Instructional Technology and Development for Science Education in Nigeria: Perspectives on Biology


J.A.Opara ,

Download Full PDF Pages: 01-05 | Views: 786 | Downloads: 174 | DOI: 10.5281/zenodo.3427786

Volume 4 - February 2015 (02)


The paper focuses on the changes in the instructional design of a science course resulted from the implementation of modern information technologies in science education. This is a descriptive study and has three major research questions. The target population consist of biology teachers in tertiary institutions in Rivers State. Data were collected using a questionnaire of a four point likert scale. The validity and reliability of the instrument were ascertained using experts in the field. Ten science teachers in Imo State were used for the test retest exercise, and a reliability of 0.75 was obtained using Pearson product movement correlation coefficient. Frequencies, percentage and mean were the statistics used to take decision on the research questions. The findings revealed the required competencies and there constraints as well as identify the various strategies for science teachers to adhere to create e-learning. 


 Biology, E-Learning, Science, Education, Instructional Design, Teachers, Nigeria


       i.        Abimbade, A; Aremu, A; and Adedola, G.O. (2003): Proving Information and Communication Technology (ICT) Environments for Teaching and Learning in the Nigerian Education System: In Bamisaiye, O. A; Nwazuoke, I.A; Okediran, A. (ed.) Education. This Millennium – Innovations In Theory and Practice. Macmillian Nigeria Publishers Limited; Ibadan, Nigeria.

ii.      Gambari, A.I. and Chike-Okoli (2007): Availability and Utilization of ICT Facilities in Higher Institutions in Niger State, Nigeria; Information Technologist, Vol. 4(1).

iii.    Jegede, O.J. (2005): Evolving a National Policy on Distance Education. An Agenda for Implementation Today, Vol.8 (3).

iv.     Khan, B.A. (1997): Web Based Instruction (WBI). Englewood, Educational Technology Publications. Lominadze, T; Manjgaladze, M; Papiashvili, R; and Assatiani, T. (2010): Instructional Design for Modern Electronic Environment of Education. Turkey, 10th International Educational Technology Conference and Exhibition, 26-28 April.

v.       Ogunsola, I. A (2005): Information and Communication Technologies and Effects on Globalization. Twenty-First Century “Digital Slavery” for Developing Countries. Myths or Reality. Electronic Journal of Academic and Special Librarianship 6 (1-2).

vi.     Opara, J.A(2014a). “Socio-Psychological Assessment of Evaluation in Nigerian School System: The Question of Science Teachers’ Leadership and Participation” Learning Community, Vol.5, No.2, August Opara, Jacinta A(2014b). “E-Learning Instructional Facilities and Science Teacher Education in Nigeria” Scholarly Research Journal for Interdisciplinary Studies, December Issue

vii.   Opara,J.A(2014c). “Science Teacher’s Usage of E-Learning in Southern Nigeria” Educational Quest, Vol.5, No.2, December

viii. Opara,J. A(2014d). “Bajah’s Interdisciplinary Model and the Conceptualization of Integrated Science in Nigerian School Curriculum”. Academic Journal of Interdisciplinary Studies, Vol.3, No.7, pp.96-101 Opara, J.A and Ejifugha,A.U(2014). “Emerging Approach of Teaching School Science Through Inquiry Method”. Journal of Educational and Social Research, Vol.4, No.7, pp.121-137

ix.     Unegbu, M.C. (1999): Impact Assessment of IT on the Performance of the Nigerian Manufacturing Sector. A Project Submitted to African Regional Centre for Information Science, University of Ibadan. Wikipedia (2014): E-Learning: http// 27/11/2014 (Retrieved).

Cite this Article: