THE ROLE OF DIGITAL TECHNOLOGY IN TEACHING BIOLOGY IN SENIOR SECONDARY SCHOOL IN ZARIA LGA OF KADUNA STATE

Abstract This study investigated the role of digital technology in teaching Biology in senior secondary schools within the Zaria Local Government Area of Kaduna State. Despite the global shift toward digital education, traditional teaching methods still dominate many Nigerian classrooms, often failing to engage students in complex biological concepts. The research employed a descriptive survey design, utilizing a multistage sampling technique to select 120 respondents (100 students and 20 teachers) from 10 secondary schools. Data were collected using structured questionnaires and analyzed through descriptive and inferential statistics via SPSS. The findings revealed a significant deficit in digital infrastructure; while laptops and projectors were present in approximately 50% of schools, internet access and interactive whiteboards remained scarce. Furthermore, although most teachers (65%) use digital tools only occasionally, there is a strong consensus that such technology enhances student comprehension and academic performance. Key barriers identified include inadequate funding, unreliable power supply, and a lack of formal teacher training in educational technology. The study concludes that while digital tools are highly effective for visualizing abstract biological processes, their integration in Zaria LGA remains low to moderate. Recommendations include increased government investment in school infrastructure, consistent technical support, and mandatory digital literacy training for Biology educators to bridge the existing technological gap and improve science education outcomes.