THE PERCEPTIONS OF STUDENTS TOWARDS INTEGRATION OF TECHNOLOGY DEVICES IN TEACHING AND LEARNING BIOLOGY IN SENIOR SECONDARY SCHOOLS IN AKOKO SOUTH WEST LOCAL GOVERNMENT AREA OF ONDO STATE

This study examined the Perceptions of Students toward Integration of Technology Devices in Teaching and Learning Biology in Senior Secondary Schools in Akoko South West Local Government Area of Ondo State. The problem that informed this research was the increasing adoption of modern technology in classrooms in Nigeria, alongside the limited availability of devices, low teacher competence, and poor integration strategies that hinder effective utilization. The objectives of the study were to identify the technology tools used in biology classrooms, assess the level of students’ knowledge of technology use, and examine students’ attitudes toward the integration of technology into biology lessons. The study employed a descriptive survey research design. The population consisted of all biology students in public senior secondary schools within Akoko South West Local Government Area of Ondo State. A sample of 100 students was randomly selected from five schools using simple random sampling techniques. Data were collected using a structured researcher-designed questionnaire validated by the project supervisor and three others experts and tested for reliability using the test–retest method. Descriptive statistics such as frequency counts, percentages and means, were used to analyze the data. The findings of the study revealed that while basic tools such as computers, digital devices, and PowerPoint are relatively available and moderately used, advanced tools like smartboards, laboratory simulations, and Zoom were either unavailable or underutilized in most schools. Results further indicated that students demonstrated a good level of knowledge of technology use, particularly in operating devices and accessing online resources, although limited formal training and teacher-led opportunities were reported. In addition, students’ attitudes toward technology integration were largely positive, as they viewed it as interesting, motivating, and effective in enhancing their understanding of biology, despite challenges such as inadequate infrastructure and insufficient teacher competence. The study concluded that while students are enthusiastic and knowledgeable about technology integration, systemic barriers must be addressed for effective adoption in biology classrooms. It was recommended that schools and stakeholders should provide adequate ICT infrastructure, organize training for teachers, offer structured opportunities for students to learn digital tools, and strengthen curriculum and policy support for technology integration in science teaching.