This study examined Teachers Perceptions of Internet as a Teaching – Learning Resource in Enugu State College of Education (Technical), (ESCET) Enugu. This study was guided by six research questions. Survey designed was used. The entire population was 94 Lecturers and a sample size of 94 Lecturers due to the limited population size. The 94 respondents became the respondents. The instrument used for data collection was the questionnaire. It was content validated by two experts in Education Measurement and Evaluation. The instrument was tested using Lecturers of Ebonyi State College of Education, Ikwo (ESCOE). The questionnaire was administered to the respondents twice at an interval of one week. The data were analyzed ranked and correlated using Spearman’s Rank Order Correlation Coefficient (r). A correlation coefficient of 0.87 obtained indicated that the instrument was reliable. The questionnaire was administered to 94 Lecturers of the Institution from which 81 was returned, and used for the analyses and presentation of the data. The analyses were presented in tables, the mean scores obtained from these tables were used to answer the research questions. Findings were made from which conclusions were drawn. Recommendations and suggestions for further studies were also made.
Title page
Approval Page
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE:
INTRODUCTION
Background of the study
Statement of problems
Purpose of the study
Significant of the study
Scope of the study
Research Questions
CHAPTER TWO
Review of related literature
Teachers Internet Usage in Promoting
Reading Culture among Nigerians
Teachers views on Meaning, Applications, Advantages
And disadvantages of Internet in Teaching and Learning 21
The Effect of Gender on Teachers Opinion on Internet as a
Teaching Resource 27
The Influence of Teachers Status in the use of
Information Technology (Internet)
The Qualification of Teachers and its
Effect on their Internet Usage
Gender Differences in Perception of Internet’s
Meaning, Application, Advantages and Disadvantages 34
Summary of Literature Review
CHAPTER THREE
Research Design and Methodology
Research Design
Area of Study
Population of the Study
Sample and Sampling Procedure
Instrument for Data Collection
Validation of Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis
Decision Rule
CHAPTER FOUR
Data Analysis and Presentation
Table 1
Table 2
Table 3
Table 4
Table 5
Table 6
CHAPTER FIVE
Discussion, Conclusion and Recommendation
Major Findings
Discussion of Findings
Conclusion
Recommendations
Suggestions for further studies
Summary
References
Appendix I
Appendix II
Appendix III
Teachers’ Perceptions Of Internet As A Teaching Learning Resource. (n.d.). UniTopics. https://www.unitopics.com/project/material/teachers-perceptions-of-internet-as-a-teaching-learning-resource/
“Teachers’ Perceptions Of Internet As A Teaching Learning Resource.” UniTopics, https://www.unitopics.com/project/material/teachers-perceptions-of-internet-as-a-teaching-learning-resource/. Accessed 19 September 2024.
“Teachers’ Perceptions Of Internet As A Teaching Learning Resource.” UniTopics, Accessed September 19, 2024. https://www.unitopics.com/project/material/teachers-perceptions-of-internet-as-a-teaching-learning-resource/
Here’s a typical structure for Teachers’ Perceptions Of Internet As A Teaching Learning Resource research projects:
- The title page of Teachers’ Perceptions Of Internet As A Teaching Learning Resource should include the project title, your name, institution, and date.
- The abstract of Teachers’ Perceptions Of Internet As A Teaching Learning Resource should be a summary of around 150-250 words and should highlight the main objectives, methods, results, and conclusions.
- The introduction of Teachers’ Perceptions Of Internet As A Teaching Learning Resource should provide the background information, outline the research problem, and state the objectives and significance of the study.
- Review existing research related to Teachers’ Perceptions Of Internet As A Teaching Learning Resource, identifying gaps the study aims to fill.
- The methodology section of Teachers’ Perceptions Of Internet As A Teaching Learning Resource should describe the research design, data collection methods, and analytical techniques used.
- Present the findings of the Teachers’ Perceptions Of Internet As A Teaching Learning Resource research study using tables, charts, and graphs to illustrate key points.
- Interpret Teachers’ Perceptions Of Internet As A Teaching Learning Resource results, discussing their implications, limitations, and potential areas for future research.
- Summarize the main findings of the Teachers’ Perceptions Of Internet As A Teaching Learning Resource study and restate its significance.
- List all the sources you cited in Teachers’ Perceptions Of Internet As A Teaching Learning Resource project, following a specific citation style (e.g., APA, MLA, Chicago).