International Journal of Innovative Social & Science Education Research 3(1&2):12-19, Apr-Jun. 2015
© SEAHI PUBLICATIONS, 2015
THE RIPPLE EFFECT OF IMPROVISING EDUCATIONAL TECHNOLOGY IN SCIENCE EDUCATION
AVWIRI, H. E.
Institute of Education
Delta State University, Abraka, Nigeria
The study showcases how social interactions can affect the state of affairs of other social components, and was impelled by the rapid evolution of the digital age and the dare need to satisfy educational quests via improvising instructional experiences to maximize the learning experience. Three research questions and three hypotheses were used, and a population of one hundred and sixty eight respondents (Lecturers/Teachers and Students) was selected at random for convenience from five Secondary Schools (Umiaghwa, Ojeta, Uhroka, & Erho Secondary Schools and Abraka Gramma School), Two Colleges of Education (Agbo and Warri) and One University (Delta State University) all in Delta State. A coefficient of 0.87 was obtained for the itemís internal consistency using Cronbach alpha. The research question and hypothesis were tested with mean and T-test statistics. It was revealed that the effects of improvising educational technology in science education as an academic discipline includes; Helping the learners to remember more of what has been taught. Furthermore there is a strong significant correlation between improvising educational technology and science education as an academic discipline. The Study recommends that the National Policy on Education should inculcate educational technology in their curriculums
Keywords: ripple effect, improvising, educational technology, Science education,