An Assessment of the Differences in the Mean Skill Scores between Male and Female Social Studies Teachers before and after Exposure to ICT for Classroom Pedagogy

A Case Study of Benue State, Nigeria

Abstract

This study assesses the differences in the mean skill scores between male and female social studies teachers before and after exposure to ICT for classroom pedagogy, taking Benue State, Nigeria as a case study, using a one group, pre-test post-test quasi-experimental design. A sample of 224 Social Studies Teachers (130 males and 94 females which represents 58.0% and 42.0% respectively) was selected from 36 Upper Basic Schools across the three Education Zones of Benue State using a multistage sampling technique. The instrument for data collection was Social Studies Teachers ICT Skills Observation Scale (SSTISOS) developed by the researchers. Construct validity of the instrument was established through expert reviews. The reliability of the SSTISOS was tested through a pilot study involving 30 Social Studies teachers who were not part of the main study. Data collected were analyzed using both descriptive and inferential statistical methods. Two research hypotheses were tested at the significance level of 0.05 and was found that there is no significant difference in the mean skill scores between male and female Social Studies teachers before and after exposure to ICT training (p > 0.05). In conclusion, this study has highlighted the critical role of ICT training in enhancing the skills of Social Studies teachers in Benue State. From the results, gender does not significantly influence skill acquisition in ICT. When provided with equal opportunities, both gender can effectively develop their ICT skills, contributing to a more equitable educational system. Implementation of Continuous Professional Development Programs, Promotion of Gender Equity in Training Opportunities, Establishment of ICT Resource Centers and Incorporation of ICT in Teacher Education Programs were then recommended.