Teachers’ Awareness on Edulastic Application for Sustainable and Inclusive STEM Education in Basic Science Curriculum Content Delivery in Sabon Tasha, Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026612Abstract
The study evaluated Sustainable and Inclusive STEM Education and Research of Teachers’ awareness and use of edulastic application for curriculum content delivery in Sabon Tasha education zone. The study adopted descriptive survey research design. The population for the study comprised all the teachers in the six senior secondary schools in the Area Council. The sample for the study was made up of 96 teachers conveniently selected from four senior secondary schools (2021/2022) academic session. The instrument for data collection was developed by the researchers titled: “Level of Awareness, Use and Constraints of Edulastic Application Questionnaire (LAUCEAQ)”. The instrument was pilot tested on 10 senior secondary school teachers not covered in the study. Cronbach Alpha was employed to determine its reliability coefficient that yielded r=.89. The instrument was administered on the respondents by the researchers and a 100% return rate was achieved. Data collected were analyzed using frequency counts, percentages and mean set values of 2.50 – 3.00, 1.51-2.49 and 0.50 - 1.50 representing high, moderate and low extents respectively. Findings revealed teachers’ low level of awareness and use of edulastic application. Among the constraints encountered by the senior secondary teachers include: lack of awareness, poor supply of electricity, low or weak network/bandwidth and non-integration of technology in the subject curricula.
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