Author: Okafor Victoria Ukamaka
Department:Science Education
Affiliation: Nnamdi Azikiwe University Awka

This study investigated the knowledge and attitude of science teachers towards Information and Communication Technology (ICT) as an instructional tool in Anambra State Secondary Schools. It has been stated by several authors and scholars that development of any nation depends very much on the advancement and application of science and technology. Unfortunately the Nigerian education system particularly in science education has been facing a number of challenges these past decades up to the present, there is a need to improve the delivery of science education. ICT has been identified worldwide as a way out, if the teachers are ready to use it. The knowledge and attitude of science teachers has been seen as pre-requisite for finding out their readiness to use ICT in teaching. Seven research questions and four hypotheses guided the study. The descriptive survey research was adopted. A total of 130 science teachers were randomly selected from the science teachers’ population of 1618 involved in the study. Two instruments: Computer Aptitude Test (CAT) and Computer Attitude Scale (CAS) were used for data collection. The CAT and CAS were validated by experts and the reliabilities established to be 0.87 and 0.84 respectively. The data collected were analyzed using SPSS package program to obtain range, mean, standard deviation, and independent ztest. From the findings, it was observed that, the science teachers’ knowledge of basic operations is high but their knowledge of classroom application of ICT is very low; their attitude is generally positive; there is significant difference between male and female science teachers in the knowledge of ICT in favour of the male science teachers; there is no significant difference in the ICT knowledge and attitude of urban and rural science teachers; no significant difference in the attitude of male and female science teachers. Based on the findings it was recommended that; the tertiary education curriculum should be reviewed to reflect more practical courses in ICT for pre-service and in-service science teachers.

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