SCIENCE EDUCATORS’ ACCESSIBILITY AND USABILITY OF EMERGING TECHNOLOGY FOR TEACHING SENIOR SCHOOL STUDENTS IN KWARA STATE, NIGERIA

Abstract

This research investigated the extent to which science teachers in Kwara State, Nigeria, can access and effectively 
use emerging technologies in teaching senior secondary school students. A descriptive survey methodology was 
adopted, utilizing a validated questionnaire administered to 375 science teachers across five local government areas 
within Ilorin Metropolis. The study revealed that artificial intelligence emerged as the most accessible and usable 
technology, with mean scores of 3.0373 and 3.0533, respectively, highlighting its role in personalized learning and 
intelligent tutoring systems. Conversely, technologies such as augmented reality, virtual reality, and 3D printing 
demonstrated low accessibility and usability, reflected in mean scores below 2. The analysis indicated that overall 
accessibility and usability of these technologies were comparable, with identical mean scores of 2.71 and no 
significant difference (p = 0.90). These findings highlight the pressing need for interventions to facilitate the 
adoption of emerging technologies in science education. To address these challenges, the study recommends 
investments in technology infrastructure, collaborations with technology providers, and the introduction of 
subsidized programs to improve access. Additionally, capacity-building initiatives, including professional 
development and practical training for educators, are essential for enhancing their competency in using these 
technologies effectively. Raising awareness and providing hands-on experience are critical to overcoming barriers 
and optimizing the potential of these tools for transformative teaching and learning outcomes.