Despite all the technological advances available to education, many teachers still hesitate to incorporate computers into their everyday classroom practices. But why? A new study conducted in Nigeria and published in the Multidisciplinary Science Journal investigated the attitudes of Social Studies teachers toward Computer-Assisted Instruction (CAI)—a method that promises to make teaching more interactive, efficient, and accessible.
With participation from 427 basic education teachers, the research analyzed whether teachers’ qualifications and school location (urban or rural) influence their willingness to adopt computers as instructional tools. The findings are surprising and raise important concerns about teacher training and public education policy.
What Is Computer-Assisted Instruction (CAI)?
CAI includes the use of educational software, interactive games, videos, adaptive testing platforms, and other digital tools that enhance learning through technology. Ideally, it helps students learn at their own pace and with greater autonomy, while also offering teachers powerful tools for planning and assessment.
Negative Attitudes—Even Among Qualified Teachers
The study revealed that most Social Studies teachers held negative attitudes toward the use of CAI. Surprisingly, no significant difference was found between teachers of different qualification levels. Whether they held a university degree or technical certification, their skepticism about CAI was similar. This suggests that it’s not training alone, but other factors that may explain resistance to technology.
Urban Schools Show Slight Advantage—But It’s Not Enough
Regarding school location, teachers in urban areas showed a slightly more positive attitude toward using computers in the classroom compared to those in rural areas. However, the effect was minor. Although statistically significant, the practical impact of geographic location is limited, indicating that focusing solely on urban infrastructure may not be sufficient to address the issue.
This is a critical finding: even in schools with greater access to computers and internet, resistance remains high. The data suggests that the real challenge lies not just in infrastructure but in training, pedagogical support, and shifting the educational culture.
What’s Behind This Resistance?
The authors point to several possible causes. Many teachers lack regular access to computers at school and have little to no training in how to use CAI effectively, which leads to insecurity or disinterest. In environments with limited tech resources and no structured support, it’s understandable that educators may feel unprepared or even overwhelmed.
Additionally, deeply rooted traditional teaching values, especially in rural areas, often favor lecture-based instruction and discourage interactive, student-centered approaches.
How Can This Be Changed?
The researchers propose a series of strategies to improve teacher engagement with educational technology:
1. Practical, ongoing training:
Workshops and mentoring programs should focus on real-world application of CAI in classrooms, including lesson planning and digital content development.
2. Investment in rural infrastructure:
Providing equipment is not enough—schools also need internet access, IT support, and pedagogical guidance.
3. Inclusion of CAI in teacher training programs:
Universities and colleges should integrate digital instruction methods as a standard part of teacher preparation curricula.
4. Monitoring classroom practices:
Tracking how CAI is being used (or not used) helps identify gaps and guide targeted interventions.
Conclusion
Technology is already reshaping the world—but its presence in the classroom still faces cultural, pedagogical, and logistical barriers. This study shows that access to computers alone doesn’t guarantee adoption. Instead, what’s needed is a broader transformation: one that supports teachers, addresses their concerns, and integrates technology thoughtfully into pedagogy.
💬 Do you think teachers receive enough support to use technology in education? Have you seen good examples of digital learning in schools? Share your thoughts in the comments!
Read full article on the Multidisciplinary Science Journal website.
This research was conducted by:
Joshua Shaka Shaibu, Prince Abubakar Audu University, Nigeria
Hadiza Alami Musa, Prince Abubakar Audu University, Nigeria
Phoebe Hassan Obaka, Prince Abubakar Audu University, Nigeria
Joy Eberechukwu Idokoa, Prince Abubakar Audu University, Nigeria
Sunday S. Emah, Prince Abubakar Audu University, Nigeria
Mercy A. Ochijenu, Prince Abubakar Audu University, Nigeria
Joy A. Obera, Prince Abubakar Audu University, Nigeria
Clement Gowon Omachonu, Prince Abubakar Audu University, Nigeria
