Availability and Utilisation of ICT Tools for Science Teaching in Secondary Schools in Osun State

This study examined the availability and utilisation of information and communication technology tools for Science teaching in secondary schools in Osun State, Nigeria. Integration of ICT into Science education has been highlighted in national policy frameworks as essential for preparing students for a knowledge-driven economy; however, the implementation of such policies at the school level remains inconsistent. A descriptive survey design was adopted, targeting 200 Science teachers from public and private secondary schools across Osun Central, Osun East, and Osun West senatorial districts. A validated questionnaire assessed ICT availability, frequency of use, and teacher proficiency across tools including projectors, simulation software, digital microscopes, and the internet. Cronbach's Alpha reliability was 0.79. Data analysis employed frequency distributions, percentages, and mean scores. Findings indicated that while projectors and basic internet access were available in a majority of private schools, their presence in public schools was considerably lower. Teacher proficiency in using ICT tools for science-specific purposes was generally low across both school categories. The major barriers reported were erratic power supply, absence of ICT training, and limited technical support. The study recommended urgent government investment in school ICT infrastructure, integration of digital pedagogy into teacher education, and establishment of ICT help desks in secondary schools. Keywords: ICT integration, science teaching, secondary schools, Osun State, teacher proficiency.