ABSTRACT
This study was carried out to find out the Factors that influence the use of Information communication technology in teaching and learning biology in senior secondary school. To guide this study, five (5) research questions were raised. The study adopted the descriptive survey design. The population of the study comprises of 100 students from two different senior secondary, 50 students from a public school and 50 students from a private school in Oredo local government Area. The research instrument was a simple, straight to the point and well-structured questionnaire. To ensure the validity and reliability of the questionnaire, it went through a rigorous development process. The validity of the test was content validity. Data collected were analyzed using frequency and simple percentages. The findings of the study reveals that there are certain factors that influences the use of Information communication technology in teaching and learning biology while some other factors hold little or no significant influence on the use of Information Communications Technology in teaching and learning biology in senior secondary school. Personal interest, Impact of ICT on male and female students, Socio-economic status of the family and Factors affecting ICT utilization tends to have a high influence on the use of ICT in teaching and learning biology. Specifically, it investigates the profound impact of personal interest, ICT’s differential effects on male and female students, the socio-economic status of families, and the overarching factors that shape ICT utilization in this educational context. Personal interest serves as a powerful driver, inspiring students to actively participate with ICT tools in their biology education. When students discover relevance, excitement, and a personal connection to the subject matter, their eagerness to embrace technology in their learning experiences is notably amplified. Furthermore, this research looks closely at how using technology in education affects boys and girls in unique ways. Socio-economic status proves to be a critical determinant, as it can dictate access to ICT resources, digital infrastructure, and supplementary support systems. Students from economically disadvantaged backgrounds often face barriers that hinder their full participation in technology-driven learning experiences. factors impacting ICT utilization in teaching and learning biology, encompassing aspects such as teacher readiness, institutional support, and curricular alignment. Lastly, parental influence and peer pressure tends to have a low influence on the use of information communication technology in teaching and learning biology. Based on the findings of this study, some recommendations were given, which includes that the government collaborates with technical companies to invest in students’ education, improve teacher training in ICT, establish computer laboratory in schools, organize technical education programs, address power supply issues, prioritize electronic distance learning, create ICT content, train educators, and regularly update ICT infrastructure to meet teaching needs.
