Pre-service Teachers’ Frequency of Use and Attitude towards Social Media Utilization for Educational Purposes in Tertiary Institutions in Minna, Niger State, Nigeria

  • Tukura, C. Saidu Ph.D
  • Falode, Modupe Esther Ph.D.
Keywords: Pre-service teachers, Social media, education, frequency of use, attitude

Abstract

This study examined pre-service teachers’ frequency of use and attitude towards social media utilization for educational purposes in tertiary institutions in Minna, Niger State, Nigeria. The influence of gender was also examined. The study employed a descriptive survey design. Five research questions and two hypotheses were answered and tested respectively. A multi-stage sample technique was used to select 1,200 pre-service teachers from two tertiary institutions. A researcher-developed questionnaire was used to elicit responses from respondents. The questionnaire is made up of two sections and its’ items were validated by two educational technology experts and two test and measurement experts. The reliability of the questionnaire was determined as 0.89 using the Cronbach alpha formula in a single administration during the pilot study. Data gathered were analyzed using percentage, mean, standard deviation, and Kruskal-Wallis non-parametric test statistics. Based on the findings that emanated from the study, it was therefore recommended that educational tasks that will help the pre-service teachers should be carried out on social media platforms to encourage them to use such for educational purposes.

Downloads

Download data is not yet available.

Author Biographies

Tukura, C. Saidu, Ph.D

Department of Educational Technology,Federal University of Technology, Minna

Falode, Modupe Esther, Ph.D.

Department of Educational Technology,Federal University of Technology, Minna

References

Aduwa-Ogiegbaen, S. E. (2013). Extending and enriching students’ learning experience in distance education in Nigeria. Proceedings of the 34th International Conference, Nigeria Association for Educational and Media Technology. (NAEMT), 27th – 29th May.
Ajzen, I. (2001). Nature and operation of attitudes. Journal of Annual Review of Psychology, 52(1) 27-58.
Babalola, J. B. (2007). Reinventing Nigerian higher education for youth employment in a competitive global economy.Lagos: NAEAP Publishers
Bamiro O. A. (2012). Tertiary education in Nigeria and the challenge of corporate governance. Ibadan: University Press.
Brakel, P. A. &Chisenga, J. (2003). Impact of ICT based distance learning: The African story.The Electronic Library, 21(5), 476-486.
Lee, J., Cho, H., Gay, G., Davidson, B., &Ingraffea, T. (2003). Technology acceptance and social networking in distance learning. Journal for Educational Technology & Society, 6(2), 50-62
Lockyer, L., & Patterson, J. (2008). Integrating social networking technologies in education: ACase Study of formal learning environment. Paper presented at the Eighth IEEE International Conference on Advanced Learning Technologies.
Mikre, F. (2011). The roles of information and communication technologies in education. Ethiopia Journal of Education and Science, 6(2), 109-126.
Yusuf, M. O. (2005). Integrating information and communication technologies (ICTs) in Nigerian tertiary education. The African Symposium. An online Journal of African Educational Research Network, 5(2), 42-50.
Published
2020-11-30
How to Cite
C. Saidu, T., & Esther, F. (2020). Pre-service Teachers’ Frequency of Use and Attitude towards Social Media Utilization for Educational Purposes in Tertiary Institutions in Minna, Niger State, Nigeria. IJER-International Journal of Educational Research, 3(11), 11-20. Retrieved from http://gphjournal.org/index.php/er/article/view/336