A COMPARATIVE STUDY OF USE OF SOCIAL MEDIA FOR INSTRUCTION AMONG PRE-SERVICE TEACHERS IN NIGERIA AND RWANDA

Adegoke Oyebimpe Toyin, Jean Paul Harerimana

Abstract


This study investigated student’s use of different social media tools, their perceptions and attitudes towards these tools, their preference of social media for instructional purpose, and acceptance of social media among, pre-service teachers in Nigeria and Rwanda. This study adopted a comparative survey design, and Nigeria and Rwanda were chosen as sample region through purposive sampling. The population of the study included 487 higher education students of the faculty of education; 246 of them were Nigerians and 241 were Rwandese. They comprised of 212 male and 267 females. The findings of the study revealed that pre-service teachers in both countries have adequate knowledge of different type of social media sites. The findings show that the level of preference of social media site is very high in both countries among the pre-service teachers. Pre-service teachers in both countries are willing to use social media technology to support learning. Pre-service teachers in both countries have a positive attitude towards the use of social media for instruction purposes p<0.05). Also, Facebook was discovered to be the most popular social networking site among them followed by Twitter and Google+. Rwandese pre-service teachers used Skype more than their counterparts in Nigeria. Based on these findings recommendations were made that establishment of educational technology units in the faculties of education in Rwanda, also curricular underlying teacher educational programs should ensure that these knowledge and beliefs are emphasized when designing educational technology courses as well as modifying the content the courses so that student teachers have greater engagement in technology. Nigeria still has a lot to explore in the use of social media for instruction purpose therefore further in-depth studies should be carried out. 

 

Article visualizations:

Hit counter

DOI

Keywords


social media tools, higher education, social networking, usage

References


Abimbade, A. A., Aremu, A and Adedoja, G. O. (2003). Providing Information and Communication Technology (ICT) environment for teaching and learning in the Nigerian education system In O. Ayodele-Bamisaye, I. A. Nwazuoke and A. Okediran (Eds), Education this millennium: innovations in theory and practice, Ibadan, Macmillian Nigeria Publishers Ltd.172-188.

Aleburu, J. O. (2008). Design and utilization of ICT based instructional delivery system and students’ learning outcomes in computer appreciation course in colleges of education in Lagos. An unpublished Ph.D. thesis of University of Ibadan.

Adedoja & Kosoko-Oyedeko. (2012). Sensitizing Nigerian secondary School Teachers on the Available Web-Based Tools Suitable for Instructional Delivery in Christian Religious Studies. Proceedings of Informing Science and IT Education Conference (InSITE) 2012. Available at http://proceedings.science.org/InSITE2012/InSITE12p505-516kosoko0135.pdf. Retrieved August 10, 2012.

JISC. (2009). Effective Practice in a Digital Age (Bristol, HEFCE). Retrieved from https://www.dkit.ie/system/files/JISC%20Effective%20Assessment%20in%20a%20digital%20age.pdf

Kvavik, R. B. (2005). Convenience, communications, and control: How students use technology. In D. Oblinger & J. Oblinger (Eds.), Educating the Net Generation (pp. 7.1-7.20). EDUCAUSE. http://www.educause.edu/educatingthenetgen

Mupinga, D. M., Comes, B., and Ding, K. L. (2010). Enhancing the Teaching of Technical and Vocational Education Using Information and Communication Technologies. International Journal of Vocational Education and Training, 18(1), 33-43

Osunrinde, A.A. (2002). The relevance of Information Technology in Research Works: The case study of Higher Institutions in Nigeria. Nigerian Journal of Emotional Psychology and Sport Ethics. Ibadan. Grab Educational.


Refbacks

  • There are currently no refbacks.


 

 

 

 

Copyright © 2015. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).