ACCESSIBILITY AND USE OF TECH-ENABLED LEARNING RESOURCES IN UBEC SCHOOLS IN LAGOS STATE

Abstract

The utilization of technology into education has become a global priority for improving teaching and learning outcomes. In Nigeria, the Universal Basic Education Commission (UBEC) has implemented several initiatives to promote technology-based learning in primary schools. Despite these efforts, many questions remain unanswered about how accessible these resources are and how effectively teachers use them in the classroom. This study, therefore, examined the accessibility and use of technology-enabled learning resources in UBEC schools in Epe Local Government, Lagos State. A descriptive survey design was used for the study. The population consisted of teachers in UBEC junior secondary schools, with forty teachers randomly selected from four schools. Data were collected through a structured questionnaire covering the availability and utilization of technology-enabled learning resources. The data were analyzed using descriptive statistics, correlation, and regression analysis to test the hypotheses. The results showed a significant positive relationship between the availability of technology-enabled learning resources and their accessibility. Teachers were also found to significantly use ICT tools in classroom instruction when resources were accessible. It is recommended that the government and stakeholders increase investment in ICT infrastructure, improve teacher training programs, and develop sustainable policies to promote the effective use of technology-enabled learning resources in Nigerian basic education schools