EFFECTIVENESS OF ICT-BASED TEACHING IN NIGERIA'S BASIC EDUCATION CURRICULUM. A CASE OF ENUGU STATE'S BASIC EDUCATION SYSTEM

This study examined the effectiveness of ICT-based teaching within the context of Nigeria’s basic education curriculum, using Enugu State as the focus. The study was guided by two objectives: to assess the extent of ICT integration in teaching and learning, and to evaluate the effectiveness of ICT-based teaching on student learning outcomes. A descriptive survey design was adopted, with a sample of 495 respondents drawn from basic schools. Data were collected using structured questionnaires and analyzed using descriptive statistics and one-sample t-tests. Findings revealed that ICT integration in Enugu State’s basic schools is significantly low, largely due to inadequate facilities, irregular use, and limited teacher training. However, results also showed that ICT-based teaching significantly enhances student outcomes by improving understanding, test performance, engagement, motivation, and collaboration. The study concludes that while ICT integration is weak, its effectiveness underscores the urgent need for stronger investments in infrastructure and teacher capacity building.