Impact of Information and Communication Technology Skills Acquisition on Instructional Strategy Implementation among Secondary School Social Studies Teachers in Benue State, Nigeria

This study explored the Impact of Information-and-Communication-Technology skills acquisition on instructional strategy implementation among secondary school social studies teachers in Benue State, Nigeria. The design of this study was one group, pre-test post-test quasi-experimental research design. A sample of 224 Social Studies Teachers (130 males and 94 females which represents 58.0% and 42.0% respectively) were selected from 36 Upper Basic Schools across the three Education Zones of Benue State using a multistage sampling technique. The instrument for data collection was Social Studies Teachers ICT Skills Observation Scale (SSTISOS) developed by the researchers. Construct validity of the instrument was established by four experts. The reliability of SSTISOS was tested through a pilot study involving 30 Social Studies Teachers who were not part of the main study at 0.89. Data collected were analyzed using both descriptive and inferential statistical methods. Two research hypotheses were tested at the significance level of 0.05 and was found that there was a significant difference in Information-and-Communication-Technology skills acquisition on instructional strategy implementation among secondary school social studies teachers in Benue State, Nigeria. In conclusion, this study has highlighted the critical role of ICT training in enhancing the skills of Social Studies teachers in Benue State. Implementation of Continuous Professional Development Programs, Establishment of ICT Resource Centers and Incorporation of ICT in Teacher Education Programs were then recommended. Keywords: Information and Communication Technology, Social Studies, Classroom Pedagogy.