Learning Information and Communications Technology Skills and the Subject Context of Introductory Technology Learning in Nigeria

摘要

In this study, the comparative effect of a researcher-designed ICT presentation on student's introductory technology in junior secondary school was investigated in Nigeria. Two hypothesis were postulated and tested at 0.05 significance level. Findings revealed that there was a significance difference between the achievement scores of introductory technology students taught with the ICT software and those taught with the conventional method on the posttest (t = 15.54, df = 38, p<=0.05). The implications of the findings for the use of ICT software were discussed. Recommendations for the improvement of introductory technology education in Nigeria and suggestions for further studies were also postulated.