as systems that provide learners with lifelong access to knowledge. Ibrahim (2022) described them as flexible digital platforms that support personalized, self-paced, and collaborative learning experiences. This definition underscores the transformative role of technology in bridging geographical barriers, enhancing research, and equipping learners with 21st-century skills. It positions technology not merely as a support tool, but as a driver of educational reform and sustainable development.
Teaching has consistently been viewed as the deliberate act of transmitting knowledge, skills, and values in ways that stimulate intellectual and moral development. Adeyemi (2019) defined teaching as the systematic presentation of concepts, facts, and ideas with the intention of guiding learners toward new understanding and improved behavior. This emphasizes the intentionality and structure that characterize teaching as a professional activity. Nwosu (2021) described teaching as the interaction between a teacher and learners where content is delivered using strategies that align with learners’ needs and abilities. The focus here is on interaction and adaptability, suggesting that effective teaching involves not only transmitting knowledge but also understanding learners’ contexts and tailoring instruction accordingly. This aligns with modern constructivist theories that see learners as active participants in their own growth. Teaching is also conceptualized as a creative process that blends content knowledge with pedagogical strategies. Bello (2022) explained it as the art and science of facilitating learning by combining methods, resources, and assessment practices to achieve desired outcomes. This framing acknowledges teaching as both structured and innovative, requiring teachers to employ diverse strategies that ensure inclusiveness, motivation, and lasting impact.
Learning is commonly described as the process of acquiring knowledge, skills, attitudes, or values that result in a relatively permanent change in behavior. Adeola (2020) defined learning as the systematic transformation of human behavior through experience, practice, and instruction. This definition underscores its enduring nature and the idea that learning goes beyond temporary memorization. Hassan (2021) described learning as the active process through which individuals construct meaning from experiences, interactions, and reflection. This reflects the constructivist orientation, which views learners not as passive recipients of information but as active agents who make sense of their world through engagement and problem-solving. Learning has also been defined as the acquisition of cognitive, affective, and psychomotor competencies that prepare individuals to adapt to their environment. Ibrahim (2022) described it as a multidimensional process that integrates intellectual growth, emotional maturity, and skill acquisition. This emphasizes its holistic nature, showing that true learning impacts both the mind and character, equipping individuals for academic success and societal participation.
The availability of modern technologies in primary schools has remained uneven, with many schools lacking adequate resources to support digital teaching and learning. Adeyemi (2020) observed that while some urban schools have access to projectors, computers, and internet facilities, many rural primary schools still operate with little or no digital infrastructure. Bello (2021) explained that the availability of modern technologies in Nigerian schools is constrained by limited funding, poor maintenance culture, and infrastructural decay, leaving a significant number of classrooms dependent on traditional chalk-and-talk methods. Ibrahim (2022) further stressed that the extent of availability is determined by the level of government investment, with well-funded schools better equipped to integrate technologies compared to poorly resourced ones. These perspectives indicate that although efforts have been made to introduce modern technologies into primary education, their availability remains limited and inconsistent across different contexts.
The utilization of modern technologies in primary schools is also limited, even in cases where such tools are available. Nwosu (2021) noted that teachers often rely on traditional instructional strategies because of limited digital literacy and inadequate training, leading to underutilization of computers, projectors, and interactive boards. Hassan (2020) emphasized that pupils also face challenges in engaging with technologies due to lack of exposure at home and school, which reduces their ability to benefit from digital learning resources. According to Bello (2022), utilization levels remain low because many schools that acquire technologies fail to integrate them systematically into teaching practices, resulting in sporadic or symbolic use rather than regular classroom application. This shows that the presence of technology does not automatically translate into meaningful utilization, as effective use depends on teachers’ competence, learners’ readiness, and the support structures in place.
Several factors affect both the availability and utilization of modern technologies in teaching and learning in primary schools. Adeola (2020) identified inadequate funding and poor infrastructural support as major constraints, since schools without reliable electricity and internet connectivity cannot sustain digital teaching. Ibrahim (2021) added that lack of teacher training is another limiting factor, as many educators lack the digital competence required to integrate technology effectively into classroom instruction. Nwachukwu (2022) also highlighted policy inconsistencies and poor maintenance culture as barriers, noting that some schools receive technology donations that quickly become obsolete due to neglect. Bello (2023) argued that socio-economic disparities further widen the gap, with pupils in urban schools having better access and exposure to digital learning than their rural counterparts. Together, these factors suggest that availability and utilization of modern technologies in primary schools are shaped by systemic, institutional, and social conditions that must be addressed holistically to ensure meaningful integration.
It has therefore become pertinent to assesses the availability and utilization of modern technologies in teaching and learning in Primary Schools in Onitsha South Local Government Area of Anambra State.
Statement of the Problem
Education in the 21st century relies heavily on the integration of modern technologies to make teaching and learning more effective and engaging for pupils. In many developed societies, primary schools are equipped with digital tools such as interactive boards, projectors, tablets, and internet facilities that enhance both teaching delivery and pupils’ participation. However, in many Nigerian primary schools, particularly in Onitsha South Local Government Area of Anambra State, the situation appears different.
While there is increasing awareness of the importance of technology in the classroom, its actual availability and utilization remain in doubt. Could it be as a result of inadequate funding, unstable power supply, poor infrastructure, and limited training opportunities for teachers that these technologies are either not available or not effectively utilized in schools? If such challenges persist, the quality of teaching and learning may continue to decline, leaving pupils disadvantaged when compared to their peers in technology-driven environments. It is against this backdrop that this study seeks to assess the availability and utilization of modern technologies in teaching and learning in primary schools in Onitsha South Local Government Area of Anambra State.
Purpose of the Study
The main purpose of this study is to assesses the availability and utilization of modern technologies in teaching and learning in Primary Schools in Onitsha South Local Government Area of Anambra State. Specifically, the study sought to:
- assess the extent of availability and utilization of computers for teaching and learning in primary schools in Onitsha South Local Government Area.
- examine the extent of availability and utilization of interactive whiteboards in teaching and learning in primary schools in Onitsha South Local Government Area.
- determine the extent of availability and utilization of projectors for classroom instruction in primary schools in Onitsha South Local Government Area.
- identify the factors affecting the availability and utilization of modern technologies in primary schools in Onitsha South Local Government Area.
Research Questions
The following research questions were raised to guide the study:
- To what extent are computers available and utilized for teaching and learning in primary schools in Onitsha South Local Government Area?
- To what extent are interactive whiteboards available and utilized for teaching and learning in primary schools in Onitsha South Local Government Area?
- To what extent are projectors available and utilized for classroom instruction in primary schools in Onitsha South Local Government Area?
- What are the factors affecting the availability and utilization of modern technologies in primary schools in Onitsha South Local Government Area?
Significance of the Study
The study could be of immense benefit to pupils, teachers, school management, policy makers and future researchers.
This study is significant to pupils as it could help improve their learning experiences through the effective integration of modern technologies in classroom instruction. When technologies such as projectors, interactive boards, tablets, and educational software are made available and properly utilized, learning becomes more engaging, participatory, and easier to understand. Pupils who learn with technology are more likely to develop critical thinking skills, creativity, and digital literacy that prepare them for the challenges of the modern world. The study could therefore serve as an eye-opener to the importance of technology in ensuring equal opportunities for pupils in Onitsha South Local Government Area, preventing them from being left behind in a globally competitive educational environment.
Teachers stand to benefit greatly from this study, as it could reveal the extent to which they are provided with modern technological resources and how effectively they use them in teaching. The findings could highlight areas where teachers may require further training, support, and encouragement to adopt innovative teaching practices. With improved access and utilization of modern technologies, teachers could deliver lessons in more dynamic and interactive ways, making their instructional roles easier and more effective. The study could also motivate teachers to embrace continuous professional development in digital skills, thereby improving their confidence and competence in classroom practices.
The study is significant to school management as it could provide vital insights into the strengths and weaknesses of their current provisions for technology-driven learning. By assessing the availability and utilization of modern technologies, the findings could guide school administrators in making informed decisions regarding resource allocation, infrastructure development, and staff training. With this knowledge, school management could prioritize investments that enhance both teaching and learning outcomes, while also positioning their schools as competitive and forward-looking institutions. Furthermore, the study could help them identify practical strategies to overcome barriers such as poor infrastructure and unreliable power supply, which often limit technological integration in primary schools.
This study could be of great relevance to educational policy makers, as it provides empirical evidence on the state of modern technologies in teaching and learning within primary schools in Onitsha South Local Government Area. The findings could guide policy formulation and implementation, particularly in the areas of funding, provision of infrastructure, teacher training, and curriculum development. Policy makers could use the results to identify gaps that require urgent intervention and to design sustainable strategies for promoting technology integration in schools. Acting on the recommendations of this study, policy makers could help ensure that the nation’s educational system keeps pace with global trends, thereby enhancing the quality of primary education in Anambra State and Nigeria at large.
For future researchers, this study could serve as a useful reference point for further investigations on the role of technology in education. It could provide relevant data, concepts, and frameworks that may be expanded upon in related studies, particularly in the areas of technology integration, digital pedagogy, and educational innovations. By highlighting the availability, utilization, and challenges of modern technologies in primary schools, the study creates a foundation upon which subsequent studies could build, compare, or contrast findings across different contexts. In this way, the research could contribute to the growing body of knowledge on educational technology while opening up new areas for academic inquiry and practical intervention.
Scope of the Study
This study focused on assessment of the availability and utilization of modern technologies in teaching and learning in Primary Schools in Onitsha South Local Government Area of Anambra State. With particular emphasis on extent of availability of modern technologies, extent of utilization of modern technologies and the factors affecting the availability and utilization of modern technologies in teaching and learning. Respondents of the study are public primary school pupils Onitsha South Local Government Area of Anambra State.
Pages: 63
Category: Project
Format: Word & PDF
Chapters: 1-5
Source: Imsuinfo
Material contains Table of Content, Abstract and References.
