Extent of Information and Communication Technology Integration in the Teaching and Learning Process among Secondary School Teachers and Students in Nasarawa State

The study examined the extent of Information and Communication Technology integration in the teaching and learning process among secondary school teachers and students in Nasarawa State. A mixed-method research approach with a concurrent design was employed. The study's population comprised 4,560 senior secondary school teachers and 71,471 senior secondary school students. Participants were selected using a convenience sampling technique, resulting in a sample of 292 teachers and 414 students. The sample size was determined using Taro Yamane's formula, and the instruments for data collection were questionnaire and observation checklist. Two categories of questionnaires were developed: one for teachers (TICTIn) and another for students (SICTInt). The instruments were validated by two experts in ICT from the Federal University of Lafia, Nasarawa State, and the reliability of the TICTIn and SICTIn were determined using Cronbach alpha, yielded 0.87 and 0.83 respectively. The reliability of the observation checklist (ObCList) was determined using Cohen’s Kappa, yielding a Kappa value of 0.78. A pilot test was also conducted with 20 senior secondary school students and 10 teachers from two schools in Lafia. The questionnaires were administered using KoboCollect form while the checklist was conducted manually at various participating schools. Quantitative data were analyzed using descriptive statistics (frequency distribution and percentage count) while qualitative data were analyzed using thematic analysis. The findings revealed that ICT integration in the teaching and learning process among senior secondary school teachers and students in Nasarawa State is low; that teachers lack competence in ICT; and there exists critical lack of basic ICT infrastructure and resources for teaching and learning across secondary schools in the State. Based on these findings, the study recommended the provision of critical ICT infrastructure, such as well-equipped computer labs, provision of internet services and subject specific software; implementation of regular ICT training for teachers; and the inclusion of digital literacy as a criterion for teacher recruitment and promotion.