Abstract

The study investigated the Hindrances of Geography teachers ICT Competence in Public Secondary Schools Zaria Metropolis, Kaduna State. The researcher deployed descriptive survey research using 40 Geography Teachers as study Sample and two questionnaires as research instruments. First Questionnaire:  level of ICT competence among Geography Teachers (LOGTIC) with face validity index 72.2 Content validity index 0.74 and reliability coefficient 0.81. Second Questionnaire:   Hindrances of Geography Teachers ICT Competence Questionnaire (HGTICQ) face validity index 83.6 content validity index 0.77 and reliability coefficient 0.71. Data collected analyzed using frequency and percentage. The study found out that: the percentage of male geography ICT competence teacher are more than the female and the factors that hider geography teachers both affects the male and female geography teachers ICT competence for teaching geography in public senior secondary schools. The researcher recommended among others: Government should create awareness of the danger of lack ICT knowledge and skills in schools to the entire public. Training and retraining of teachers to be good and update their ICT knowledge and skills, and Government should take the lead in eradicating all forms of factors hindering teachers ICT competence in public secondary schools, by among others providing good electricity power supply, basic infrastructures and good maintenance and management techniques.

Keywords: Hindrance, Geography Teacher, ICT Competence and Secondary Schools.

Impact Statement

Both technological and managerial hindrances impede geography teachers’ proficiency in utilizing ICT facilities and technology in public secondary schools in Zaria Metropolis, Kaduna State. Inadequate power supply, ICT facilities, geography software and unaffordable data bundle are some of the technological hindrances and Inadequate training, practice time, lack of access to ICT facilities, interest to learn, encouragement and expertise are some of the managerial hindrances that affects geography teachers ICT competence. There is a need to increase investments in ICT infrastructure, training, geography curriculum revision and establishment of supportive environment that foster a positive attitude towards ICT adaptation among geography teachers in other to cave out the hindrances. Impact audience include: educational policy makers, education stakeholders, school management and geography teacher.

About Author

Jamoh Fatima Aminu, an accomplished professional, served in various capacities at the Ministry of Agriculture, Kaduna State, including as a Land Resource Officer, AGRA Project Coordinator, and Youth Policy Coordinator. She now excels as an Assistant Lecturer at Kaduna State University, while also contributing as the Treasurer of the School Base Committee at Government Girls Secondary School Tudun Nupawa, Kaduna State. Jamoh holds both undergraduate and postgraduate degrees in Science Education (Geography) from Bayero University Kano and is currently pursuing a doctoral degree in the same field and at the same University. Her commitment to advancing knowledge in Education Geography is evident through her impactful roles as a lecturer and her dedication to academic research and community service.

Cite this Article

APA (7th ed.): Aminu, J. F. (2024). Hindrances Of Geography Teachers ICT Competence In Public Secondary Schools In Zaria Metropolis, Kaduna State Nigeria. Edumania-An International Multidisciplinary Journal, 2(2), 11–24. https://doi.org/10.59231/edumania/9035

Chicago (17th ed.): Aminu, Jamoh Fatima. “Hindrances Of Geography Teachers ICT Competence In Public Secondary Schools In Zaria Metropolis, Kaduna State Nigeria.” Edumania-An International Multidisciplinary Journal 2, no. 2 (2024): 11–24. https://doi.org/10.59231/edumania/9035.

MLA (9th ed.): Aminu, Jamoh Fatima. “Hindrances Of Geography Teachers ICT Competence In Public Secondary Schools In Zaria Metropolis, Kaduna State Nigeria.” Edumania-An International Multidisciplinary Journal, vol. 2, no. 2, 2024, pp. 11–24. https://doi.org/10.59231/edumania/9035.

Statements & Declarations

Peer Review: The academic rigor and contribution of this research on ICT competence hindrances among geography teachers have been validated through a rigorous and independent peer-review process conducted by experts in the discipline.

Review Type: This manuscript was reviewed under a double-blind peer review model. This process, administered by the editorial team, ensured that the identities of the author (Jamoh Fatima Aminu) and the reviewers were kept confidential from one another. The review was conducted by subject experts in educational technology, geography education, and teacher professional development.

Competing Interests: The author, Jamoh Fatima Aminu, declares that there are no financial, professional, or personal competing interests that could be perceived to have biased the work presented in this manuscript.

Data Availability: The datasets generated and analyzed during the current study are available from the corresponding author, J.F. Aminu, upon reasonable request. The data are not publicly available due to privacy and confidentiality agreements with the participating geography teachers and public secondary schools in Zaria Metropolis, Kaduna State, Nigeria.

Funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors. The work was completed as part of the author’s institutional duties at Kaduna State University and personal scholarly effort.

License: This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 International License. This license permits copying and redistribution of the material in any medium or format for non-commercial purposes only, provided the original work is properly cited, and it does not permit adaptation or remixing of the material.

Ethical Approval: All procedures performed in this study involving human participants (geography teachers) were in accordance with the ethical standards of the institutional research committee. Ethical approval for this research was granted by the Institutional Ethics Committee of Kaduna State University, Nigeria, where the author is affiliated. Informed consent was obtained from all individual participants and from the participating public secondary schools included in the study, and their anonymity and confidentiality have been strictly maintained.

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