INFLUENCE OF INSTRUCTIONAL TECHNOLOGY IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN SECONDARY SCHOOLS IN OVIA NORTH-EAST LOCAL GOVERNMENT AREA OF EDO STATE

ABSTRACT

The study examined the influence of instructional technology in the teaching and learning of oral English in secondary schools in Ovia North-East Local Government Area of Edo state. The specific objectives of the study were: To determine the available instructional technology for the teaching and learning of oral English in secondary schools in Ovia North-East Area of Edo State; to determine the technological skills possessed by oral English teachers and students; to find out the level of the use of instructional technology media by oral English teachers and students; to find out the benefits of instructional technology in the teaching and learning of oral English and to find out the hindrances to the effective use of instructional technology media in the teaching and learning of oral English. To guide the study, five research questions were raised. The study was a survey design and the population was all the senior secondary schools in Ovia North East Local Government Area of Edo state. The sample of the study consisted of one hundred and fifty (150) SSII students and five (5) English language teachers from five secondary schools selected through random sampling procedure. Data was collected through questionnaire. Simple percentage and mean rating scale were used to analyze the data. The findings of the study based on the questions raised revealed that only a few instructional technology media are available in secondary schools in Ovia North-East Local Government Area of Edo state. Also, the use of instructional technology in the teaching and learning of oral English is beneficial. But it was observed that most of the oral English teachers and students do not use them because they do not possess basic technology skills. It was generally discovered that effective use of instructional technology in the teaching and learning of oral English was hampered by lack of knowledge of instructional technology, unavailability of computers for the class size, constant electric power outage, lack of trained personnel to handle instructional technology media, absence of language laboratories, lack of personal computer and access to internet facilities. It was therefore recommended among others that the school administration should encourage government, individuals and Non-Governmental Organizations (NGOs) to provide and/or donate instructional technology media to schools. The instructional technology if provided and/or donated should be used during classroom interactions as the teachers and students should be adequately trained at cheaper or no cost for the proper utilization of the instructional technology media