Amidst ongoing economic hardship, science education in tertiary institutions faces the challenge of maintaining relevance while ensuring quality learning outcomes that foster innovation and national development. This study examined the influence of harnessing educational technology for effective science pedagogy in tertiary institutions in Anambra State. Guided by three research questions and two null hypotheses tested at a 0.05 significance level, the study employed a descriptive survey design. The population comprised 128 science education lecturers (52 males and 76 females) in public universities across the state, with a census approach adopted for data collection. A 22-item expert-validated questionnaire developed by the researchers served as the data collection instrument, achieving a reliability coefficient of 0.87 using Cronbach’s Alpha. Data were analysed using mean and standard deviation, while t-test was used to test the hypotheses with SPSS version 25. Findings revealed a moderate level of awareness and utilisation of technology-enhanced instructional tools among science education lecturers. Results further indicated no significant gender difference in awareness levels. Major challenges identified included limited access to digital tools, poor electricity and internet connectivity, and inadequate institutional support. The study concluded that, despite moderate awareness, the full potential of educational technology in science pedagogy remains underutilised. It recommended continuous capacity building, improved infrastructural support, and strategic investment in digital tools to foster an inclusive, technology-driven learning environment in tertiary institutions of Anambra State.
Enebechi et al. (Tue,) studied this question.