• JACINTH NANDIDI UGBAJA Federal College of Education (Tech) Umunze, Anambra State, Nigeria
  • SAM.O.C OKEKE Nnamdi Azikiwe University, Awka, Nigeria
Keywords: ICT, Competence, ICT competence, BiologyTeachers & Gender


Education industry has become Information and
Communication Technology driven in recent time. The
new requirement for working and living in the 21st century
is the ability of students to become technologically
compliance. There is need for teachers to possess the right
competences to operate ICT facilities available in the
schools. Against this background that the study
determined the ICT competences possessed by secondary
school biology teachers in Anambra State. Two research
questions and two hypotheses were formulated and tested

at 0.05 level of significance. The study adopted descriptive
survey research design. The population of the study
comprised 288 biology teachers in government owned
secondary schools in the state. The sample for the study
comprised 99 biology teachers drawn from six Education
Zones in Anambra state. Purposive sampling technique
was used to select the sample. The instruments for data
collection were biology teachers’ information and
communication technology competence questionnaire
(BTICTCQ) and biology teachers’ information and
communication technology competence practical test
(BTICTCPT). Three experts validated the instruments.
One expert from science education (biology), one expert
from computer science education and one experts from
measurement and evaluation unit. The instruments were
trial tested and the reliability indices were established
using Cronbach Alpha. BTICTCQ gave a reliability
coefficient of 0.83 while BTICTCPT gave a reliability
coefficient of 0.88. The researchers and six research
assistants used direct delivery to collect the data. Each
biology teacher was given the BTICTCQ to fill. After, the
BTICTCQ was collected, the teacher was given laptop to
carry out the practical exercises (i.e. BTICTCPT).The
exercise was not carried out collectively for the whole
teachers at a spot in one day, but it was done individually,
school by school. The data collected were analyzed using
mean and standard deviation to answer the research

questions and t-test to test the null hypotheses at 0.05
alpha level. The study revealed that there is a significant
difference between the assumed and actual mean ICT
competences of secondary school biology teachers
increating an e-mail account and use it to sustained series
of e-mail correspondence and gender is not a significant
factor on actual mean ICT competence of secondary
school biology teachers. The study recommended among
others that biology teachers already in the field should
enroll in in-service training programme in ICT so as to
update their competences in the use of ICT in teaching and
the education/teacher training institutions should make
sure that pre-service biology teachers attain the required
competency before certification.

Author Biographies

JACINTH NANDIDI UGBAJA, Federal College of Education (Tech) Umunze, Anambra State, Nigeria

Biology Education Department

SAM.O.C OKEKE, Nnamdi Azikiwe University, Awka, Nigeria

Nnamdi Azikiwe University, Awka, Nigeria