ABSTRACT

This study was carried out to investigate the availability and utilization of information and commutation technology resources in teaching and learning of Agriculture in Essien Udin, Akwa Ibom State, Nigeria. The study was guided by four research questions and four null hypotheses. The literature related to the study was reviewed under the conceptual framework, theoretical framework, and empirical studies. The study adopted descriptive survey research design as the populations of the study were 21399 students and 26. The sample size of the study was 90 students and 18 that were derived using the simple random techniques. The instrument for data collection was the use of questionnaire. The instrument was face validated by two experts from the department of Agricultural/Home economics Education, Michael Okpara University of Agriculture, Umudike. The reliability of the instrument was 0.81 which was conducted using Cronbach Alpha method. The method of data collection was through the administration of I08 research questionnaires to the respondents. Mean and standard deviation were used to answer research questions while t-test statistic was used to tests the hypotheses. The result of the findings revealed that: There is no significant difference between the mean responses of students and teachers on the use of information and communication technology resources in teaching and learning of Agriculture, there is no significant difference between the mean responses of students and teachers on the information and communication technology competent level of Agriculture teachers, there is no significant difference between the mean responses of students and teachers on the problems associated with the use of information and communication technology resources in teaching and learning of Agriculture and there is no significant difference between the mean responses of students and teachers on the availability and utilization of information and communication technology resources in reaching and learning of Agriculture. It is quite unfortunate there is sorry situation in our secondary schools as many of the necessary JCT resources are virtually absent: coupled with the fact that where rhey exist. they are not been put into effective use . The obvious reason bonier on technical know-how, poor electricity power supply among others. Based on the findings it was recommended that: ICT resources should be made available to all government own secondary schools and teachers should show more interest in the use of JCT resources to guarantee effective instructional delivery in teaching and learning process.