Assessment of Socio-Economic Empowerment Using Information Communication and Technology Skills and Facilities among Secondary School Chemistry Teachers in North-West, Nigeria

The study investigated the Socio-Economic Empowerment using Information Communication and Technology skills and facilities among secondary school chemistry teachers in North-West, Nigeria in the use of Information Communication and Technology (ICT) skills and facilities. The study population consisted of seven hundred and twenty chemistry teachers drawn from eighty state government owned secondary schools in Kaduna and Kano States during the 2023/1014 academic session, the sample size of the study consisted of 120 chemistry teachers selected using purposive random sampling technique. The Research Design adopted for the study was survey method. Two research questions and two hypotheses guided the study. Descriptive statistics of mean (X), standard deviation (SD), were used to answer research questions while total weighted average response and one sample t- Test Statistics were used to test the hypothesis at 0.05 level of significance. The instrument for data collection was the researcher’s structured questionnaire Chemistry Teachers Socio-Economic Empowerment Scale (CTSEES) and the instrument was validated by two computer experts and two chemistry lecturers from Science Education Department, Ahmadu Bello University, Zaria. Cronbach alpha was used to obtain a reliability coefficient of 0.78. The findings revealed that significant difference existed in the mean ratings of chemistry teachers on the development and provision of ICT facilities in secondary schools. It was recommended that policy-makers should ensure that functional ICT programmes are incorporated into the curriculum to help chemistry teachers actualize their potentials since skill acquisition is the best option for empowering chemistry teachers at the secondary school level. Keywords: Socio-Economic Empowerment, Chemistry Teachers, Information Communication Technology