CHAPTER THREE: METHODOLOGY
3.1 Research Design
The research design adopted for this study is the descriptive survey design.
This design is appropriate because the study seeks to obtain the opinions, perceptions, and
experiences
of respondents (teachers and students) regarding the role of ICT in educational
development in Kwale
community. The descriptive survey allows the researcher to collect data from a sample of
the population,
analyze it, and generalize findings to the entire population (Creswell, 2018).
A survey design is also suitable because the variables under study—such as ICT availability,
teacher
competence, student usage, and educational development—cannot be manipulated by the
researcher.
Instead, they are observed as they exist in the real-world school environment. This design
has been
widely used in educational research in Nigeria (Yusuf & Afolabi, 2019; Nwankwo, 2021).
3.2 Population
The population of the study comprises all secondary school teachers and students
in Kwale community, Ndokwa West Local Government Area of Delta State. Based on data
from the Delta
State Ministry of Education (2024), Kwale community has about 14 public and private
secondary schools,
with an estimated 2,800 students and 320 teachers.
Teachers were included in the study because they are the key implementers of ICT in
curriculum delivery,
while students are the primary beneficiaries of ICT adoption in the teaching-learning
process. Together,
they provide a balanced perspective on ICT’s role in educational development.
3.3 Sample and Sampling Techniques
A sample of the population was drawn to make the study
feasible and manageable. The sample size was determined using Yamane’s formula (1967)
for calculating
sample sizes in survey research.
Applying the formula:
- For teachers (N = 320): approximately 178 respondents
- For students (N = 2,800): approximately 350 respondents
Thus, the total sample size is approximately 528 respondents (178 teachers and 350
students).
The sampling technique employed is stratified random sampling. First, schools were
stratified into
public and private categories. Then, within each stratum, proportionate random sampling
was applied to
select the number of teachers and students that correspond to their representation in the
population.
3.4 Instrument for Data Collection
The main instrument for data collection was the structured
questionnaire developed by the researcher. The questionnaire was divided into four
sections:
- Section A: Demographic information
- Section B: Availability of ICT facilities
- Section C: Teachers’ and students’ use of ICT in teaching and learning
- Section D: Perceived role of ICT in educational development
Items were structured on a five-point Likert scale ranging from Strongly Agree (5) to
Strongly Disagree (1).
3.5 Validity of the Instrument
To ensure validity, the questionnaire was subjected to expert
review. Three experts in Educational Technology and Research Methods from the Faculty of
Education, Delta
State University, Abraka, reviewed the instrument for content, face, and construct validity.
In addition, a pilot test was conducted with 30 respondents from a nearby community not
included in the
main study. Their responses were analyzed, and necessary adjustments were made to
improve clarity and
comprehensiveness.
3.6 Reliability of the Instrument
The reliability of the questionnaire was established using the
Cronbach Alpha method, which measures internal consistency. The pilot test data produced
the following
coefficients:
- Section B: 0.81
- Section C: 0.79
- Section D: 0.83
The overall reliability coefficient was 0.81, which is considered highly reliable since values
above 0.70
are acceptable for educational research (George & Mallery, 2019).
3.7 Method of Data Collection
The researcher personally administered the questionnaires with
the assistance of trained research assistants familiar with the Kwale community. Before
distribution,
permission was obtained from the Delta State Ministry of Education and school principals.
Respondents
were assured of confidentiality and informed consent was obtained.
A total of 528 copies of the questionnaire were distributed, and follow-up visits ensured
high response rates.
3.8 Method of Data Analysis
Data collected were coded and entered into SPSS (version 25) for
analysis. Descriptive statistics such as frequency counts, percentages, means, and standard
deviations
were used to summarize responses. Inferential statistics such as the Chi-square test and t-
test were
employed to test hypotheses at the 0.05 level of significance.
- Research Questions were answered using means and standard deviations.
- Hypotheses were tested using Chi-square and independent samples t-test.