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ERIC Number: ED365615
Record Type: RIE
Publication Date: 1990
Pages: 34
Abstractor: N/A
Reference Count: N/A
Attitudes of Nigerian Secondary School Teachers towards Media-Based Learning.
Ekpo, C. M.
This document presents results of a study assessing the attitudes of secondary school teachers towards media based learning. The study explores knowledge of and exposure to media based learning techniques of a cross section of Nigerian secondary school teachers. Factors that affect the use of media based learning technique are sought. Media based learning is defined as a system that structures resources into a learning framework enabling children to learn independently at their own pace. The teachers' role with media based learning is to dispense knowledge through stimulating, enthusing, and guiding the learners. The methodology is based on a questionnaire survey of over 400 secondary school teachers selected from four federal government and 16 state controlled secondary schools in Nigeria. Major findings reveal that teachers at this level have strong positive attitudes towards media based learning in schools as a whole. However, there are some significant differences in teachers' attitudes when certain variables like gender, years of teaching experience, and qualifications of the respondents were explored. The paper includes three tables: (1) negative statements, (2) gender differences, and (3) years of teaching experience. When teachers' overall attitudes to media based learning were compared with their subject areas, social science teachers were found to give more weight to the fact that their teaching needs no medium except the chalkboard. Male teachers were found to have more positive attitudes toward media based learning that females, and more experienced teachers more positive attitudes than less experienced teachers. (DK)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Media Based Learning; Nigeria
Note: Best available copy.