ABSTRACT
This study determined the relationship between the accessibility and utilization of social media platforms and secondary school Economics teachers’ instructional effectiveness in Imo state. The study adopted a correlational survey research design. A sample of 252 Economics teachers in public secondary schools in Imo State was used for the study. Census sampling technique was used for the study since all the Economics teachers were used and the number was manageable. The instruments for data collection were Accessibility and Utilization of Social Media Platform Questionnaire (AUSMPQ) and Economics Teachers Instructional Effectiveness Questionnaire (ETIEQ) which were all developed by the researcher. The instruments were validated by three experts, two in Economics Education and one in Measurement and evaluation, all in the College of Education, Michael Okpara University of Agriculture, Umudike, Abia State. The internal consistency of the items in the instruments were determined using Cronbach Alpha statistic which yielded coefficients of 0.83 and 0.76 for AUSMPQ and ETIEQ respectively. Four research assistants helped in data collection. Out of the 521 copies of the two sets of the questionnaires administered respectively, 487 copies of each set representing 93% return were used for data analysis. Pearson product moment correlation was used to answer the research questions raised for the study while linear regression analysis was used to test the null hypotheses that guided the study at 0.05 level of significance. The findings showed among others, that accessibility to Zoom and Whatsapp application significantly to a high and a very high extent relate to Economics teachers’ instructional effectiveness respectively while the accessibility to Google classroom and Instagram applications significantly to a moderate and low extent relate to Economics teachers’ instructional effectiveness respectively. Accessibility to Zoom application significantly to a high extent relate to Economics teachers’ instructional effectiveness. The results further showed that the utilization of Zoom and Whatsapp applications significantly to a very high extent respectively relate to Economics teachers’ instructional effectiveness while the utilization of Google classroom and Instagram applications significantly to a moderate and low extent respectively relate to Economics teachers’ instructional effectiveness. Based on the findings of the study, it was recommended among others that school administrators as well as proprietors of private schools should make social media accessible for teachers and as well map out strategies to motivate them in order to use social media in teaching Economics.
TABLE OF CONTENTS
Title Page ii
Declaration iii
Certification iv
Dedication v
Acknowledgements vi
List of Tables x
Abstract xi
CHAPTER 1: INTRODUCTION 1
1.1 Background
of the Study 1
1.2 Statement of the
Problem 10
1.3 Purpose of the Study 12
1.4 Research Questions 13
1.6 Hypotheses 14
1.6 Significance of the Study 15
1.7 Scope of the Study 16
CHAPTER 2: REVIEW OF RELATED LITERAURE 17
2.1 Conceptual Framework 17
2.1.1 Economics 17
2.1.2 Instructions in economics 18
2.1.3 Instructional effectiveness 19
2.1.5 Economics
teachers and instructional effectiveness 21
2.1.5.1 Challenges of instructional effectiveness 23
2.1.6 The social media 25
2.1.7 Zoom platform
and instructional effectiveness 28
2.1.8
Whatsapp social
media platform and
instructional effectiveness 29
2.1. 9 Google plus and instructional effectiveness 31
2.1.10 Instagram
platform and instructional effectiveness 33
2.2 Theoretical Framework 35
2.2.1
Social penetration theory by Irwin Altman and Dalmas Taylor 1973. 36
2.2.2 Communities of practice theory by Lave & Wenger (1991) 37
2.2.3 Technology acceptance model by Davis,
Bagozzi and Warshaw (1989) 39
2.3 Empirical Studies 40
2.4
Summary of Related Literature Review
54
CHAPTER 3: METHODOLOGY 55
3.1 Design of the Study 55
3.2 Area of the Study 55
3.3 Population of the Study 56
3.4 Sample and Sampling Techniques 57
3.5 Instrument for Data Collection 57
3.6 Validation of the Instrument 58
3.7 Reliability of the Instrument 58
3.8 Method of Data Collection 59
3.9
Method of Data Analysis 59
CHAPTER 4: RESULTS AND DISCUSSION 60
4.1
Results: 60
4.2 Summary of the Findings 77
4.3 Discussion of the Findings 78
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS 84
5.1 Summary 84
5.2 Conclusion 85
5.3 Educational Implications of the Study 86
5.5 Recommendations 88
5.4 Limitations of the Study 90
5.6 Suggestions for Further Studies 90
REFERENCES 91
APPENDICES 93
LIST
OF TABLES
4.1: Correlation matrix of relationship between
accessibility to zoom application and economics
teachers’ instructional effectiveness 60
4.2: Regression
analysis of extent of relationship between accessibility to zoom
application and economics
teachers’ instructional effectiveness 61
4.3: Correlation
matrix of relationship between accessibility to whatsapp application
and
economics
teachers’ instructional effectiveness 61
4.4: Regression analysis of extent of
relationship between accessibility to whatsapp application and economics
teachers’ instructional effectiveness 62
4.5: Correlation
matrix of relationship between accessibility to google classroom
application and economics teachers’ instructional
effectiveness 63
4.6: Regression
analysis of extent of relationship between accessibility to google
classroom application and
economics teachers’ instructional effectiveness 63
4.7: Correlation
matrix of relationship between accessibility to instagram application
and economics
teachers’ instructional effectiveness 64
4.8: Regression analysis of extent of
relationship between accessibility to instagram application and economics
teachers’ instructional effectiveness 65
4.9: Correlation matrix of relationship between
accessibility to social media
applications (accessibility
to zoom application, accessibility to whatsapp
application accessibility to goggle classroom application, accessibility to
instagram application) and economics teachers’ instructional
effectiveness 65
4.10: Scheffe
test on relative contribution of accessibility to social media applications
(accessibility to zoom
application, accessibility to whatsapp
application,
accessibility to goggle
classroom application, accessibility to
instagram
application) on economics
teachers’ instructional effectiveness 67
4.11: Multiple
regression analysis of accessibility to social media applications
(accessibility to zoom
application, accessibility to whatsapp
application,
accessibility to goggle
classroom application, accessibility to instagram
application) and Economics
teachers’ instructional effectiveness 68
4.12: Correlation matrix of relationship between
utilization zoom application and
economics teachers’ instructional effectiveness 69
4.13:
Regression analysis of extent of relationship between utilization of
zoom application and economics
teachers’ instructional effectiveness 69
4.14:
Correlation matrix of relationship between utilization whatsapp
application
and economics teachers’ instructional effectiveness 70
4.15:
Regression analysis of extent of relationship between utilization of
whatsapp
application and economics teachers’
instructional effectiveness 71
4.16:
Correlation matrix of relationship of utilization google classroom
application and
economics teachers’ instructional effectiveness 71
4.17: Regression analysis of extent of relationship
between utilization of google
classroom application and economics
teachers’ instructional effectiveness 72
4.18:
Correlation matrix of relationship between utilization instagram
application and
economics teachers’ instructional effectiveness 72
4.19:
Regression analysis of extent of relationship between utilization of
instagram
application and economics teachers’ instructional effectiveness 73
4.20: Correlation matrix of relationship between
utilization of social media applications
(utilization of zoom application, utilization of whatsapp
application, utilization
of goggle classroom application, and utilization of instagram
application) and
Economics teachers’
instructional effectiveness 74
4.21: Scheffe’s test on relative contribution of
utilization of social media applications
(utilization of zoom application, utilization of whatsapp
application, utilization of
goggle classroom application, utilization of instagram
application) on economics
teachers’ instructional effectiveness 75
4.22: Multiple regression analysis of utilization
of social media applications (utilization
of zoom application, utilization of whatsapp
application, utilization of goggle
classroom application, utilization of instagram
application) and economics
teachers’ instructional effectiveness 76
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The
synergy between social media facilities and instructional effectiveness amongst
Economics teachers in secondary schools can never be over emphasized in the
modern day’s school system. This is as a result of technological impact on
student performance and achievement, in general in Economics as a field of
study. The 21st century education system has experienced much
progress in social media learning technologies such as WhatsApp, Twitter,
Instagram, Telegram, Zoom, Facebook, Goggle classroom, video conferencing and
much especially electronic learning. In the wake of social media technologies,
Secondary school education become vital to discuss.
Secondary
school education is an important aspect of education because it provides the leavers
the required skills and competence to join the tertiary education in Nigeria.
It is an important aspect of education in Nigeria that introduces primary
school leavers to the larger society for improving their potentials. Osakwe
(2016) opined that secondary school education encompasses the acquisition of
knowledge and production of graduates who are prepared for higher education,
and become useful members of the society with intellectual competencies that
helps in the growth and development of their nation. This entails that
secondary school is an educational level that prepares individual participants
to be skilful and productive for self and the society as well as measure with
the global standard of intellectualism.
The
concept of availability according to Ibrahim (2017) is the condition of being
obtainable or accessible at a given point in time. This deals with how
allocated resources can be gotten for a specified purpose when needed. Accessibility
entails the practice of making information, activities, and/or environments
sensible, meaningful, and usable for as many people as possible (Ezea, 2020).
Along this line, accessibility of social media platforms is simply the ease of
access and usability of social media platform to make activities and
information available to users. Jackie in Udo (2019) opined that since the
students now own mobile devices, it would be of immense benefits if students
should bring along their own devices to school for teaching and learning
purpose. The implication of the view is that mobile application technologies
and other social media platforms are available to teachers of Economics and
learners to a certain extent since almost the education participants now own
hi-technology driven phones that support quality social media. Accessibility therefore
is the state of instructional and human resources disposability and accessible
for teaching and learning between the teachers and students to ensure
successful instructional outcome (effective teaching). It therefore means that
some social media platforms and other internet sources of information can be
accessible by lecturers and students for effective instructional delivery.
Some
accessibly social media technologies such as Facebook, WhatsApp, Twitter, Imo
beta, Google, chrome, Gmail, Wikipedia, Instagram, Opera mini and games console
could be described as internet applications that supports online information
sharing and assessing. If the
technological resources in social media platform could enhance effective online
resources assess for instructional activities, its utilization thus gives the
students and Economics teachers the edge to participate effectively in teaching
of Economics’ in Nigeria.
Utilization
of social media by secondary school teachers of Economics plays the role of
knowledge enhancement and cross-fertilization of ideas in teaching exercise.
The present day society is marked by emerging technological facilities as such,
all human activities are being technologically driven. People can conveniently
order for things needed to them through the use of social media platforms
particularly mobile application technologies. Raghu (2012) defined utilization
as the primary method by which asset performance is measured and determined. Shubba
(2012) defined utilization as the transformation of a set of input into goods
and services. In essence, utilization is referred to the rate, how often and
application of resources available for the purpose of achieving quality results
to which the resources are designed to achieve. This when applied to the
education system will ensure effective instructional activities. Hannon (2017)
contend that high education social media can be used to facilitate knowledge
acquisition as well as transfer by the learners which in essence will stimulate
experimental situation in training and developing students. In essence, social
media platform used for delivery of instruction has the tendency of motivating
learners’ learning by doing which in turn enhances experimental ability and competence
in using emerging technology.
Utilization
of social media platform thus could be seen as the level to which mobile phone-supported
software is applied to enable the user operate the smart mobile phone towards
the discovery of an event with the phone. This encompasses those applications
that permit the cell-phone to function effectively for the purpose to which it
was designed. Yousuf and Mellow in Rogers and Picard (2017) uphold that mobile
technologies as electronic devices are small enough to be carried conveniently
and such devices include portable digital assistants, iPod, iPhone, smart
phones and mobile phones. This utilization ability of these emergent
technological software discloses the functionality of mobile application
technologies in the education system globally. In the wake of emergent
technologies, social media for instructional delivery emerges.
Saliently,
social media learning which is referred to as surrogate of e-learning
facilities offers powerful learning environment with the capacity of
transforming the teaching and learning process so that students can deal with
knowledge in an active, self-directed and constructive way. Boyd and Ellison (2008) defined
Social media as a platform that create profiles, make explicit and traverse relationships.
This
means that social media has a communication capacity to link millions of people
globally. Mathew (2019) defined social media as websites and applications that
enable users to create and share content or to participate in social networking.
Since social media can help in site creating for information sharing, its
application into the field of education remain an innovative concept for
quality instructional delivery. Agreeing to the view above, Oestreicher-Singer and Zalmanson
(2013)
argued that social media is a
set of information technologies which facilitate interactions and networking
for the purpose of users information satisfaction.
The
role of social media in the global society in terms of information access and
quality communication cannot be undermined. The educational sector and other
sectors of the economy have actually enrolled in the use of emergent social
media applications for effective business transaction. Leonard and Treem (2012)
contend that social media platform is an essential component of business
communication processes in this present age as it enables entrepreneurs to
achieve the behaviors that were difficult or impossible to achieve before these
new technologies emerges. Bernff and Li
in Ekeledo (2021) opined that social media platforms has contributed immensely
in shaping people's conversations within the environment that they operate
from. These conversations eventually influence people's attitudes and behavior.
Bughin and Chui (2010) posited that social media sites were originally intended
as a tool for friends to connect communicate and share information. It was
later on adopted as a business communication tool. Ekeledo (2021) opined that
online social network is viewed by businesses as a very quick tool where the
customers can see who they are, what they say and what they want and how it is
done.
Social media refers to the means of
interaction among people in which they create, share and/or exchange
information and ideas in virtual communities and networks. Huang and Benyoucef
(2013) defined social media as internet-based applications built on Web 2.0.
Web 2.0 refers to a concept as well as a platform for harnessing collective
intelligence. However, there appears to be a broad agreement that Web 2.0
technologies played a significant role in the development and adoption of
social media. Ipaye (2011) averred that some social media platform used in the
developed countries for instructional activities include websites, wikis, blogs
second life, e-mail twitters, course management system, video/audio podcast,
Facebook, threaded discussion list, video/audio text chat and video conference
software. Social media, such as Facebook, Twitter, and LinkedIn, provide
people with pervasive network connectivity. Kaplan and Haenlein (2010) described
Web 2.0” as a set of technologies and ideologies that enable and drive media
rich content creation on the internet. Web 2.0 is rooted in the open source
ideology, whereby users collaborate freely using free tools and sharing their
work and information with each other.
Instagram is a free photo and video
sharing application that permits the users to apply digital filters, frames and
other special effects to their photos as well as share them on a variety of
social networking sites or platforms. Historically, Cole
(2011) argued that instagram helps to increase its popularity. Instagram is an
online mobile photo sharing, video sharing and social networking service that
enable users to take pictures and videos and share them on variety of social
networking platforms. Kishundat (2018) opined that Instagram is a word that was
derived from a combination of the term 'instant camera' and the word
'telegram'. Instagram was launched in October 2010 and is
commonly use in United States of America with over 180 million users. Frommer
(2010) stated that instagram can be used for marketing business ideas because
customers want images that speak for the business. Instagram permits business
owners to connect with a target audience of over 150 million active users which
is a very large market. It seems that in today society, above 1 billion clients
use the service to communicate with their friends, loved ones and even customers.
Systrom (2010) maintained that there are many ways to interact with users on
instagram which include the ability to tag others to your photos, by
mentioning, liking, commenting, and direct messaging. In teaching of Economics
as a subject in secondary schools, Instagram page could effectively be used in
teaching and learning of Economics for quality projection of basic economic
principles for better clarifications and understanding of the core subject
matters. Employing Instagram in the modern classroom activities will create a
sustainsive channel through which the students follow the teachers as well as
contribute to every discursive matter that relates to course outline and major
scope of learning to be covered by the teachers.
WhatsApp
Messenger is a cross-platform instant messaging client for smart phones,
personal computer’s and tablets. The application relies on the internet to send
images, texts, documents, audio and video messages to other users that have the
application installed on their device. According to Parmy and Olsen (2014),
Whatsapp is a proprietary cross- platform instant messaging client for smart
phones that operated under a subscription business model. It uses the online
networking system to transmit messages, images, videos, user location to others
users. According to Katres (2015), WhatsApp is a social messaging service
acquired by Facebook for $19bn in 2014, it is now the world's fastest-growing
communication application. An individual
can chat with friends and family overseas through whatsapp without having to
incur global SMS charges. Kashmira (2015) stated that whatsapp is the new SMS
in business because of its speed, opening ratio, frequency of use, quality of
communication. Whatsapp is preferred channel by consumers because of its
simplicity and easier way to send message rather than calling or sending
emails. The application is aimed at small business owners. It is designed to
make it easier for them to communicate with customers and manage their orders.
Ekeledo (2021) contend that Whatsapp business users can create a business
profile and add details like the company's websites, location and contact
information to it.
Zoom
application thus emerges amongst the 21st century social media
platform that supports effective teaching of Economics teachers. Zoom
application or cloud meeting is a conference or classroom video platform or
software designed by zoom video communication which supports effective online
transaction among different people in different location. The free plan for
zoom utilization allows up to 100 concurrent participants, with a minimum of
40minutes time restriction. Lorenz, Griffith and Issac (2020) contend that zoom
is the primary social platform for millions of people which its most users are
high school and college students which has made most institutions to move to
online learning. Users also have the option to upgrade their zoom communication
link by subscribing to a paid plan. The highest plan supports up to 1,000
concurrent participants for meeting online which has the capacity to last for
about 30hours. Zoom application was developed by Eric Yuan on 10 September,
2012 with supporting operating system such as windows, macOS, Linux, Android,
iOS and chrome iOS. The software is configured in 11 languages which supports
videoconferencing, VolP and instant messaging.
However,
during the outbreak of the novel corona virus, many nations in a bid to ensure
sustainable quality education adopted the zoom application to carry out their
educational activities as well as to coordinate other sectors of their economy.
This platform actually increased the work done in different sectors of the
economy, enhanced distance education and improved social relations. The
increase in the use of zoom made the application the 5th most
downloaded and used mobile application worldwide in 2020 at 477 million
downloads (Google Scholar 2020). Abbott (2020) opined that zoom platform is a
classroom technology that keeps people together notwithstanding that in a
larger class that not all student may benefit. Zoom therefore is an active
classroom participatory platform that supports quality instructional delivery
as it permits the learner to contribute their ideas during instructional
activities as well as to enhance their technological competence in the online
classroom.
Google
classroom thus is another social media dimension that facilitates quality
instructional exercise in educational sector and other sectors of the economy.
Google is a popular Web 2.0 tools that offers a lot of interesting facilities
and applications. Wang, Woo, Quek, Yang and Liu (2012) averred that Google
classroom like many other Web 2.0 tools, has potential for teaching and
learning because of its unique built-in functions that offer pedagogical,
social and technological affordances. Google Classroom is a new tool introduced
in Google Applications for Education in 2014. This classroom facilitates the
teachers to create and organize assignments quickly, provide feedback
efficiently, and communicate with their classes with ease.
In
the context of integration of Google classroom into the teaching and learning
of data mining and related applications concepts, the users (teachers or
students) must have perceptions that Google classroom is useful in helping in
the teaching and learning processes. Izwan, Jastini andRodzi (2016) opined that
the teachers uphill tasks are to make students aware of its use in future
workplace, as well as to ensure students confidence that it is easy to
use. Google classroom can be elevated to
become a pedagogical/cognitive tool to help in changing the focus of the
classroom from one that is teacher-centered and controlled to one that is
learner-centered and open to inquiry, dialogue, and creative thinking on the
part of learners as active participants. The use of Google classroom in
teaching and learning data mining and related applications is intended to be
used as a cognitive/pedagogical tool(Skype &Web 2.0 Platform).
Using
Google classroom also promotes hi-tech thinking skills, promotes problem solving
skills and supports, ensure participation of learners in exploring new ideas
and concept in 21st century classroom. Zydney and Seo (2012) argued
that in relation to the online environment, social integration is related to
feelings of social connectedness and group cohesion. Agreeing to this fact,
Joo, Lim and Kim (2011) averred that social presence provides an environment
for this connectedness and group cohesion to develop. In turn, teaching
presence has been found to be significantly correlated with students’
persistence due to its effect on social presence. Factors leading to attrition
are complex, they all pointed to the lack of social and academic integration as
primary factors. Academic integration, students’ satisfaction in intellectual
development, is less dependent on the form of communication when compared with
social integration (Skype
&Web 2.0 Platform).
Teachers instructional effectiveness
is an important component of instructional delivery. Instructional
effectiveness is very cogent in evaluating the overall educational system since
it is only through effectiveness, efficiency and quality that institutional and
at large, educational goals could be achieved. Akinz
(2011) defined instruction as the whole process applied for learning to occur
and for the development of the target behaviour. School serves the function of
impacting the learner with adequate knowledge, attitude, value and skill to
apply what he/she has learnt after instruction has been completed.
Effectiveness in school to be precisely is linked to efficiency which is the
ability to get things done correctly in the context of resources invested in a
limited time. Also in education sector, efficiency depicts effective teaching
which cannot take place without teachers who are effective. It therefore
implies getting an instructional exercise done accurately with little or less
resources unlike effectiveness that takes more time and more resources to get
an instructional exercise done. Ayeni (2014) defined instructional
effectiveness as a process of facilitating students’ learning using appropriate
management and instructional strategies by the teacher to manage the
interrelatedness among students’ interest, the content for learning and means
or material that the teacher intends to use in teaching and learning. This
study therefore tends to ascertain the extent the accessibility and utilization
of social media platformas
correlate with secondary school Economics teachers’ instructional effectiveness
in Imo State.
1.2 Statement of the Problem
The relationship between social
media and secondary school Economic teachers’ instructional effectiveness is an
essential aspect of technological compliance in teaching and learning in the
present day global economy. The development of social media platforms such as
Zoom application, Goggle Classroom, Telegram, WhatsApp, Facebook and Instagram
amongst others has imposed or placed a lot of pressure to educators in
converting the school system to technological driven and electronic learning
world. Ideally, there is need for educational stakeholders to make available
social media platforms that supports quality instructional activities in
secondary schools. This mean that social media platforms such as zoom
application, twitter, Instagram, WhatsApp, Facebook, Goggle cloud and
classroom, and other social media networks that support instructional delivery
should be made available to Economics teachers in secondary schools as well as
the teachers, ensuring that they build the capacity of utilizing these
platforms in order to carry out their occupational job task for quality
productivity and performance within the educational industry.
Currently, it seems that most
Economics teachers in secondary schools are faced with poor utilization of
social media platforms such as Zoom application, Goggle Classroom, Telegram,
WhatsApp, Facebook and Instagram amongst others for their instructional
activities (Lambtton-Howard, et al 2020). These poor utilization approach resulted
to incompetence in handling social media platforms, lack of control over social
media, high cost of internet subscription, inability to afford smart phone or
other mobile handles that support social media and lack of training for the use
of social media for teaching and learning. The inadequacy of social platform
facilities is another factor that hamper instructional delivery by Economics
teachers’ in secondary schools. There is also a problem of lack of awareness by
the Economics teachers’ in utilizing social media platform for instructional
activities. The influence of students negative use of social media platform
actually contributed to poor academic achievement of the students thus making
online instructional delivery by teachers unproductive. This gives rise to
growing dissatisfaction among educational providers and stakeholders in
venturing into technologically driven instructional activities and programmes.
In respect to all these challenges,
it is uncertain on the accessibility of social media as well as the extent the accessibility
of social media are being utilized to achieve instructional effectiveness in
Economics. Hence, the need for this study which investigated the extent to
which availability and utilization of social media correlates with secondary
school Economics teachers’ instructional delivery in Imo State.
1.3 Purpose of the Study
The purpose of this study was to
examine the extent accessibility
and utilization of social media platforms correlate with secondary school Economics
teachers’ instructional effectiveness in Imo State. Specifically, the study;
1.
determined
the extent the accessibility to Zoom application relates to Economics teachers’
instructional effectiveness in Imo state.
2.
found
out extent the accessibility to WhatsApp application relates to Economics
teachers’ instructional effectiveness.
3.
ascertained
the extent of relationship between the accessibility of Google classroom and
Economics teachers instructional effectiveness.
4.
ascertained
the extent of relationship between the accessibility of Instagram application
and Economics teachers’ instructional effectiveness.
5.
examined
extent the accessibility to social media applications relate to Economics
teachers’ instructional effectiveness?
6.
examined
extent the utilization to Zoom application relates to Economics teachers’
instructional effectiveness in Imo state.
7.
determined
the extent utilization of WhatsApp application to Economics teachers’
instructional effectiveness.
8.
examined
the extent utilization of Google classroom application relates to Economics
teachers’ instructional effectiveness.
9.
ascertained
the extent utilization of Instagram application relates Economics teachers’
instructional effectiveness.
10.
examined
extent the utilization of social media applications relate to Economics
teachers’ instructional effectiveness?
1.4 Research
Questions
The following research
questions were asked and guided the study. They are:
1.
To
what extent do the accessibility to zoom application relates to Economics
teachers’ instructional effectiveness?
2.
To
what extent does the accessibility of WhatsApp application relates to Economics
teachers’ instructional effectiveness?
3.
To
what extent does the accessibility of Google classroom relates to Economics
teachers’ instructional effectiveness?
4.
To
what extent does the accessibility of Instagram application relates to
Economics teachers’ instructional effectiveness?
5.
To
what extent does the accessibility of social media applications relates to Economics
teachers’ instructional effectiveness?
6.
To
what extent does the utilization of Zoom application relates to Economics
teachers’ instructional effectiveness?
7.
To
what extent does utilization of WhatsApp application relates to Economics
teachers’ instructional effectiveness?
8.
To
what extent does Google classroom application relates to Economics teachers’
instructional effectiveness?
9.
To
what extent does Instagram application relates to Economics teachers’
instructional effectiveness?
10.
To
what extent does utilization of social media applications relates to Economics
teachers’ instructional effectiveness?
1.5 HYPOTHESES
The following null hypotheses were
formulated and tested at 0.05 level of significance. They are:
H01: There is no significant
relationship between accessibility of Zoom application and Economics teachers’
instructional effectiveness.
H02: There is no
significant relationship between accessibility of WhatsApp application and
Economics teachers’ instructional effectiveness
H03: There is no
significant relationship between accessibility of Google classroom and
Economics teachers’ instructional effectiveness
H04: There is no
significant relationship between accessibility of twitter application and
Economics teachers’ instructional effectiveness
H05: There is no
significant relationship between accessibility of social media applications and
Economics teachers’ instructional effectiveness
H06: There is no
significant relationship between utilization of zoom application and Economics
teachers’ instructional effectiveness.
H07: There is no significant
relationship between utilization of WhatsApp application and Economics
teachers’ instructional effectiveness
H08: There is no
significant relationship between availability and utilization Google classroom
application and Economics teachers’ instructional effectiveness.
H09: There is no
significant relationship between availability and utilization of Instagram
application and Economics teachers’ instructional effectiveness.
H010: There is no significant relationship
between utilization of social media applications and Economics teachers’
instructional effectiveness
1.6 Significance of the Study
This study if published would
be of immense benefit to government, ministry of education, educational
stakeholders, Economics teachers, students and researchers.
The results of the study would
benefit the government by understanding the importance of technologizing the
educational system as well as provision with the required social media
resources for carrying out their instructional activities. It will also assist
them in provision of training fund for advancement in technological use for
teaching and learning exercise.
The ministry of education would
also benefit from the study as it will enable them understand the need to
organize seminars, conferences, training and retraining of teachers in handling
social media platforms for their instructional delivery.
Educational stakeholders like
Educational Administrators and parents would also benefit from the study by
putting in place all needed technological mechanism that
supports the use of social
media for teachers’ instructional activities in teaching economics as a
subject. It may also avail them with the knowledge of technology in the 21st
century classroom exercise. It shall also reveal to them the need to provide
quality network services and conducive environment for achieving technological
driven classroom.
Economics teachers could
benefit from the findings of the study by understanding the need for
self-preparation and self-development in using social media platform for their
instructional activities. The finds of the study could also be of benefit to
Economics teachers on the need to embark on self-training for the use of
emerging technologies for instructional delivery. It may avail them with the
opportunity of having control ove r classroom technologies for their
instructional activities. It could also assist them on the application of
diverse social media platform for instructional delivery.
The students would also
benefit from the study by understanding that social media technologies used for
social communication can also be applied in their academic activities. It would
also guide them in been more self-reliant in their academic pursuit as a result
of use of social media platform for their academic activities.
The result of this study could
also benefit researchers as it may provide literature for further studies on
social media and teachers’ instructional delivery.
1.7 Scope of the Study
This study was delimited to accessibility and
utilization of social media as correlates of secondary school Economics
teachers’ instructional effectiveness in Imo State. The study focused on the following sub-variables
of social media for enhancing instructional effectiveness among teachers of
Economics: Youtube, Twitter, Google cloud, Goggle classroom, Instagram,
WhatsApp, Facebook and Zoom application amongst others (Skype &Web 2.0
Platform). Twitter application thus become a surrogate of social media platform
that supports teaching of Economics.
The independent variables of the study (availability
and utilization of social media) covered Zoom application, Google classroom
application, WhatsApp application, and Instagram were discussed. The dependent variable which was teachers’
instructional effectiveness covered the sub-variables such as student’s
assessments, classroom control strategy, and instructional planning.
The geographical
scope of the study covered all the senior secondary schools in Owerri Education
Zone 1 and Owerri Education Zone II of Imo State.
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