Mumuni, A. A. O., & Aderonmu, T. S. B. (2017). Integration of mobile technology for science teaching in Port Harcourt metropolis. Reiko International Journal of Science and Technology Research, 8(1), 17-30. 

Abstract:

“The revolutionization brought by mobile technology (m-technology) in the process of communication, interactions, access and transmission of knowledge in all endeavour of life, especially in the enterprise of science teaching cannot be ignored for its dynamic value. Science teachers’ integration of mobile technology for science teaching was investigated in Port Harcourt metropolis. A sample size of 150 science teachers (50 biology, 50 chemistry and 50 Physics teachers) used were obtained through stratified random sampling technique from 36 Secondary Schools (8 Government and 28 Private Secondary Schools) in Port-Harcourt Metropolis. Data collecting instrument was titled “m-technology Integration Questionnaire for Science Teachers” (MIQST) designed to diagnose science teachers m- technology devices utilization in instruction, extent of integration of in- built app, on- line science resources, on- line net-work platform and barriers to usage. The instrument was validated by experts in computer science, educational technology, science educators and test and measurement. Test- re-test was used to obtain data for the reliability and a reliability coefficient index of 0.78 was gotten using Person Product Moment Correlation statistics. Five research questions and two hypotheses which guided the study were answered and tested with percentage, mean, standard deviation (SD) and analysis of variance (ANOVA). The findings reveal that out of the 150 science teachers, 141 (94.0%) of them own m- technology devices that are internet enabled while 9(6.0%) do not own m-technology internet enabled device; 48.9% of science teachers use m-technology in-built apps for teaching science; Only 10.2% science teachers use Online Science Resources (OSRs) through their m-technology device; science teachers do not effectively use online social network/media platforms through their m-technology device for science teaching [average weighted mean value = 1.44; Decision–Never used] with a retained null hypothesis at [F(2,147) = 2.996, P < 0.05] and stated certain impediments towards the integration of m-technology for teaching science [aggregate weighted mean of 3.07; Decision-Accepted] with a retained null hypothesis at [F(2,147) = 2.996, P < 0.05]. Based on the findings of the study, recommendations were posited that will ensure and enhance effective integration of mobile technology for science teaching.”