International Journal of Education and Development using ICT

International Journal of Education and Development using ICT > Vol. 21, No. 2 (2025)

Physics Student Academic Achievement at the Interface of Teacher Attitude towards ICT and ICT Usage

Afeez Tunde Jinadu, Nigerian Institute of Social and Economic Research Ibadan, Nigeria
Jamiu Oluwatobi Amusa, Lead City University International School Ibadan

Abstract
The study focused on teachers' attitude, teacher ICT usage and students' academic achievement in Physics in Ibadan. The study adopted an ex-post facto design of non-experimental research. All teachers and students in Ibadan North were the target population for the study. The study used a multi stage sampling technique to select 105 participants. Three instruments; Teacher Attitude to ICT Questionnaire-TAIQ (r=0.86), Teacher ICT Usage Questionnaire-TIUQ (r=0.78) and Physics Achievement Test-PAT (KR_20=0.83) were used to collect data. Data collected were analysed by correlation and multiple regression. There was a significant positive relationship between teachers' attitudes toward ICT and students' performance in Physics (r = 0.542, p < 0.05), and between ICT usage and students' performance in Physics (r = 0.521, p < 0.05). Teacher attitude towards ICT and ICT usage jointly accounted for 52.7% of the variance in students' performance in Physics (R² = 0.565). Teachers' attitudes toward ICT contributed more (β = 0.346, p < 0.05) followed by ICT usage (β = 0.268, p < 0.05). A positive attitude among teachers toward ICT and consistent ICT integration into teaching significantly enhanced students' academic performance in physics. Schools should provide improved access to ICT infrastructures and encourage teachers to form positive attitude towards ICT.

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