DEMOGRAPHIC DIFFERENCES IN AWARENESS AND UTILISATION OF DIGITAL TOOLS AMONG SCIENCE TEACHERS IN SECONDARY SCHOOLS IN BAYELSA STATE

Abstract

This study examined demographic differences in the awareness and utilisation of digital tools among science teachers in secondary schools in Bayelsa State, Nigeria. Specifically, the study investigated differences based on gender, school ownership and school location. A descriptive survey research design of the comparative type was adopted, and data comprising 347 science teacher records were analysed using the Science Teachers’ Awareness and Utilisation of Digital Tools Questionnaire (STAUDTQ), structured on a four-point rating scale. Data were analysed using frequency counts, percentages, means and standard deviations, while the null hypotheses were tested using Welch’s independent-samples t-test at the 0.05 level of significance. The results indicated that science teachers demonstrated relatively higher awareness of digital tools (M = 2.76, SD = 0.55) than their reported frequency of utilisation (M = 2.19, SD = 0.61). Furthermore, no statistically significant differences were observed in awareness or utilisation based on gender (p = 0.541 and 0.976), school ownership (p = 0.347 and 0.532), or school location (p = 0.497 and 0.495), respectively. The findings suggest that demographic characteristics did not significantly differentiate teachers’ awareness or utilisation of digital tools in the analysed dataset. The study concludes that improving digital technology integration in secondary school science education requires interventions that extend beyond technological awareness to practical instructional application. It recommends equitable access to digital resources, continuous professional development and sustained institutional support for science teachers, irrespective of gender, school ownership or geographical location.