TECHNOLOGY–ENHANCED TEACHING STRATEGIES: BIOLOGY TEACHERS’ AWARENESS AND UTILIZATION OF WISELY MANAGED CLASSROOM, INQUIRY BASED LEARNING, MOBILE INTEGRATION AND JIGSAW TECHNIQUES IN MINNA, NIGER STATE

Abstract

The one-size fits all teaching strategies is becoming a relic of the past, replaced by Technology-enhanced teaching strategies that tailor learning to individual student. Therefore, this study investigates the technology–enhanced teaching strategies through biology teachers’ awareness and utilization of wisely managed classroom, inquiry-based learning, mobile integration, and jigsaw techniques in public and private secondary schools in Minna, Niger State. Using a cross-sectional survey of 61 teachers, a structured questionnaire was designed and used as instrument for data collection. The instrument was validated by experts in the fields of Science Education, Gombe State University, Nigeria and the reliability coefficient of 0.78 was found. Data was collected in-person and analyzed using frequency counts, percentages, mean, standard deviation and independent sample t-test. The findings reveal that while teachers are moderately aware of and utilize innovative strategies such as inquiry-based learning, multimedia instruction, and wisely managed classroom technology, their implementation remains limited. Male and private-school teachers showed slightly higher awareness and utilization compared to female and public-school counterparts. Though, most differences were statistically not significance. The study concludes that despite moderate awareness and utilization, the full application of inquiry-based learning, multimedia instruction, and wisely managed classroom technology is hindered by insufficient training, resources, and institutional support. The study recommends regular workshops and administrative encouragement to foster innovation in teaching Biology.