Gender Differences among Teachers in the Implementation of Computer-Assisted Instruction in Public Secondary Schools in Zango Kataf Local Government, Kaduna State, Nigeria

Ibrahim Aisha Ada

Abstract


The study evaluated the influence of teachers' gender on the use of computer-assisted instruction (CAI) in public secondary schools in Zango Kataf Local Government Area, Kaduna State. The primary objective was to examine how gender affects the application of CAI among teachers in this region. This objective was translated into a research question and hypothesis. A survey research design was employed for the study. The target population comprised 409 individuals, including 43 principals, 361 teachers, and 5 Ministry of Education officials in Zango Kataf Local Government Area. A sample size of 217 respondents was selected, consisting of 202 teachers, 12 principals, and 3 Ministry of Education officials. Data collection was conducted using an instrument titled "Teacher Factors in the Application of Computer-Assisted Instruction Questionnaire (TFACAIQ)." The instrument was validated, pilot tested, and found to have a reliability coefficient of 0.78, determined using Cronbach's Alpha. Descriptive statistics were used to analyze the data and answer the research questions, including frequency counts, mean, and standard deviation. The Kruskal-Wallis test was employed to test the null hypothesis at a 0.05 significance level. The study's findings revealed that teachers' gender significantly influences the application of CAI in public secondary schools in the Zango Kataf Local Government Area. Based on these findings, it was recommended that the Kaduna State Ministry of Education, Science, and Technology should encourage female teachers to enhance their ICT literacy through workshops and training. This would enable them to integrate ICT into their teaching better, thereby improving students' academic performance in schools.


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