CHAPTER ONE

INTRODUCTION

1.1Background of the study

The integration of Information Communication Technology (ICT) in education has become

increasingly prevalent over the past few decades. As technology continues to advance, its role in

facilitating and enhancing learning experiences becomes more prominent. In the field of physics

education, ICT offers numerous tools and resources that can aid students in understanding

complex concepts, conducting experiments, and engaging with scientific principles in innovative

ways (Mufanechiya, 2013). However, the effectiveness of ICT integration depends largely on the

competency of students in utilizing these technologies. This study seeks to explore and evaluate

the competency of physics students in effectively leveraging ICT tools and resources for their

learning endeavors (Muindi , 2015).

The utilization of technology in education has a rich history, dating back to the introduction of

computers in classrooms in the mid-20th century. Initially, computers were used primarily for

administrative purposes, but as technology evolved, their potential for instructional use became

evident. In the 1980s and 1990s, the advent of personal computers and the internet led to the

development of educational software, simulations, and online resources, (Mugenda and

Mugenda,, 2013) which revolutionized teaching and learning practices across various disciplines,

including physics. As the 21st century progressed, ICT continued to evolve rapidly, with the

emergence of smartphones, tablets, interactive whiteboards, and a myriad of educational apps

and platforms. These advancements offered new opportunities for engaging students in active

learning, collaborative problem-solving, and personalized instruction. However, alongside the

benefits, challenges arose, particularly concerning digital literacy and the ability of students to

effectively navigate and critically evaluate online information (Mumtaz, 2000).

In recent years, the integration of ICT in physics education has gained significant momentum.

Educators are increasingly incorporating digital tools and resources into their teaching practices

to enhance student engagement and learning outcomes. Virtual simulations, interactive

multimedia presentations, online laboratories, and data analysis software are just a few examples

of the ICT applications being used to supplement traditional instructional methods in physics

classrooms(Mumtaz, 2000).

Despite the growing availability and utilization of ICT resources, research suggests that many

students still lack the necessary competency to fully leverage these technologies for their

learning. Studies have identified various factors contributing to this competency gap, including

limited access to technology, insufficient training and support, and a lack of digital literacy

skills. Additionally, disparities in ICT proficiency may exist among different demographic

groups, highlighting the importance of addressing equity issues in technology-enhanced learning

environments.

While numerous studies have examined the integration of ICT in physics education, relatively

few have specifically focused on assessing the competency of physics students in using these

technologies (Mumtaz, 2000). Understanding the extent to which students are proficient in

utilizing ICT tools and resources can provide valuable insights for educators seeking to design

effective instructional strategies and support systems. By conducting a comprehensive

investigation into the competency of physics students in ICT utilization, this study aims to fill a

notable gap in the existing literature. By identifying areas of strength and areas needing
improvement, educators can tailor their approaches to better meet the diverse learning needs of

students and foster the development of essential digital literacy skills.

1.2 Statement of the problem

In the contemporary era, where technology pervades every facet of modern life, the proficiency

of students in utilizing Information Communication Technology (ICT) is paramount for

academic success and future career prospects. While ICT integration in education has become

increasingly prevalent, there exists a gap in understanding the extent to which physics students,

specifically, are adept at leveraging ICT tools and resources to enhance their learning

experiences and academic performance (Motiwalla, 2007). The problem at hand necessitates an

exploration into the competency levels of physics students regarding ICT usage. Understanding

the current state of ICT competency among physics students is essential for educators,

administrators, and policymakers to tailor educational strategies effectively.

1.3 Objective of the study

The broad objective of the study is to investigate the competency of physics teachers in the use

of information communication technology. The specific objectives is as follows:

i. To examine the level of competence in the use of information and communication

technology by Physics teachers.

ii. To assess difference in male and female physics teachers competency in the use of ICT in

ATBU Bauchi.

iii. To investigate whether the use of ICT is effective in teaching physics by physics teachers in

ATBU Bauchi.
1.4 Research questions

The following research have been prepared for the study

i. What is the level of competence in the use of information and communication technology by

Physics teachers?

ii. Is there a difference in male and female teachers competency in the use of ICT in ATBU

Bauchi?

iii. Is the use of information communication technology effective in teaching physics?

1.5 Significance of the study

The findings of the study will help stakeholders in the education sector to determine on which

areas to adjust on the teachers ICT competency in learning so as to improve ICT integration in

tertiary institutions.

The research also will bring out the relationship between the level of ICT training of teachers and

how it affects students’ performance in physics thus enabling the government to know on areas

to improve on training physics teachers.

From the study, the ministry of education will be able to observe how various types of ICT

hardware and their operations by teachers influence performance of students in physics therefore

plan better on which ICT instruments to provide in schools.

The study will also bring out the relationship between the teacher’s level of accessing the

internet and students’ academic achievement in physics thereby enabling institutions like

SMASE and CEMASTEA know how best to bring in-service training to teachers on internet

usage.

The findings of the study will be significant to the academic community as it will contribute to

the existing literature.

1.6 Scope of the study

iv. The study focuses on the investigation into which physics teachers are competent in the use

of information communication technology. Empirically, the study will examine the level of

competence in the use of information and communication technology by Physics teachers, assess

difference in male and female students competency in the use of ICT at the University and To

investigate whether the use of ICT is effective in teaching physics by physics teachers in ATBU

Bauchi.

1.7 Limitations of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out

the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the

relevant materials, literature, or information and in the process of data collection (internet,

questionnaire, and interview), which is why the researcher resorted to a moderate choice of

sample size. More so, the researcher will simultaneously engage in this study with other

academic work. As a result, the amount of time spent on research will be reduced.

1.8 Definition of terms

ICT: Information and communication technologies (ICT) is defined as a diverse set of

technological tools and resources used to transmit, store, create, share or exchange information.
 CHAPTER TWO

REVIEW OF LITERATURE

INTRODUCTION

Our focus in this chapter is to critically examine relevant literature that would assist in

explaining the research problem and furthermore recognize the efforts of scholars who had

previously contributed immensely to similar research. The chapter intends to deepen the

understanding of the study and close the perceived gaps.

Precisely, the chapter will be considered in three sub-headings:

 Conceptual Framework

 Theoretical Framework

 Empirical Review

2.1 CONCEPTUAL FRAMEWORK

Concept of Physics

Physics is a branch of natural science that investigates matter, its motion and behavior in space

and time, as well as the related concepts of energy and force (Maxwell, 1878). Physics is one of

the most basic scientific disciplines, with the goal of understanding how the universe works.

Physics is one of the oldest academic disciplines, if not the oldest, because it includes astronomy

(Krupp, 2003). Physics, chemistry, biology, and certain branches of mathematics have been a

part of natural philosophy for much of the past two millennia, but during the Scientific

Revolution in the 17th century, these natural sciences emerged as distinct research endeavors in

their own right. Physics crosses many interdisciplinary fields of study, such as biophysics and

quantum chemistry, and its boundaries are not well defined. Young & Freedman (2014) found
that new ideas in physics often explain fundamental mechanisms studied by other sciences and

suggest new research directions in academic disciplines such as mathematics and philosophy.

Physics advances frequently pave the way for new technologies. For example, advances in

electromagnetism, solid-state physics, and nuclear physics led directly to the development of

new products that have dramatically transformed modern society, such as television, computers,

domestic appliances, and nuclear weapons; (Young & Freedman, 2014) advances in

thermodynamics led to the development of industrialization; and advances in mechanistics led to

the development of mechanistic civilization (calculus).

Information Communications Technology

According to Anonymous (2014), I.T is defined as a generic term that covers the acquisition,

processing, storage and dissemination of information. It is the application of computers and

communication technology in the task of information handling, information and information

flow from the generation to the utilization levels. Information Technology is defined as hardware

and software products, information system operations and management processes, IT controls

frameworks, and the human resources and skills required to develop, use and control these

products and processes to generate the required information (Greenstein-Prosch, McKee &

Quick, 2008). Information technology was defined as computer software and hardware solutions

that provide support of management, operations, and strategists in organizations (Choo &

Shahryar, 2013). From the above definitions, it can be drawn that Information technology is a

wide term on its own with a range of various definitions. But generally, it refers to any type of

technology for the purpose of communication. The definitions provide explanations on the use of

electronic devices and technology to manipulate information, noting that it is most common

amongst firms and not in personal settings. It deals with computing. On a broader scale,
Information Communication Technology (ICT), is often used an extended synonym for IT. It is a

more extensive term that stresses the role of unified communications and the integration of

telecommunications, computers, as well as necessary enterprise software, middleware, storage,

and audio-visual systems, which enable users to access, store, transmit and manipulate

information. This confirms the interrelatedness of ICT and IT, but stressing that ICT involves a

larger scope than IT.

Components Of Information Technology

According to Anonymous (2014), Information technology can be broken into;Hardware: this

refers to physical, tangible and touchable components. It is the part that can be touched and

seen. They can be further classified into 4 groups, which are:

Input devices:

these are hardware devices used to send data into the computer. Examples are light Output

devices: these are hardware devices through which information is sent out of the computer. They

include speakers, printers and monitors.

Central Processing Unit (CPU): this is the part of the computer that performs tasks as it

comprises of the microprocessor which is the brain of the computer.

Storage devices: these are hardware components that store data. There are two type- Primary

(stores information temporarily) and Secondary (stores information permanently). Examples are

RAM and ROM respectively.pen, keyboard and mouse

Software:

this refers to intangible components that can only be seen. They include computer programs and

codes that control the hardware devices. A computer program is a set of instructions written to

perform a specific task. There are three categories of software, they are:
System software; this provides the basic functionality of the computer. It is made up of the

Operating system and Support system with Linux and Diagnostic tools as examples respectively.

Application software; this helps the users to perform specific tasks. Examples are Web

browsers and Media development software.

Programing software; this is used by software developers to create, debug, maintain and

support other programs and software. Examples are JAVA and BASIC.

Data:

this refers to raw fact and figures that are processed into information. They are generally stored

in the electronic devices until they are needed. An example is NAME.

Procedures: these are the laid down rules and regulations that govern the way information is

processed and exchanged.

Internet/Network: the internet is a global system of interconnected computer networks that use

the standard internet protocol suite or other network to link several billion devices worldwide.

People: this refers to the man-power that is involved in the steps of IT activities. They probably

determine the success or failure of information systems.

Elements Of i.c.t

Computer Technology

A computer is an electronic device that is capable of storing and processing information in

accordance with a set of instructions. Computer technology is defined as the activity of

designing and constructing and programming computers.It has caused massive developments in

the transmission of information. In these recent times, you either live with computers or are left

behind. The usage of computers now brings about accuracy, precision and efficiency of data.
Communication Technology

Communication is the act of communicating- the share or exchange of information. It is a

process of exchanging facts, ideas, and opinions amongst individuals. Communication

technology is defined as the activity of designing and constructing and maintaining

communication systems. This involves communicating using electrical devices. Due to the

development of information technology, means of communication have also advanced with the

use of telecommunication devices.

Telecommunication Technology

Telecommunication is the transfer of information across locations through electronic means.

Telecommunication technology refers to techniques and devices that are used to transmit

information over long distances via wire, radio or satellite without loss or damage of information

due to interference or noise. The major trend now in telecommunications is a shift from

mechanical to electrical, and in electrical, from analogue to digital modes of transmission

(Anonymous, 2014).

Computer Communication Technology

Computer communication technology relays the convergence between computing and

communication. Communication is the exchange of information. As computing is being done,

information is being transformed and can be transferred. It is hard to distinguish where

computing begins and where communication stops as they are both intertwined. Recent

developments in computer and communication technology have led to a higher degree of

information management.

Categories Of Information Technology

Function I.T
This refers to technologies that make it easier to perform singular tasks. They enhance the

efficiency of such tasks. These technologies are mostly used by accountants, which is most

relevant to this study and other professionals such as design engineers and doctors. The most

common forms of function IT are Word processors and spread sheets.

Network I.T

This refers to technologies that provide media for people to communicate. It is similar to

communication technology as explained in the elements of IT earlier. Network technologies

allow for users to interact as they want without limitations. They include emails, instant

messaging and blogs.

-Enterprise I.T

These are technologies adopted by organizations to manage interactions among employees or

with business partners. They are purchased and implemented by the organizations. They

constitute of applications that specialize in business processes and enhance business

communications.

Information And Communication Technology And Learning

The focus of ICTs in this study is the use of internet, software, multimedia resources, course

management systems and computer-based testing systems in education. The applications of ICTs

are categorised into the three groups represented in Table 1: learning resources, instructional

organisation of learning and communication (Collis & Moonen, 2001) The applications of ICTs

in learning resources include educational software, distributed resources via the internet and

video resources. Educational software is not only learning resources for students but also tools

for instructional organisation of learning. Examples of physics education software are Physics

Pro, Crocodile Physics and Andres Physics. Rich learning resources distributed via the internet
and video resources are also considered important. The next category, instructional organisation

of learning, contains software and technology tools supporting lectures, course management

systems and computer-based testing systems. First, educational software and technology

equipment are needed to assist in face-to-face lectures such as the teaching and learning software

mentioned above. The tools supporting lectures in class comprise LCD projectors, computers,

speakers, over-head projectors, and so on. Another application of ICTs in instructional

organisation of learning is course management systems (e.g. DOKEOS, Moodle, WebCT).

Course management systems are sometimes called learning management systems, e-learning

systems, content management systems, or learning support systems. Third, computer-based

testing systems such as Maplesoft T.A. and Hot Potatoes are applied in the instructional

organisation of learning. ICT is also utilised to promote communication. The use of ICTs in this

domain consists of e-mail systems and websites which offer variable communication options and

software systems for text-based chat and other forms of communication. In its broadest meaning,

ICT embraces many forms of technology, and a limitation of this research is that it only explores

ICT in terms of internet, software, multimedia resources, course management system and

computer-based testing systems. The applications of ICTs are categorised into three groups

relating to three vital factors of the education process: learning, teaching and communicating

(student-student and student-teacher).

Educational change with ICT

Change in general is not easy though, traditions and familiar routines and practices in schooling

are easy to maintain and follow (Speck, 1996). Educational change is therefore not an easy task

to achieve as it depends on so many factors. According to Donnelly, McGarr, and O’Reilly

(2011), these factors could be classified as internal or external by looking at who the change
affects, what drives the change process and what is needed to effect the change. Internal factors

highlight the importance of the teacher’s role in the change process in that “what they do and

what they think” as emphasized by Fullan (1991) are key ingredients to the success of

educational change. External factors however could be zoomed in on the issue of curriculum

development where teachers do not show or exhibit ownership in curriculum development

because they feel left out in the process and thus, do not readily take part in it (Donnelly, et al.,

2011). This is very much evidenced in the Ghanaian context. We see from the Ghanaian

perspective that the scope of factors that influence the change process in education is

complicated and the complexity is even extended to a high dimension with ICT integration in the

picture. If such a change with ICT is to be effected in the Senior High Schools for teaching

physics in Ghana as a way of addressing the poor performance observed in subject at that level

of education (Ghana Academy of Arts and sciences: Occasional lecture, 2016), such

complexities in the change process cannot be avoided as teachers who have a greater role to play

in the change process are usually limited in identifying the most appropriate ICT resources

required to teach physics and also seem to be lacking in their knowledge and understanding of

what the affordances of ICT offer to the learner (Webb & Cox, 2003). Hence, there is a need to

get a better understanding of what ICT affords in the physics classroom, possible barriers there is

to its use and some of the attitudes and beliefs that teachers have towards ICT use.We discuss

herein each of these elements briefly using extant literature in the area of ICT integration into

physics education.

Types of ICT Used in physics Education

Information and Communication technology refers not to one particular gadget but to a variety of

several assets both tangible (hardware) and nontangible (software). Toomey (2001), describes
ICT as those technologies that are used for gathering, accessing, manipulating, storing,

presenting or communicating information. These include hardware (e.g. computers, cameras,

radio, smartphones among others), software applications (e.g. access to the Internet, application

packages like word processors, video conferencing among others) that can be used for

educational purposes. According to Elen et al., (2010), ICT encompasses several media to;

record information e.g., magnetic tape/disk, optical disks (CD/DVD) and flash memory;

technology used for communication both audio and visual like radio, television, microphone,

camera, loudspeaker, projector; all of which can be used in creating, storing, processing and

transmitting information in teaching and learning process. Corbeil and Valdes-Corbeil (2007),

further noted that mobile technologies have penetrated into education although according to

Motiwalla (2007), the use of mobile technology in education is still in its infancy.

 WhatsApp use in physics Education

WhatsApp is a social networking application which is mostly used in smartphones, iPad and

PCs. In a research by Rosenberg and Asterhan (2018), Use of class WhatsApp groups was found

to be the major channel used for conveying information on school-related topics. The app

according to 14 the study is used to organize work such as sending and receiving updates and

also used to manage learning activities. The research further indicated that teachers used

WhatsApp for enforcing discipline. Penning et al., (2014) support the importance of the app in

learning since several educational purposes like organization, instruction and disciplinary tasks

can be accomplished through WhatsApp-based, teacher-student groups. According to Egemen

(2018), learners and tutors recognize WhatsApp as the most preferred channel of conveying

information due to minimal disclosure of private information. However, other findings have

shown challenges of using WhatsApp and other social sites. According to Rosenberg & Asterhan
(2018), through sites there is communication overload and it’s difficult for teachers to monitor

student interactions in social media during class time.

 Internet accessibility and use in physics Education

Access to ICT facilities differs from across various places in the world. A research by Kodai

(2013), showed that the U.S. teachers have a more access to the internet and use it more often for

instruction than the Japanese teachers. According to Lima (2006), the Internet is a valuable

channel to transmission of information, knowledge and through communication; opportunities

for growth and development among nations in the world are realized. The integration of ICT

tools such as laptops, desktops, mobile phone, iPad and the Internet effectively in instruction can

facilitate the acquisition of 21st century skills (Sarfo, Amankwah, Oti & Yidana, 2016).

Use Of Technology In Physics Education

Technology in the education sector has found various applications ranging from managerial and

administrative tasks, teaching and learning process and compiling results for examinations.

According to Sarfo, Amankwah, Oti and Yidana (2016) ICT can be used in educational

institutions for evaluating learners, planning, performing statistical data on learners, organizing

and scheduling instruction, and collecting data on learners. In another study by Mwalongo

(2011), ICTs are used by teachers for personal development, communication, research and

entertainment. The research further revealed that ICTs are used for preparing school

announcements, examinations and examination results, reports, letters, scheme of work and

student registration. Technology use in the classroom improves participation of learners and

makes the learning more interactive. According to (Egemen, 2018), Use of curriculum that

integrated lively interactive technology software and wireless linkages improves learners

experience in the classroom thereby leading to an improvement in their performance. With

technology use, there is also an improvement in algebra models such as practical and theoretical

problems. According to the research, use of students' Interactive Whiteboard (IWB) produces

significantly better learning experiences and increase positive attitude towards learning (Egemen,

2018).

ICT’s Contribution to Physics Education

ICT allows for a versatile, multipurpose and configurable computer learning environment. There

is substantial research indicating that learners seem to be more inspired in Physics learning;

when ICT is used to support their learning.[6] When used appropriately, ICT can significantly

contribute to physics students and teachers. The following are a few of these advantages:

• Most physics concepts, principles, and theories were learned by memorization, which students

may easily lose; however, using ICT allows students to learn them quickly and maintain them in

their memory for a long time.

• ICT improves physics learners’ classroom engagement and encourages students and teachers to

work hard. Learners are more interested in activities, show increased attention, and have a longer

attention span.

• ICT expands the spectrum of applications that can be applied in learning and teaching Physics

to include text, animated images and audio.

• ICT consents physics teachers and students to immediately communicate their ideas, learning

resources and teaching methodologies

• ICT assists in maintaining and updating the expertise in the field of Physics education.
• ICT provides several ways, where the material for learning Physics could be used for the whole

class and/ or individual learning. This means that a teacher can go a long way toward meeting the

needs of students with various learning styles.

• The readily accessible multi-media resources allow for the visual representation and

manipulation of advanced Physics models, their 3D images and motion to enhance the

understanding of scientific ideas.

• The experiment began in one classroom virtually can be kept going later during the day and

then at home as per the time availability.

• ICT can provide access to a vast array of high-quality and relevant resources for scientific

learning.

• ICT offers a wide collection of superior-quality and relevant scientific learning resources. It

also helps in gaining access to the current physics bibliography and standards.

• ICT allows organizing conferences, seminars, and workshops on issues relating to physics

education all over the world without having to travel.

Students’ achievement in physics

A students’ learning achievement can be seen in the grades the student scores in an assessment

within the learning process. In Kenya, students are issued with a national examination after their

four years in secondary school and their performance is used to place them in institutions of

higher learning (Musasia, Abacha and Biyoyo, 2012). The national performance in physics has

been low as observed by Mulambe (2017). A research by Muindi (2015) showed performance by

students in physics has persistently been poor in Makueni County. Student achievement in

physics is affected by several factors. Some of the major factors which affect achievement in

physics among students in secondary schools as identified in a study by Wachira (2014), are
student characteristics such as their career goals, attitude towards the subject and their gender,

school environment such as availability of well-equipped laboratories and teacher characteristics

which include missing classes their relationship with students and their methods of teaching,

which include use of ICT in teaching.

Potential Use of ICT Among physics teachers

Information and communication technology are well noted to be the key to addressing the

various concerns that have been expressed in literature (Buabeng, Ossei-Anto, & Ampiah, 2014;

Wanbugu & Changeiywo, 2008) in relation to physics as a science subject at the Senior High

level not only in Nigeria but also in other countries abroad as it has much to offer. Studies in the

area of ICT integration in science teaching have highlighted that ICT-based resources (e.g.,

simulations, videos, etc.) have potentials that allow for an alternative transmission; better

explanations of various concepts in science that otherwise look very abstract; and modernity

which is relevant to students (Georgiou, Dimitropoulos & Manitsaris, 2007; Donnelly, et al.,

2011). This seems to emphasise that by incorporating ICT into the teaching of physics and

science in general, a typical teacher-centered classroom environment as often seen in the

Ghanaian context, could be transformed into an interactive learning environment where students

and teachers acquire different knowledge and skills in ways that informs their study and

implementation of the curriculum. ICT can thus be said to have the capacity for improving

physics education or the teaching of physics. This supports Bransford, Brown and Cocking’s

(2002) view that the impact of ICT on the teaching of physics for positive results is highly

dependent on how teachers use ICT in their classrooms. Based on this notion, one of the
objectives of the study was to assess physics teacher’s use of ICT in their teaching practices in an

attempt to get an understanding of the extent to which ICT is being adopted for instruction at the

SHS’s in Nigeria

Barriers To Ict Use Among Physics Students.

ICT innovations are noted to face the same problems with other types of innovation. If students

decide to use ICT in their learning, these problems are sure to surface. Prestage (1996) identified

lack of time as a major barrier to students use of ICT in the classroom. Other studies (Dawes,

1999; Mumtaz, 2000; Hadley & Sheingold,1993) highlighted barriers such as students resistance

to change (with computer use), lack of human resources, inadequate ICT resources and the low

level of students competency in ICT use as the major hindrances to ICT integration. All these

barriers can be grouped into either first -order barrier or second other barrier (Ertmer,1999). For

example, Donnelly et al. (2011) classified inadequate ICT resources and the low level of

teachers’ competency in ICT use as first-order barrier. Ertmer (1999) however, indicated that

these barriers could be eliminated through the provision of financial assistances. Lack of specific

knowledge and skills has also been found to be a major barrier to teachers as most of them shy

away from using technology because of the gaps in their knowledge and skills where ICT is

concerned (Hew & Brush, 2007). These barriers also apply to ICT use in physics education; as

without the appropriate ICT-related knowledge and skills, physics teachers cannot be encouraged

to take up ICT in their instruction. Also, without the needed resources, even if they have the

skill, they cannot put it into practice. As numerous as these barriers appear, it is still not clear

which of these barriers apply in the Ghanaian context with respect to the teaching of physics.

Thus, there is need to explore the perception of physics teachers on what they consider as a

barrier to their use of ICT in their classrooms.

2.2 THEORETICAL FRAMEWORK

Diffusion of Innovations (DOI) Theory

This study is based on Diffusion of Innovations (DOI) Theory which was developed by Everett

M. Rogers in 1962. The theory explains how an event or idea gains momentum over time and

diffuses through a specified population. The result of the diffusion is that the population or the

person does something differently that what they had previously. Dearing, James and Cox

(2018), define diffusion as a social process that occurs among people in response to learning

about an innovation such as a new evidence or approach for improving an action. This study

investigated on the ICT competences of physics teachers and how the applications of these

competences diffuse through student population to influence their academic achievement in the

subject. According to Lyytinen & Damsgaard (2001), DOI develops a predictive account of the

diffusion phenomenon that helps technology implementers to advance the diffusion of selected

technologies. From the study, the developers of ICT facilities in education and implementers will

be able to determine how best to provide effective ICT amenities for developing more

competency on students. According to James and cox (2018), diffusion changes a society

through a wave of innovations and this study is based on how teacher ICT competencies affect

students’ achievements in physics. James and cox (2018), further state that when persons learn

about an innovation that they think may have important consequences for them or those they

serve, they tend to explore and research on how the innovation can be advanced further. From

the literature review, most teachers concur that ICT adoption in contemporary teaching affects

students’ 16 academic achievement positively and thus they tend to research on how best to

infuse the technology in the classroom.

Technology Acceptance Model (TAM)

The Technology Acceptance Model (TAM) is a theoretical framework developed to understand

and predict the acceptance and usage of technology by individuals. Originally proposed by Fred

Davis in the 1980s and later refined by Fred Davis and Richard Bagozzi, TAM suggests that the

intention to use a technology is determined by perceived usefulness (PU) and perceived ease of

use (PEOU). In other words, users are more likely to accept and use a technology if they

perceive it as useful and easy to use (James and cox, 2018).

For your study on the competency of physics students in the use of information communication

technology (ICT), TAM can provide a valuable framework for understanding the factors

influencing their adoption and utilization of ICT tools and resources.

Perceived Usefulness (PU):

In the context of your study, perceived usefulness refers to the extent to which physics students

believe that ICT can enhance their learning experience, improve their understanding of physics

concepts, and facilitate their academic performance.

You can explore the perceived usefulness of specific ICT tools commonly used in physics

education, such as simulation software, online resources, virtual laboratories, and educational

apps(James and cox, 2018).

Factors influencing perceived usefulness may include the relevance of ICT tools to physics

curriculum, alignment with learning objectives, and perceived benefits in terms of efficiency,

effectiveness, and engagement.

Perceived Ease of Use (PEOU):

Perceived ease of use refers to the degree to which physics students perceive ICT tools as

uncomplicated and user-friendly.

Investigate the ease of navigation, accessibility, technical support, and user interface design of

ICT tools used in physics education.

Factors affecting perceived ease of use may include students' prior experience with similar

technologies, their technical proficiency, and the availability of training and support

resources(James and cox, 2018).

Intention to Use ICT:

TAM posits that perceived usefulness and perceived ease of use directly influence users'

intention to use technology.

Evaluate physics students' intentions to use ICT in their learning activities, such as studying

physics concepts, solving problems, conducting experiments, and collaborating with peers.

Explore the factors mediating the relationship between perceived usefulness, perceived ease of

use, and intention to use ICT, such as individual differences, attitudes, and external influences

(e.g., instructors' recommendations, peer influence).

Actual Usage Behavior:

Beyond intention, examine the actual usage behavior of physics students regarding ICT tools and

resources.

Measure the frequency, duration, and depth of students' engagement with ICT in various learning

contexts, such as classroom instruction, self-directed study, and collaborative projects(James and

cox, 2018).

Identify factors influencing discrepancies between intention and actual usage behavior, such as

technical constraints, motivational factors, and contextual barriers.

By applying the TAM framework to your study on the competency of physics students in the use

of ICT, you can gain insights into the factors shaping students' attitudes, intentions, and

behaviors regarding technology adoption in physics education. This understanding can inform

the design of interventions, instructional strategies, and support mechanisms to enhance students'

ICT competency and promote effective integration of technology in physics learning

environments.

2.3 EMPIRICAL REVIEW

Khalid Khurshid, Ahmad Farooq Shah and Norman Reid (2016) examined Information

and Communication Technology among physics teachers throughout the world are faced with

the challenge of developing teaching approaches which can take advantage of new technologies

and integrate these into the learning experiences of future generations. In developed countries,

this has moved forward rapidly. However, in developing countries, the pace of change has been

held back by inadequate resources. In all countries, teachers have had to develop new skills

while, in many countries, the school students are often far more advanced than their teachers in

the skills of using smart boards, smart phones, iPads and laptops. This study explores the issues

relating to the use of Information and Communications Technology (ICT) in Physics in

secondary schools in Pakistan and, working with large samples, the perceptions, experiences and

aspirations of teachers and students were surveyed by means of questionnaires and interviews.

The findings showed a clear picture where teachers were enthusiastic to embrace the new

technologies although they were not fully aware of the potential in all areas. It was essential that

adequate resources are made available to teachers in their own teaching areas and not in central
locations while training issues involved technical expertise as well as credible pedagogical

expertise was necessary. There were clearly considerable inequalities across the two main school

sectors and there was a pressing need to reduce curriculum overload and the overemphasis on

memorization and recall, allowing the teachers and students to engage with an understanding of

the materials being studied.

Catherine (2017) determined the teachers' competency in the use of ICT in teaching

Physics and the students' performance in Physics-8. Findings of the study revealed that: (1) The

ICT competency level of the Grade-8 Physics Teachers is proficient. The teachers are in the

basic level both in Pedagogy and Organization and Administration domains; (2) The ICT-based

innovative practices performed by the teachers in teaching Physics which were categorized into

three themes such as (1) lesson preparation, (2) lesson implementation, and (c) collaboration; (3)

There is a moderate positive correlation that exists the between the teachers' level of competency

in the use of ICT and the students' performance in Physics. The relationship is found to be

significant; (4) The teachers perceived that the use of ICT; helped improve students'

understanding of science ideas, increases students' motivation in learning science ideas,

stimulates students' interest to scientific ideas, facilitates the teaching and learning process, and

provides teacher the opportunity to be innovative in delivering the lesson. The teachers also

enumerated the top five most pressing challenges encountered that includes the following;

poor/no internet connection, lack of seminars and trainings in ICT, lack of technical support, lack

of time to plan and prepare lessons using ICT, and unavailability of ICT tools and software: and

(5) An Enhancement Program entitled “ICT Competency Enhancement Program for Physics

Teachers.” was proposed to address the advancement of the competency level of the teachers in

the use of ICT for a more innovative teaching and learning process.
 Agommuoh, Joseph-Kalu, Ngozi & Stephen, Nwanne (2020) Assess the Information

Communication Technology Knowledgeand Competenceof Pre-service Physics Teachers in

Michael Okpara University of Agriculture, Umudike, Nigeria. This study adopted the survey

design to investigate the knowledge and competence of Information and Communication

Technology among pre-service physics education teachersin Michael Okpara University of

Agriculture, Umudike. By the use of simple random sampling 55(23 males, 32females) out of a

population of 104 Physics Education Undergraduates servedas sample. Two research questions

and one null hypothesis guided the study. Questionnaire of the four-pointscale Likert type was

the instrument used for data collection. The instrument was validated and its reliability

coefficient was obtained as 0.86. Mean was usedto answer the research questions while t-test

statistics was used to test the hypothesis. Results showedthat the students are only able to chat

online, use the E-mail, make use of Microsoft Word and download materials from the internet.

Result also showed no significant difference in the male and female students’ knowledge and

competence of ICT. Recommendations were made to include the need for workshops and

training on ICTs and computer operations to be organized for pre-service physics education

teachers by the administration of Michael Okpara University of Agriculture,Umudike. Physics

Education curriculum should incorporate relevant courses in ICT.

Khalid Khurshid, Ahmad Farooq Shah and Norman Reid (2016) examined Information

and Communication Technology in Learning Physics at Secondary School Level in Pakistan.

Schools throughout the world are faced with the challenge of developing teaching approaches

which can take advantage of new technologies and integrate these into the learning experiences

of future generations. In developed countries, this has moved forward rapidly. However, in

developing countries, the pace of change has been held back by inadequate resources. In all
countries, teachers have had to develop new skills while, in many countries, the school students

are often far more advanced than their teachers in the skills of using smart boards, smart phones,

iPads and laptops. This study explores the issues relating to the use of Information and

Communications Technology (ICT) in Physics in secondary schools in Pakistan and, working

with large samples, the perceptions, experiences and aspirations of teachers and students were

surveyed by means of questionnaires and interviews. The findings showed a clear picture where

teachers were enthusiastic to embrace the new technologies although they were not fully aware

of the potential in all areas. It was essential that adequate resources are made available to

teachers in their own teaching areas and not in central locations while training issues involved

technical expertise as well as credible pedagogical expertise was necessary. There were clearly

considerable inequalities across the two main school sectors and there was a pressing need to

reduce curriculum overload and the overemphasis on memorization and recall, allowing the

teachers and students to engage with an understanding of the materials being studied.
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

In this chapter, we described the research procedure for this study. A research

methodology is a research process adopted or employed to systematically and scientifically

present the results of a study to the research audience viz. a vis, the study beneficiaries.

3.1 Research Design

Research designs are perceived to be an overall strategy adopted by the researcher whereby

different components of the study are integrated in a logical manner to effectively address a

research problem. In this study, the researcher employed the survey research design. This is due

to the nature of the study whereby the opinion and views of people are sampled. According to

Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using

questionnaires with numerically rated items), qualitative research strategies (e.g., using open-

ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and

explore human behaviour, surveys are therefore frequently used in social and psychological

research.

3.2 Population of the Study

According to Udoyen (2019), a study population is a group of elements or individuals as

the case may be, who share similar characteristics. These similar features can include location,

gender, age, sex or specific interest. The emphasis on study population is that it constitute of

individuals or elements that are homogeneous in description.

This study will be carried out to investigate into the physics teachers competency in the use of

information communication technology for teaching in ATBU Bauchi.

3.3 Sample Size

A study sample is simply a systematic selected part of a population that infers its result on the

population. In essence, it is that part of a whole that represents the whole and its members share

characteristics in like similitude (Udoyen, 2019). In this study, the researcher adopted the

convenient sampling method to determine the sample size.

3.4 Sampling Technique

According to Nwana (2005), sampling techniques are procedures adopted to systematically select

the chosen sample in a specified away under controls. This research work adopted the

convenience sampling technique in selecting the respondents from the total population.

In this study, the researcher adopted the convenient sampling method to determine the

sample size. Out of all the entire population of teaccherss in physics department, the researcher

conveniently selected fifty (50) respondents as the sample size for this study. According to Torty

(2021), a sample of convenience is the terminology used to describe a sample in which elements

have been selected from the target population on the basis of their accessibility or convenience to

the researcher.

3.5 Instrument for Data Collection

The research instrument tat will be used in this study is the questionnaire. A survey containing

series of questions will be administered to the enrolled participants. The questionnaire will be

divided into two sections, the first section enquired about the responses demographic or personal

data while the second sections will be in line with the study objectives, aimed at providing

answers to the research questions. Participants will be required to respond by placing a tick at the

appropriate column. The questionnaire will be personally administered by the researcher.

3.6 Validity of the instrument

Two methods of data collection which are primary source and secondary source will be used to

collect data. The primary sources will be use as questionnaires, while the secondary sources

include textbooks, internet, journals, published and unpublished articles and government

publications. The reason for using both primary and secondary source of data is, so that the

researcher will have concrete and more valid answers to the research questions

3.7 Reliability of the Study

The reliability of the research instrument will be determined. The Pearson Correlation

Coefficient will be used to determine the reliability of the instrument. A co-efficient value of

0.68 indicated that the research instrument is relatively reliable. According to (Taber, 2017) the

range of a reasonable reliability is between 0.67 and 0.87.

3.8 Method of Data Collection

The method of data collection is known as the ways in which the information used for study are

gotten. Douglas (2020), reported that there are basically, two method of data collection. These

are primary and secondary source of data. Primary sources in this study are, physical observation

techniques this is keen observation with eyes on things that are not mention in literatures which

is very important methods for obtaining data in qualitative research, questionnaire will be use to

gather the information and it will be both open and close ended, this has necessitated the use of

mixed approach in conducting this research while the later will include literatures, journals, etc.

3.9 Method of Data Analysis

The responses were analyzed using the frequency percentage tables, which provided

answers to the research questions. In analyzing data collected, mean score was used to achieve

this. The four points rating scale will be given values as follows:
SA = Strongly Agree 4

A = Agree 3

D = Disagree 2

SD = Strongly Disagree 1

Decision Rule:

To ascertain the decision rule; this formular was used

4+3+2+1 =10
= 2.5
4 4

Any score that was 2.5 and above was accepted, while any score that was below 2.5 was

rejected. Therefore, 2.5 was the cut-off mean score for decision taken.

The analysis was tested using the chi-square statistical tool SPSS 23
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