Examination of Social Studies teachers’ attitudes toward the use of computer-assisted instruction

Social Studies, as a subject at the secondary school level in Nigeria, have yet to achieve its objectives fully because of the traditional teaching approach of Social Studies teachers and their reluctance to adopt modern technology, especially computer-assisted instruction (CAI), which is crucial in promoting teachers’ efficiency and improving students’ academic performance in parallel with the global best practices in education. This study investigated Social Studies teachers’ attitudes toward the use of CAI in enhancing classroom instruction and the role of qualifications and school location in their attitudes toward CAI. This was a descriptive cross-sectional study comprising four hundred and twenty-seven (427) secondary school Social Studies teachers. A 22-item Teachers Computer Attitude Scale (CAS) was used for data collection. The instrument was pilot tested on 30 Social Studies teachers, which yielded an internal consistency index of 0.79. The results indicated that Social Studies teachers had a negative attitude toward the use of computers in classroom instruction. A significant difference existed in attitudes toward the use of CAI based on teacher location (t=2.50, P= 0.05). There was no significant difference in attitudes toward the use of CAI based on teacher qualifications (t=0.164, P=0.901). In general, Social Studies teachers demonstrated negative attitudes toward the use of CAI, but urban teachers had more positive attitudes than did rural teachers, whereas there was no difference in attitudes among participants on the basis of their educational qualifications. On the basis of these findings, teachers should be given frequent government-sponsored in-service training on the use of computers to teach Social Studies.