International Journal of Education, Learning and Development (IJELD)

EA Journals


Assessment of The Integration of ICT in Teaching and Learning in Tertiary Institutions in Imo State, Nigeria, in The Era of Insecurity (Published)

The study investigated the assessment of the integration of ICT in teaching and learning   in tertiary institutions in Imo state in the era of insecurity. Two   research objectives, two research questions and one research hypothesis guided the study. The population of the study consisted of all the 2,722 lecturers in the seven tertiary institutions in Imo State, Nigeria. Random sampling technique was used to select 100 lecturers each from four out of the seven tertiary institutions. The instrument for data collection was a self –developed 10-item questionnaire entitled: Questionnaire for integration of ICT (QIICT).  Test retest method was used to ensure the reliability of the instrument. A reliability coefficient of 0.8 was determined for the instrument using the Pearson’s Product Moment Correlation. Mean was used to answer the research questions while ANOVA was used to test the hypothesis.  The study found out that the extent of integration of ICT facilities for teaching and learning by lecturers in tertiary institutions in Imo State is still low even in this era of insecurity where it is necessary for lecturers interact with the students while they are at home. It also found out that the extent of application of ICT facilities did differ significantly among the institutions and that factors such as epileptic power supply and lack of ICT facilities are among the factors that   militate against the application of ICT facilities by lecturers.

Keywords: ICT, Insecurity, Integration, Teaching and Learning

Integrating Climate Change Education into Social Studies Curriculum at The Basic Education Level (Published)

The paper discussed the need to integrate Climate Change Education into the Social Studies curriculum at the basic education level. To achieve this, the concept of Climate Change Education, its effect on man and environment, and the need for its Education were discussed. Also discussed were the relationship between climate change education and Social Studies and possible areas where the tenets of climate education could be achieved via Social Studies curriculum content. The paper concludes that, creating the needed climate change awareness, which is the ‘‘Hallmark’’ of climate change education could be made possible via corresponding topics in Social Studies curriculum and hence, recommends that, effective and efficient integration of concepts, learning experiences of both subject matters (i.e climate change and social studies), is a sin quanon, if man’s survival problem is to be addressed.


Keywords: Climate Change, Integration, Social Studies, basic education level

Integration of Information Communication Technology in Planning for Instruction in Early Learning in Bungoma County, Kenya (Published)

There is a growing recognition of the many different ways that Information Communication Technology can contribute to, or transform, the activities, roles, and relationships experienced by teachers and in early childhood education settings. The objective of the study was to examine the integration of Information Communication Technology (ICT) in planning for instruction in early learning in Bungoma County, Kenya. The study was guided by Technological Pedagogical Content Knowledge Framework (TPACK) by Punya Mishra and Matthew J. Koehler’s. The study population included Early Childhood Development (ECD) teachers, education officers in charge of ECD in the county and public primary school headteachers. Simple random sampling was used to obtain 177 ECD teachers which is 10% of 1,768 ECD teachers from 884 public primary schools in Bungoma County. The study adopted a descriptive research design. With regard to ICT integration in instruction planning, ECD teachers in Bungoma County perceive that use of ICT is helpful in the pre-planning and post-planning of instruction and the use of ICT helps to make learning concepts more concrete. In addition, the teachers indicated that the use of ICT helps in the preparation of teaching records, such as a teaching plan and a work plan. Teachers, however, perceived that the use of ICT in instruction planning reduced the teacher-learner interaction of the classroom. Providing incentives for a smooth incorporation of technology into education involves students, school managers, curriculum coordinators, and parents to take an active role in assessing the value of curriculum inclusion in the classroom. The study recommends that the government improves the numbers of ICT devices in school to improve on the ratio of the ICT devices per pupil, facilitate ICT training for teachers and lastly, development of local content.

Keywords: Information Communication Technology, Instruction, Integration, Planning

Teachers’ Understanding and Use of Thematic Approach in Teaching and Learning of Social Studies in Rivers State (Published)

The purpose of the study was to determine teachers’ understanding and practice towards thematic approach in teaching and learning of social studies in Rivers State. The study was guided by three research questions. The study adopted a descriptive survey method. The population consisted of all the teachers in Obia-Akpor Local Government Area. A sample size of 56 respondents was used for the study. The instrument used for gathering data from respondents was self-constructed questionnaire titled “Teachers’ Understanding and Practice of Thematic Instructional Questionnaire (TUPTIQ)”.The data gathered were analysed with the mean and standard deviation. The following emerged as the major findings of the study: that teachers’ understanding of thematic approach in teaching social studies is not sufficient; teachers do not have adequate thematic practice approach in teaching social studies; and that teachers’ years of experience is not a determinant factor for teachers’ utilization of thematic instruction in teaching social studies. Based on the findings and conclusion of the study, the following recommendations were made: Special attention should be given to teachers’ education by all stakeholders; Government should employ competent staff as well as funded programmes to enable the teachers select and use learning activities/approaches that will provide opportunities for the learner to concretize learnt concept. Regular symposium should also be organized for teachers to update themselves of the current trends in education.

Keywords: Integration, Interdisciplinary Social Studies, Thematic Instruction

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