Science teachers'attitudes towards ICT-supported teaching as predictors of effective learning in Nigerian High Schools

Active learning in a classroom is dependent on how the classroom learning environment supports learner engagement in the achievement of effective learning. Factors that could enable this include ICT-supported instructional modes, teachers’ teaching experience, attitude, adaptability and skills in classroom management and control. This study assesses the level of constructivism in the classrooms of beginner (0–5 years) and experienced (>10 years) teachers in Nigerian secondary schools as a predictor of improved learner through ICT-supported instructional modes. 71 science teachers from 12 secondary schools in 2 local government areas responded to items in the Actual version of the Classroom Learning Environment Survey (CLES-Actual). Findings indicate that the classrooms of older, more experienced teachers are less active (constructivist) than those of their younger, less experienced counterparts with a tendency towards the old traditional approach to teaching.