Innovative curriculum delivery in the post–COVID-19 era: An assessment of digital learning strategy implementation in secondary schools in Kano State        

Clicks: 3
ID: 309401
2025
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Emerging

Ranked #126 of 145 articles by views in Aminu Kano Academic Scholars Association Multidisciplinary Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 145 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
The study investigated the implementation of digital learning strategies as innovative pedagogies for the post Covid-19 era in secondary schools in Kano state, Nigeria. Three objectives guided the study. Equally, three hypotheses were formulated and tested at 0.05 level of significance. Descriptive research design was adopted in the study. The population of the study comprised of all teachers in public secondary schools in Kano state, out of which a sample of (378) teachers were randomly selected. The instrument for data collection was a 30-item researcher-made questionnaire titled “Assessment of the Implementation of Digital Learning Strategies in Secondary Schools in the Post COVID-19 Era Questionnaire (AIDLSSSPCEQ)”. The instrument was face and content validated and had reliability coefficient of 0.837 using Cronbach’s alpha formula. Independent sample t-test was used to test the hypotheses at 0.05 alpha level. The findings of the study revealed that there was no significant difference between the mean perception and experience scores of male and female teachers on the implementation of digital learning strategies in the post-COVID-19 era in secondary schools in Kano State (t (376) = 0.812, P = 0.438 > 0.05). A significant difference was found in the mean difference between rural and urban teachers in their competencies and use of digital learning strategies in the post-COVID-19 era in secondary schools in Kano State in favour of urban teachers (t (376) = 0.315, P = 0.001 < 0.05). Similarly, there is significant difference between the mean opinions scores of experienced and less-experienced teachers on the challenges facing the implementation of digital learning strategies in the post-COVID-19 era in secondary schools in Kano State in favour of experienced teachers (t (376) = 3.673, P = 0.001 < 0.05). Based on these findings, the study recommended that: teachers need to acquire a wide range of knowledge and skills to integrate digital technologies effectively into their teaching practices; ICT Facilities should be made available to secondary schools in Kano state; Government should make ICT and digital literacy skills an important qualification for individual who are seeking employment into teaching jobs.
Reference Key
imported_1762720410_6910fa9a78a66 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Yunusa Uba Muhammad
Journal Aminu Kano Academic Scholars Association Multidisciplinary Journal
Year 2025
DOI
DOI not found
URL
https://akasa.com.ng/ojs/index.php/journal/article/view/123
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.