Gender Disparities in The Utilization of Digital Technology Among Science Teachers in Lagos State Secondary Schools

Abstract

This research explored the differences in digital technology usage among science teachers in secondary schools in Lagos State, focusing on gender disparities. A descriptive survey method was employed, utilizing a multistage sampling technique to purposively select 200 science teachers from the six educational districts of Lagos State. A questionnaire designed by the researcher was used as the primary tool to investigate gender disparities in digital technology utilization among science teachers. The reliability coefficient of the instrument was 0.78. Descriptive statistics were used to present demographic data, and mean values were applied to address the research questions. The hypotheses were tested using a T-test at a 0.05 significance level. The results indicated a significant difference in the use of digital technology among science teachers based on gender. Furthermore, the findings highlighted that digital technology enhances the effectiveness of science teachers by fostering creativity and innovation in their teaching practices. However, science teachers also encountered challenges when utilizing digital technology. The study underscored the importance of gender-specific attitudes and perceptions in influencing teachers' decisions on technology integration. It was recommended that policies and guidelines should be developed to promote gender equity in the use of technology in schools, which, in turn, could lead to greater student motivation and independence.