Co esponding au ho : Folasayo Lois Ajayi
Copy igh © 2025 Au ho (s) e ain he copy igh o his a icle. This a icle is published unde he e ms o he C ea i e Commons A ibu ion License 4.0.
A ailabili y and u iliza ion o digi al ools in nu u ing e ec i e class oom p ac ices
among seconda y school compu e s udies eache s in Eki i S a e, Nige ia
Lois Folasayo Ajayi 1, * and Cecilia Oluwakemi Ogunboyede 2
1 Depa men o Science Educa ion, Facul y o Educa ion, Eki i S a e Uni e si y, Ado Eki i.
2 Depa men o Science Educa ion, Facul y o Educa ion, Adekunle Ajasin Uni e si y, Akungba-Akoko.
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 779-784
Publica ion his o y: Recei ed on 25 Ma ch 2025; e ised on 03 May 2025; accep ed on 06 May 2025
A icle DOI: h ps://doi.o g/10.30574/wja .2025.26.2.1626
Abs ac
The s udy examined he le el o a ailabili y and u iliza ion o digi al ools in seconda y schools in Eki i S a e. The s udy
adop ed desc ip i e esea ch design o su ey ype. The popula ion comp ised all compu e s udies eache s in all he
public seconda y schools in Eki i S a e, Nige ia. Thi y- wo (32) compu e s udies eache s we e andomly selec ed in
each o he h ee Sena o ial Dis ic s in he S a e, making he sample a o al o nine y-six (96). The ins umen was a
sel -de eloped ques ionnai e i led Ques ionnai e on A ailabili y and U iliza ion o Digi al Tools in schools (QAUDT).
Validi y o QAUDT was ensu ed by expe s in Tes s and Measu emen . C onbach Alpha me hod was used o asce ain
i s eliabili y wi h co-e icien o 0.76. Da a collec ed we e analyzed using equency coun s and pe cen age. Findings
e ealed: he le el o a ailabili y o digi al ools in schools is below a e age, le el o u iliza ion o he a ailable ools is
abo e a e age, and some ac o s pe cei ed as cons ain s o su icien a ailabili y, and e ec i e u iliza ion o digi al
ools. The s udy ecommended ha go e nmen and o he s akeholde s should in e ene in imp o ing he le el o
a ailabili y o digi al ools in schools, so ha compu e s udies eache s can e icien ly deli e hei lessons in andem
wi h he objec i es o he cu iculum which aimed a making s uden s acqui e skills and compe encies equi ed in his
digi al wo d o compe i i eness.
Keywo ds: A ailabili y; U iliza ion; Digi al ools; Compu e s udies; Seconda y schools
1. In oduc ion
The wo ld appea s o ha e been digi alized; in o ma ion dissemina ion is done in seconds and ope a ions in o ices a e
as u ning pape less. This may ha e been acili a ed by in o ma ion and communica ion echnology de ices such as
compu e , in e ne , global sys em o mobile communica ions (GSM) and sa elli es. This digi aliza ion can only be
applicable o a coun y only i such coun y mo es in he di ec ion o he global compu e li e acy and ensu es he
ci izen y become compu e li e a e. One o he su e ways o achie ing his is using compu e s udies in o he school
cu iculum a all le els. This is because i is he esponsibili y o schools o g adua e s uden s who can i in o he
digi alized age. Hence, i will no be an o e -s a emen ha compu e li e acy is needed in a socie y like ou s i we mus
be pa o his global digi aliza ion. Resea ches ha e e ealed ha in oduc ion and implemen a ion o compu e s udies
as school subjec in many coun ies ac oss he wo ld came abou as a esul o policy p onouncemen and he need o
cope wi h he end o science and echnology (Mwale, Chilala, & Kuma , 2011; Ogwo, Maidoh, & Onwe, 2015). Howe e ,
o e ec i e implemen a ion o compu e s udies as a subjec in schools, he e mus be adequa e p o ision o necessa y
ools o a seamless eaching and lea ning expe ience.
Compu e s udies acco ding o Edhuze (2003) as ci ed in Nwanze (2014) is a cou se o s udy ha in ol e ins uc ion
and cul i a ion o undamen al skills necessa y o au onomous manipula ion o compu e sys em in a bid o achie e
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 779-784
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educa ional goals. These goals, in Nige ian educa ion sys em, a e as speci ied by he Na ional Policy on Educa ion (FRN,
2013). Wi hin his amewo k, compu e s udies as a subjec aims o equip s uden s wi h he skills and compe encies
equi ed in oday's digi ally compe i i e wo ld. These ounda ional skills and compe encies enable hem o engage wi h
compu e - ela ed e ms and p ac ices. Thus, he subjec is s uc u ed o enhance indi iduals' comp ehension o
compu e unc ionali y, applica ions, and limi a ions, while also o e ing insigh s in o con empo a y in o ma ion
p ocessing me hods.
Sube u (2013) iden i ied he objec i es o eaching compu e s udies in seconda y schools as: exposing s uden s o he
basic udimen s o compu e and i s wo kings, laying solid ounda ion in compu e science a ea ly s age o educa ional
exposu e, encou aging and s imula ing he in e es o he s uden s owa d en u ing in o compu e science ela ed
disciplines, pa ing way o easy applica ion o compu e knowledge in o he disciplines, ensu ing li e acy in compu e
science a seconda y school le el, and mee ing he demand o ou ime o keep up wi h he e e changing ends in
echnological de elopmen .
Acco ding o he Na ional Policy on Educa ion (FRN, 2013), he aim and objec i es o in oducing compu e s udies as
a school subjec is ha a he end, s uden s should possess app op ia e le el o li e acy, nume acy, communica ion,
manipula i e and p oblems sol ing skills in o de o be employable and con enien ly i in o he la ge socie y. S uden s
a e expec ed o mas e he skills o compu e app ecia ion o applica ion and no jus wha i is and can do. Hence,
s uden s a e expec ed o be augh in such a way as no only o concep ualize and unde s and he compu e , bu also o
be able o e ec i ely manage hei own lea ning, ein o ce i and apply such knowledge o aining in p ac ical si ua ion.
S udies ha e shown ha eaching compu e s udies is done mos ly by using lec u es and ques ioning me hods o he
neglec o p ac ical in compu e labo a o ies and pa o he easons adduced o his is he di icul y ha compu e
s udies eache a e acing in ge ing digi als eaching ools equi ed o p ac ical eaching (Chikumba, 2011; Geladze,
2015; Eze, Ugwanyi and O su, 2016; Olaniyi and Ajayi, 2020). This ugly scena io can make eaching o compu e s udies
bese wi h a numbe o p oblems and hese p oblems can in u n slow down he pace o lea ning and applica ion o he
subjec as speci ied by he Na ional Policy on ICT Educa ion (FME, 2019). Since one o he goals o in oducing compu e
s udies in o seconda y school educa ion is o equip s uden s wi h he skills and compe encies equi ed in oday's
digi ally compe i i e wo ld (FRN, 2013); i will no be ou o place i digi al ools a e employed in he eaching and
lea ning o he subjec .
Digi al educa ion ools a e echnology-based ools ha can acili a e lea ning and eaching. Wi h he ise o digi al
echnology, educa ion can no longe main ain a con ined, one-dimensional s a us. Tools which a e capable o
ans o ming he way eache s each and he way s uden s lea n and in e ac can be employed o c ea e engaging,
in e ac i e expe iences. Wi h hese digi al ools, s uden s can be able o play a mo e p oduc i e ole and be a he cen e
o he lea ning p ocess while he eache plays a leading ole in he p ocess. Acco ding o Dancsa e al (2023), he use
o di e en digi al ools p o ides ac i ely engaged s uden s wi h skills ha can imp o e hei p oblem-sol ing and
c i ical hinking abili ies. I is wo hy o no e ha he e a e my iads o hese ools and in mos cases hey a e being
e e ed o as in o ma ion and communica ion echnology (ICT) acili ies o ICT ools.
1.1. S a emen o he P oblem
The Fede al Go e nmen o Nige ia in he Na ional Policy on Educa ion is mind ul o he impo ance o compu e
educa ion in he wo ld oday. Hence, he inclusion o compu e s udies as a subjec o he na ion’s seconda y school
cu iculum. None he less, he e a e p esupposi ions ha eaching and lea ning o compu e s udies in schools is
associa ed wi h p oblems. In he ci cums ance, he e o e, one is p omp ed o ask: wha exac ly is he si ua ion? Wha
a e he p oblems associa ed wi h he eaching o compu e s udies? I is agains his backd op ha his s udy is designed
o es ablish he le el o a ailabili y o digi al ools, hei u iliza ion and he cons ain s o hei u iliza ion in he eaching
and lea ning o compu e s udies.
1.2. Pu pose o he S udy
The pu pose o his su ey is o asce ain he le el a which digi al ools a e a ailable o seconda y school compu e
s udies eache s, in es iga e he ex en o he u iliza ion o he a ailable ools and p obe in o he cons ain s being aced
by he eache s in using he ools.
1.3. Resea ch Ques ions
Th ee esea ch ques ions we e aised o guide he s udy:
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 779-784
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• Wha is he le el o a ailabili y o digi al ools o eaching compu e s udies in Eki i S a e seconda y schools?
• To wha ex en a e compu e s udies eache s u ilizing digi al ools?
• Wha a e he cons ain s o he e ec i e u iliza ion o digi al ools in eaching compu e s udies in Eki i S a e?
2. Me hodology
The desc ip i e esea ch design o su ey ype was used o his s udy. The popula ion comp ised all compu e s udies
eache s in all he public seconda y schools in Eki i S a e. Thi y- wo (32) compu e s udies eache s we e andomly
selec ed in each o he h ee Sena o ial Dis ic s in he S a e, making he sample a o al o nine y-six (96). A sel -
de eloped ques ionnai e i led Ques ionnai e on A ailabili y and U iliza ion o Digi al Tools in schools (QAUDT) was
used o da a collec ion.
The ques ionnai e is made up o ou sec ions. Sec ion one sough in o ma ion on he bioda a o esponden s. I ems in
sec ion wo add essed he le el o a ailabili y o digi al ools o compu e s udies eache s. I ems in sec ion h ee
add essed he ex en o u iliza ion o digi al ools by compu e s udies eache s. Sec ion ou con ains i ems on he
pe cei ed cons ain s in su icien a ailabili y and e ec i e u iliza ion o digi al ools. Face and con en alidi y o
QAUDT was ensu ed by expe s in Tes s and Measu emen . C onbach Alpha me hod was used o asce ain he eliabili y
and he co-e icien is 0.76. Da a collec ed om he s udy we e analyzed using desc ip i e s a is ics: equency coun s
and simple pe cen age.
3. Resul s
3.1. Resea ch Ques ion 1: Wha is he le el o a ailabili y o digi al ools o eaching compu e s udies in Eki i
S a e seconda y schools?
Table 1 Le el o a ailabili y o digi al ools o eaching compu e s udies in Eki i S a e seconda y schools
Numbe o Responden s = 96
A ailable
No A ailable
S/N
Digi al Tools
F
%
F
%
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Desk op compu e s
Table s
Lap ops
Digi al whi eboa ds
USB lash d i es
Disc playe
Sma phones
P in e
Educa ional ideo
Game-based lea ning ools
Educa ional so wa e
Scanne
e-books
P ojec o
Web Came a
83
18
80
31
43
50
27
53
21
29
33
39
26
30
41
86.5
18.8
83.3
32.3
44.8
52.1
28.1
55.2
21.9
30.2
34.4
40.6
27.1
31.3
42.7
13
78
16
65
53
46
69
43
75
67
63
57
70
66
55
13.5
81.3
16.7
67.7
55.2
47.9
71.9
44.8
78.1
69.8
65.6
59.4
72.9
68.8
57.3
F = F equency Sou ce: Field Su ey Da a, 2025
Table 1 e eals he checklis p o ided by he compu e s udies eache s abou he digi al ools a ailable o hei
eaching. The able shows ha digi al ools a e mos ly no a ailable (i.e. <50%) o eaching. Ou o i een digi al ools
on he checklis , ou , namely, desk op compu e s (86.5%), lap ops (83.3%), disc playe (52.1%), and p in e (55.2%)
a e mos ly a ailable o eaching. The emaining ele en digi al ools, namely, able s (18.8%), digi al whi eboa ds
(32.3%), USB lash d i es (44.8%), sma phones (28.1%), educa ional ideo (21.9%), game-based lea ning ools
(30.2%), educa ional so wa e (34.4%), scanne (40.6%), e.books (27.1%), p ojec o (31.3%), and web cam (42.7%)
Wo ld Jou nal o Ad anced Resea ch and Re iews, 2025, 26(02), 779-784
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a e mos ly no a ailable o eaching. I was obse ed by he esea che ha he digi al ools equi ed by he eache s
o he eaching o compu e s udies a e mos ly no a ailable o a ce ain deg ee and p opo ion.
3.2. Resea ch Ques ion 2: To wha ex en a e compu e s udies eache s u ilizing digi al ools?
Table 2 Ex en o u iliza ion o digi al ools by compu e s udies eache s
Ex en o u iliza ion
F equency
%
Low
Mode a e low
Mode a e high
High
15
27
30
24
15.6
28.1
31.3
25
To al
96
100
Sou ce: Field Su ey Da a, 2025
Table 2 shows ha he ex en o which compu e s udies eache s in Eki i S a e u ilize digi al ools is high as 31.3% and
25% u ilize digi al ools o a mode a e high and high ex en espec i ely. Howe e , om he sampled eache s, only
15.6% and 28.1% o hem u ilize digi al ools o a low and mode a e low ex en espec i ely.
3.3. Resea ch Ques ion 3: Wha a e he cons ain s o he e ec i e u iliza ion o digi al ools in eaching
compu e s udies in Eki i S a e?
Table 3 Cons ain s o e ec i e u iliza ion o digi al ools in eaching compu e s udies
Numbe o Responden s = 96
S/N
I ems
SA
%
A
%
D
%
SD
%
1
2
3
4
5
6
7
8
9
10
Lack o in e ne acili ies
Poo powe supply
High cos o main enance
Lack o und o p ocu emen
Unsui abili y o he physical condi ion o class ooms
Unsui abili y o he physical condi ion o compu e
labo a o y
Classes a e c owded
Class oom managemen is mo e di icul wi h he use o
digi al ools
Go e nmen paymen o lip se ice o in eg a ion o digi al
ools
Lack o su icien suppo om school managemen
37
43
41
30
22
26
19
19
27
8
38.5
44.8
42.7
31.3
22.9
27.1
19.8
19.8
28.1
8.3
22
29
26
42
26
22
22
13
39
19
22.9
30.2
27.1
43.8
27.1
22.9
22.9
13.5
40.6
19.8
26
12
13
19
32
19
22
42
21
35
27.1
12.5
13.5
19.8
33.3
19.8
22.9
43.8
21.9
36.5
11
12
16
5
16
29
33
22
9
34
11.5
12.5
16.7
5.2
16.7
30.2
34.4
22.9
9.4
35.4
NB: SA = S ongly Ag ee, A – Ag ee, D = Disag ee, SD = S ongly Disag ee; Sou ce: Field Su ey Da a, 2025
Table 3 shows he cons ain s o e ec i e u iliza ion o digi al ools in he eaching o compu e s udies in seconda y
schools. I is obse ed om he esponses o ag eemen ha “lack o und o p ocu emen ” wi h 75.1% is seen by he
eache s as he mos p onounced cons ain . This is ollowed by “poo powe supply”, “high cos o main enance”,
“go e nmen paymen o lip se ice o in eg a ion o digi al ools”, and “lack o in e ne acili ies” wi h 75%, 69.8%,
68.7%, 61.4% espec i ely. Nex is “unsui abili y o he physical condi ion o class ooms” as well as “unsui abili y o he
physical condi ion o compu e labo a o y” ha ha e 50% a ing. Howe e , i is obse ed ha compu e s udies
eache s do no eally see “classes a e c owd”, “class oom managemen is mo e di icul wi h he use o digi al ools”,
and “lack o su icien suppo om school managemen ” wi h 42.7%, 33.3% and 28.1% espec i ely because hei
a ing is below a e age.
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4. Discussion
Findings om he s udy showed ha he digi al ools equi ed by he eache s o eaching compu e s udies a e mos ly
no a ailable o a ce ain deg ee and p opo ion. This inding ag ees wi h he indings o Ubogu and Ogbedo (2023) ha
he e a e inadequa e ICT acili ies o be used by eache s and s uden s in eaching and lea ning p ocess. I is also in
andem wi h he indings o Ajeigbe, Ogunsakin and Shogbesan (2015) ha he ICT acili ies equi ed o he eaching
o compu e s udies a e no adequa e in seconda y schools in Osun S a e; and Amuchie (2015) ha ICT esou ces a e
a ailable o eaching o a e y poo ex en in Ta aba S a e. Howe e , he p esen inding nega es Akanni (2022) ha
ICT esou ces a e a ailable o eaching ma hema ics in Lagos S a e.
Fu he indings om he s udy also indica ed ha compu e s udies eache s u ilize he a ailable digi al ools o a
mode a e high ex en . This inding co obo a es ha o Ajeigbe e al (2015) ha he ex en o usage o ICT acili ies in
eaching is ela i ely high among compu e s udies eache s. On he con a y, he inding disag ees wi h Akubuilo,
Nnnam, and Ugo (2021) ha he li le a ailable ICT acili ies o eaching social s udies in Enugu S a e a e being u ilized
o a low ex en . Simila ly, i is agains Ikwuanusi, Nwoke, and Uzoma (2016) whose inding e ealed ha a ailable ICT
acili ies a e no being used o eaching and lea ning; a he hey a e only being used o adminis a i e pu poses.
Findings also e ealed ha lack o und o p ocu emen as well as high cos o main enance as a majo cons ain
poin ed ou by he compu e s udies eache s in Eki i S a e. This is in andem wi h Hilla y, Opuda and Alabe e (2022)
ha lack o und o p ocu e ICT acili ies and cos o main enance o ICT acili ies a e cons ain s o he u iliza ion o
in o ma ion communica ion echnologies in seconda y schools in Ri e s S a e. In ag eemen wi h Amuchie (2015), he
eache s also indica ed poo powe supply and go e nmen paymen o lip se ice o in eg a ion o digi al ools as
se ious cons ain s o u iliza ion o digi al ools. Mo e so, he cons ain o lack o in e ne acili ies was poin ed ou by
he eache s in co obo a ion o Dele-Ajayi e al (2019) who no iced poo in e ne se ices as a ba ie o he adop ion
and in eg a ion o ICT acili ies.
5. Conclusion
The indings o his s udy ha e clea ly shown ha he digi al ools equi ed by he eache s o he eaching o compu e
s udies in seconda y schools in Eki i S a e a e mos ly no a ailable. Good enough, he e is mode a e high ex en o
u iliza ion o he a ailable ools by he eache s which is likely o be as esul o hei sel less commi men o impac
hei s uden s posi i ely despi e all odds. I is also concluded ha lack o und o p ocu emen , poo powe supply,
high cos o main enance, go e nmen paymen o lip se ice o in eg a ion o digi al ools, and lack o in e ne acili ies
se e as cons ain s o u iliza ion o digi al ools in eaching compu e s udies. As obse ed, none o hese cons ain s
a e eache ’s o school managemen ’s o ien ed; hey a e all all-ou o go e nmen ’s inadequacies abou he educa ion
sec o . Wi h he obse ed e o s o he eache s on u iliza ion o he a ailable digi al ools, hey would ha e done mo e
excellen ly i he e is be e a ailabili y o equi ed digi al educa ional ools.
Recommenda ions
Based on he indings, i was ecommended ha he go e nmen a all le els should p o ide enough and unc ioning
digi al ools o schools.
Go e nmen should inc ease unding o he en i e educa ion sec o wi h emphasis on digi al educa ional ools. This
will make he equi ed digi al ools mo e a ailable o compu e s udies eache s o u ilize. Ra he han paying me e lip
se ice, go e nmen a all le els should pu all necessa y machine ies in place o p ope in eg a ion o digi al ools in o
he eaching and lea ning o compu e s udies. This will be an index o he go e nmen ’s u h ulness o he objec i es
o in oducing compu e s udies in o seconda y school sys em.
Compliance wi h e hical s anda ds
Disclosu e o con lic o in e es
No con lic o in e es o be disclosed.
S a emen o in o med consen
In o med consen was ob ained om all indi idual pa icipan s included in he s udy.
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784
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