ASSESSING THE CHALLENGES OF INTEGRATING EDUCATIONAL TECHNOLOGY IN SCIENCE EDUCATION PROGRAMMES IN OSUN STATE UNIVERSITIES

Abstract

This study assessed the challenges of integrating educational technology in science education programmes in Osun State Universities, Nigeria. Descriptive design of survey type was used. The population of the study comprised of all academic staff and undergraduate students in Osun State Universities (Ipetu Ijesa Campus) and the University of Ilesa, Ilesa, Osun State. The sample for the study consisted of twenty (20) lecturers and one hundred and fifty (150) undergraduate students. The sample was selected using simple random sampling techniques.,ten(10) lecturers and seventy-five ( 75) undergraduate students from each institution. Data were gathered using a validated and reliable structured questionnaire based on a four-point Likert scale, with a reliability coefficient of 0.81 confirmed through Cronbach Alpha. Analysis was conducted using frequency counts, percentages, means, standard deviations and t-test. The findings revealed that both lecturers and undergraduate students face significant challenges that hinder the integration of educational technology in science education programs in universities in Osun State. However, the nature of these challenges differs between the two groups, lecturers mainly experience institutional and pedagogical issues, while students were faced with challenges related to access to digital skills. Based on these results, the study recommended, among others that Universities should invest in reliable internet connectivity, modern digital tools, and well-equipped laboratories to support the effective integration of educational technology in science education programs.