Abstract:

In Nigeria, teaching and learning at any level has been primarily done through conventional methods. The emergence of globalization, a highly competitive global economic environment has brought new challenges and opportunities for better teaching/learning environment. In an era of mandated school improvement, focus in Nigeria have changed from mere graduating students for ‘white-color-job’ to that of pragmatic education where products are to exhibit practical knowledge of subject area through self-employment and thereby contributing to the development of the society. This is in consonance with the Federal Government National Policy on Education (FRN, 2004). To achieve the above therefore, the principal as the head and co-ordinator of secondary schools activities must be drawn along as partner in progress; the principal must be conversant with some of these new teaching/learning technologies and be willing to adjust to changes. This study therefore surveys male and female principals’ views on the usage of new teaching and learning technologies, such as, technology supported teaching/learning, cooperative learning, collaborative learning, Problem-Based Learning (PBL), and so on. The population of the study is all the principals in the seven hundred and forty seven (747) secondary schools in the three senatorial districts of Delta State-Delta Central, Delta North and Delta South with 284, 277 and 186 secondary schools respectively. The ex-post facto research design was employed in the study. Four research questions/null hypotheses were formulated to guide investigation via questionnaire entitled, ‘Principal Perception of Contemporary Teaching/Learning Technologies’ (PPOTLT) constructed by the researchers. It had a four-point Likert rating scale. The ‘PPOTLT’ was validated by experts in research methodology and statistics. The reliability co-efficient was computed to be 0.74. The samples of the study were 340 secondary schools principals chosen by stratified and simple random sampling method. The data collected were analysed using chi-square (x2 values) and one-way analysis of variance. Results from the analysis of data collected showed the following;

H01 = (x2 (1) = 0.161, F (1,338) = 0.160.P > 0.05);
H02 = (x2 (1) = 8.776, F (1,338) = 8.983 P < 0.05)
H03 = (x2 (1) = 41.872, F (1,338) = 47.632 P < 0.05)
H04 = (x2 (1) = .003, F (1,338) = .003 P > 0.05)

The findings of the study showed a general awareness by both male and female principals of new teaching/learning technologies. However, there was disparity in the opinion of male and female principals concerning the usage of new teaching/learning technologies. Though, school location affected principals’ perception but experience did not significantly affect their view. Based on the findings, recommendations for effective implementation of new teaching/learning technologies were spelt out which included motivation of principal in rural settings with comfortable accommodation, constant light and in-service training for both male and female without discrimination. There is also the need for more enlightenment programme on the implementation and usefulness of new teaching/learning technologies in both rural and urban setting in Nigeria.