ASSESSMENT OF THE UTILIZATION OF EDUCATIONAL TECHNOLOGY FOR INCLUSIVE LEARNING IN SECONDARY SCHOOLS IN UMUAHIA EDUCATION ZONE, ABIA STATE

Abstract

This study examined the assessment of the utilization of educational technology for inclusive learning in secondary schools in Umuahia Education Zone, Abia State. Specifically, the study investigated the extent of educational technology utilization for inclusive learning and the perceived influence of such utilization on inclusive learning effectiveness. Two research questions guided the study, and two null hypotheses were tested at a 0.05 level of significance. The study adopted a descriptive survey research design. The population consisted of 1,133 respondents comprising 54 principals and 1,079 teachers in public secondary schools, while a sample of 173 respondents (15 principals and 158 teachers) was selected using proportionate stratified random sampling technique. Data were collected using a structured questionnaire titled; Educational Technology Utilization for Inclusive Learning Environments Questionnaire (ETUILEQ), which was validated by experts and yielded a reliability coefficient of 0.81 using Cronbach Alpha. Mean and standard deviation were used to answer the research questions, while independent samples t-test was used to test the hypotheses. The findings revealed that educational technology is utilized to a low extent for promoting inclusive learning environments in secondary schools in the study area (grand mean = 1.82). However, educational technology was perceived to have a high positive influence on inclusive learning effectiveness, as it enhances access to learning materials, student participation, collaboration, and accommodation of diverse learning needs (grand mean = 3.92). The hypotheses tested revealed no significant difference in the mean ratings of principals and teachers on both the extent of utilization (t(171) = 0.471, p = 0.638) and perceived influence (t(171) = -0.330, p = 0.742) of educational technology. The study concluded that although the utilization of educational technology is low, its perceived impact on inclusive learning effectiveness is very high. It was recommended that government and educational stakeholders should provide adequate ICT infrastructure and organize regular professional development programs for teachers to enhance effective integration of educational technology in inclusive classroom instruction