Integration of Information and Communication Technology in Teaching of Reading Comprehension in Primary Schools in Enugu State, Nigeria

Abstract

This study investigated the integration of Information and Communication Technology (ICT) in teaching reading comprehension in public primary schools in Enugu State, Nigeria. A descriptive survey design was employed, with a sample of 425 teachers drawn from a population of 21,165 via a multi-stage sampling procedure. Data were collected using a 48-item structured questionnaire, validated by experts and demonstrating high reliability (Cronbach’s α = 0.76). Findings indicate that while a limited range of ICT tools (notably radios and projectors) are currently in use, teachers identified a broader potential for technologies such as televisions, computers, laptops, interactive whiteboards, and PowerPoint presentations. Key strategies for integration include using multimedia to expose learners to native speakers, displaying passages digitally, and facilitating screen-based reading activities. The study concluded that integrating these ICT facilities holds significant potential for improving learner achievement in reading comprehension. Consequently, it is recommended that educational authorities and schools in Enugu State prioritize the provision and effective integration of ICT resources in primary education curricula.