Technology Integration and Yoruba Language Pedagogy in Lagos State, Nigeria

Abstract

The use of technology is indispensable for enhancing students’ understanding and performance in language education. Consequently, this paper investigated technology integration and Yoruba language pedagogy in Lagos State, Nigeria. Four research questions and two research hypotheses guided the study. Descriptive survey research design was adopted in the study. Sample size for the study was 104 Yoruba language teachers in 35 randomly selected Junior Secondary Schols in Lagos State. Questionnaire was used for data collection. Data collected were analysed using descriptive statistics (frequency counts, percentage, mean, and standard deviation) and inferential statistics of Pearson Product Moment Correlation Coefficient at 0.05 level of significance. The analysis revealed among others that: the level of teachers’ ICT competence for the integration of digital tools for Yoruba language instructions in JSS in Lagos State is low; and the extent of digital tools integration for Yoruba language instructions in Junior secondary schools in Lagos State is low. The paper concluded that technology integration has significant influence on teaching and learning of Yoruba language in Lagos State. The study recommended among others that government should organise continuous ICT training for Yoruba language teachers; and government should provide adequate digital tools for teaching and learning of Yoruba language.