Utilizing Digital Tools for Enhancing Teaching and Learning of Science Education in University of Maiduguri, Borno State, Nigeria

Abstract

This study examined the utilisation of digital tools for enhancing the teaching and learning of Science Education at the University of Maiduguri, Borno State, Nigeria. The research was guided by five research questions. A descriptive survey research design was adopted, involving a sample of 120 respondents comprising 20 Science Education lecturers, no sampling technique and 100 Undergraduate students’ were randomised using simple random sampling drawn from Department of Science Education, University of Maiduguri. Data were collected using a closed-ended and open ended structured questionnaire titled Digital Tool Structured Questionnaire which was face and content validated by experts and the reliability index of the instrument established was 0.87 using Cronbach Alpha and analysed using frequency counts and percentages. Findings revealed that digital tools such as Google classroom, you-tube, Moodle, zoom, and multimedia presentations are commonly used in Science Education instruction, while advanced resources like virtual laboratories and interactive simulations are less frequently adopted. The use of these tools were found to significantly enhance students’ understanding of Science concepts, motivation to learners, knowledge retention, and overall academic performance; poor internet connectivity, insufficient digital training for lecturers, high cost of internet data, limited access to technological devices, and low digital literacy among students. The study concludes that digital tools play a vital role in improving Science Education by making learning more interactive, engaging, and effective. It recommends among others that the University of Maiduguri should invest in ICT infrastructure and organize regular training workshops for both lecturers and students and align digital tools with the Science Education curriculum.