Libraries at University of Nebraska-Lincoln

 

Date of this Version

2021

Abstract

The study investigated teachers’ perception of the use of Library and Information Science virtual classrooms in curriculum delivery in Nigeria in post COVID 19 era. The study adopted a descriptive survey research design. Simple random sampling technique was used to draw a sample of 150 (68 male and 82 female) secondary school teachers in Nsukka LGA. Teachers Perception of Use of Library and Information Science virtual classrooms Questionnaire was used to collect data. The reliability of the instrument was 0.76. Data were analyzed using mean and standard deviation to answer the research questions and t test to test the hypotheses at .05 level of significance. Results indicates that male and female teachers agree that there are perceived benefits in the use of virtual classroom in curriculum delivery, but that there are perceived problems associated with the use of virtual classroom in curriculum deliver. Results of hypotheses indicate that there is no significant difference in the mean perceptual rating of male and female teachers on the benefits of the Library and Information Science virtual classrooms on curriculum delivery. Also, results indicate that there is a significant difference in the mean perceptual rating of male and female teachers on problems associated with the use of Library and Information Science virtual classrooms on curriculum delivery. It was recommended among others that facilities should be provided in schools to aid the use of Library and Information Science virtual classrooms as an alternative to physical classrooms.

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