Digital Technology and Pupils’ Cognitive Development in Public Primary Schools in Ogun East Senatorial District, Ogun State, Nigeria

Abstract

This study examined how to improve pupils’ cognitive development through the usage of digital technology in public primary schools in Ogun East Senatorial District, Ogun State, Nigeria. Three research questions and one hypothesis guided the study. A descriptive research design of survey type was used. The population of this study comprised four thousand, four hundred and ninety (4,490) public primary school teachers in Ogun East Senatorial District of Ogun State. A total of 520 public primary school teachers were selected as sample size through the use of simple and proportionate sampling techniques. Self-designed questionnaire titled: Digital Technology and Pupils’ Cognitive Development Questionnaire (DTPCDQ) was used for data collection with r = .91 as coefficient of reliability. Mean, standard deviation and bar-chart were used for analysing and presenting results of 1, 2 and 3. Hypothesis was tested using Pearson Product Moment Correlation (PPMC). The findings of the study revealed that there was moderate level of pupils’ cognitive development (mean = 2.54 > 2.50). Digital technology tools are not available (mean = 2.40 < 2.50) and not utilized (mean = 2.26 < 2.50) by teachers in public primary schools. It was also found that if all things being equal, teachers perceived digital technology as viable tools for teaching aid that can promote pupils’ cognitive development (mean = 2.707). There was significant relationship between pupils’ cognitive development and digital technology tools utilization (r = .338, p < .05) in public primary schools in Ogun East senatorial district, Ogun State. Government should increase the resources to public primary schools most especially in buying and supplying needed digital technology tools such as Kahoot, Quizlet and EDpuzzle for teaching and learning.