Managing Digitalisation of Secondary Education for Sustainable Development in Imo State, Nigeria

Callistus Okechukwu Mba and Franca Ginikachi Adieme
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Callistus Okechukwu Mba: Department of Educational Management, Faculty of Education, University of Port Harcourt.
Franca Ginikachi Adieme: Department of Educational Management and Business Studies, Faculty of Education, Federal University Oye Ekiti, Ekiti State, Nigeria.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 10, 2748-2756

Abstract: This study examined how digitalisation of secondary education can be managed for sustainable development in Imo State, Nigeria. Two research questions and two hypotheses guided the study. A descriptive research design was adopted. The population comprised all the 296 principals in the 296 public senior secondary schools in Rivers State. Out of these principals, 170 are males while 126 are females. A sample of 133 principals (77 males and 56 females), representing 45% of the population was drawn using both the simple random sampling and proportionate stratified random sampling techniques. This was determined by the Taro Yamane Formula which gave a minimum sample of 109 principals. The instrument that was used for data collection was a researcher-based 16-item questionnaire entitled: “Managing Digitalisation of Secondary Education for Sustainable Development Questionnaire (MDSESDQ).†It was structured after the four-point Likert rating scale and duly validated by five experts. The internal consistency of the instrument was determined using Cronbach’s Alpha. Reliability coefficients of 0.83 and 0.86 were obtained for the various sections of the instrument respectively, which showed that the instrument was reliable. Mean and standard deviation were used to answer the research questions while z-test was used in testing the null hypotheses at 0.05 level of significance. The findings of the study revealed, among others, that digitalisation of secondary education, which brings about change in learners’ behaviour that will drive sustainable development depends largely on the ways principals manage the available digital learning facilities and harness the teachers towards integrating technological devices in the teaching-learning process. Based on the findings, it was recommended, among others, that the Imo State Ministry of Education should formulate policies that will guide digitalisation process, and also ensure that all the public secondary schools are equipped with digital learning facilities.

Date: 2024
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