Educational Technology and Instructional Supervision for Inclusive Education in Public Secondary Schools in Nsukka Education Zone, Enugu State, Nigeria: Implications for Curriculum Implementation

Abstract

The study investigated educational technology and instructional supervision for inclusive education in public secondary schools in Nsukka Education Zone, Enugu State, Nigeria, with implications for curriculum implementation. The study adopted a descriptive survey research design and was guided by four research questions. The population comprised 7,830 teachers in public secondary schools in Nsukka Education Zone, from which a sample size of 783 teachers (10%) was selected, following Nwana’s (1981) guideline. Data were collected using a researcher-developed instrument, titled: Educational Technology and Instructional Supervision for Inclusive Education Questionnaire (ETSISEQ). The instrument was faced validated by three experts in the Faculty of Education, University of Nigeria, Nsukka. The overall reliability of the instrument was established through a reliability test, which yielded a Cronbach’s alpha coefficient of 0.84. Data were collected directly from the respondents with the assistance of trained research assistants and were analysed using mean and standard deviation. A criterion mean of 2.50 was used for decision-making, with mean scores of 2.50 and above indicating high extent or level and mean scores below 2.50 indicating low extent or level. The findings of the study revealed that educational technology was utilized to a high extent for inclusive education, with a grand mean of 2.63. Instructional supervision was also carried out to a high extent, with a grand mean of 2.64. Inclusive education practices were implemented at a high level, with a grand mean of 2.69, while curriculum implementation was also at a high level, with a grand mean of 2.69. However, relatively lower ratings were observed in the use of assistive technology, follow-up of supervisory recommendations, provision of specialized support and adaptation of classroom activities for diverse learners. The study concluded that although educational technology, instructional supervision, inclusive education practices and curriculum implementation were generally at high levels, important areas requiring further improvement remained. The study recommended among others that schools should strengthen the provision and utilization of assistive technologies and enhance continuous instructional supervision and teacher support for diverse learners.