ICT ACCESS FOR TEACHING AND LEARNING IN PRIMARY SCHOOLS IN ADAMAWA STATE

¹Suleiman Yusuf Aliyu, ²Umar Mahmud Abubakar, ³Ibrahim Bobboi, ⁴Lami Abba,  ⁵Yahaya Umar Magaji

ABSTRACT

This study aimed to assess the level of access to ICT facilities for the teaching and learning in primary schools in Adamawa State, Nigeria. The study specifically sought to determine the availability of ICT tools, the level of teacher preparedness, and the extent of pupil involvement in ICT-based English lessons. A descriptive survey design was used to collect data from 78 teachers and 369 pupils across 10 randomly selected local government areas. Data was gathered through a structured questionnaire, and the results were analyzed using frequency distributions and mean scores. The findings revealed a low level of access to ICT facilities in the schools. Only 35% of schools reported having functional computers for teaching, and 28% of teachers had received training on the use of ICT tools. Less than 20% of schools had internet access, and 22% of pupils had regular exposure to ICT tools during lessons. The mean score for ICT access among teachers was 1.35, indicating limited use and training in ICT integration for teaching. In contrast, the pupils’ mean score was 1.22, showing even lower involvement in ICT-enhanced learning. The study concluded that despite the potential benefits of ICT for teaching, there are significant barriers to its effective integration, including inadequate infrastructure and insufficient teacher training. A key recommendation is for the government to increase investment in ICT infrastructure and training programs for both teachers and pupils, particularly in rural and underserved areas, to enhance the quality education through technology.

Keywords: ICT Access, Teaching, Primary Schools, Teacher Training and Adamawa State