Evaluation of Adequacy and Utilisation of Multimedia Technologies for the Teaching and Learning of Economics in Senior Secondary Schools in the North Central Nigeria
Abstract
This study evaluated the adequacy and utilization of multimedia technologies in the teaching of Economics in public secondary schools across North-Central Nigeria. The primary objective was to assess both the availability of these technologies and the extent to which they are effectively used in Economics instruction. To achieve this, two research questions and two hypotheses were formulated to guide the study. A descriptive survey research design was adopted. The study population comprised 1,912 principals and 3,924 Economics teachers from 1,912 senior secondary schools in the region. Using a simple random sampling technique, 82 principals and 335 Economics teachers were selected, resulting in a total of 417 respondents. Data were collected through interviews, questionnaires, and observational checklists. The analysis involved simple percentages for respondents’ background data, means for answering research questions, and t-test statistics for hypothesis testing. Findings revealed that while multimedia technologies are acknowledged as relevant to Economics instruction, their actual use in public secondary schools remains unimpressive. Many of the devices are either unavailable or grossly inadequate, and most teachers rarely integrate them into their teaching. Interviews with principals further supported the limited presence and use of these tools. Based on these findings, it was recommended that government agencies, private organizations, and non-governmental bodies collaborate to enhance funding for the procurement of multimedia technologies. Additionally, initiatives such as hands-on workshops, online training, and mentorship programs should be implemented to improve teachers' confidence and competence in using these tools. The government should also invest in improving technological infrastructure in schools irrespective of their location and ensure the provision of high-quality instructional resources like interactive simulations, video tutorials, and digital textbooks. Furthermore, education stakeholders should establish systems for continuous monitoring and evaluation of the availability and use of multimedia technologies, while also offering targeted support to help teachers overcome barriers to effective integration in Economics instruction.
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