نوع مقاله : علمی-پژوهشی
نویسنده
University of Ilorin
چکیده
این مطالعه دسترسی معلمان زیست شناسی به استفاده از آزمایشگاه مجازی در مدارس متوسطه در Minna، ایالت نیجر را تعیین کرد. این پژوهش از نوع تحقیقات توصیفی از نوع پیمایشی بود. جامعه مورد مطالعه شامل کلیه معلمان زیست شناسی دبیرستان در مینا، ایالت نیجر بود. 300 معلم زیست شناسی به طور هدفمند بر اساس معلمان زیست شناسی موجود در ناحیه سناتوری منطقه B در ایالت نیجر انتخاب شدند. ابزار گردآوری داده ها پرسشنامه اقتباسی بود. از آمار توصیفی و استنباطی برای پاسخ به سوال تحقیق و آزمون فرضیه های بیان شده با کمک راه حل آماری محصول و خدمات (SPSS) نسخه 20.0 در سطح 0.05 معنی دار استفاده شد. یافته ها حاکی از آن است که 1/60 درصد از معلمان زیست شناسی به آزمایشگاه مجازی دسترسی داشته اند و تفاوت معناداری در دسترسی معلمان به آزمایشگاه مجازی آموزش زیست شناسی بر اساس جنسیت و نوع مدرسه وجود ندارد. این مطالعه به این نتیجه رسید که فعالیت هایی که مستلزم استفاده از منابع مبتنی بر فناوری اطلاعات و ارتباطات در دوره متوسطه است باید به هر دو مرد و زن داده شود زیرا یافته های این مطالعه نشان داد که تفاوت معنی داری بین معلمان مرد و زن وجود ندارد. این مطالعه توصیه می کند که از آنجایی که منابع ICT به شدت به منبع تغذیه متکی است، ارائه منبع تغذیه خورشیدی تامین برق ثابت را برای حداکثر استفاده از منابع مبتنی بر فناوری اطلاعات و ارتباطات و امکانات برای آموزش زیست شناسی تسهیل می کند.
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