Abstract:
Utilisation of Educational Media Resource (UEMR) is important for the teaching and learning process because
it enhances learning in and out of classroom situations. Students learn abstract, new, and novel concepts more
easily when presented in both verbal and visual form, which helps them recall what they have learned.
However, many secondary school teachers in Ogun state are not using media resources to complement their
teaching activities. Previous studies on UEMR focussed largely on teachers’ competence and school factors
without adequate consideration of the psychological factors. This study was, therefore, carried out to examine
psychological factors (Personality Factors–PFs, consisting of Big 5 factors, Critical Thinking Ability - CTA
and Teacher Attitudes towards UEMR) among public junior secondary school teachers in Ogun state, Nigeria.
The study was premised on the Information Utilisation Theory, while the mixed methods design was adopted
which consisted of survey and phenomenological approach. The multi-stage sampling procedure was used.
Ogun state was stratified into four ethnic-political zones (Remo, Ijebu, Yewa and Egba). From each stratum,
eight Local Governments Area (LGAs) were randomly selected. The probability proportionate to size
sampling technique was used to select 28 public junior secondary schools across the LGAs. A total sample of
1170 Junior School teachers were drawn using Yamene’s formula. The instruments used were Personality
Factors (r=0.81), Critical Thinking Ability (r=0.83), Teachers’ Attitude to UEMR (r=0.80) and UEMR
(r=0.99) scales. In-depth interviews were conducted with 14 most experienced teachers, while unstructured
interviews were conducted with 15 students. The quantitative data were analysed using descriptive statistics,
Pearson product moment correlation and Multiple regression at 0.05 level of significance, while qualitative
data were thematically analysed.
The majority (60.0%) of the teachers were female and 67.8% had bachelor’s degree. The resources optimally
used by the teachers includes: audio ( x =2.84); realia ( x =2.81); computer packed instruction ( x =2.81); visual
resources ( x =2.73) and audio-visual ( x =2.69) against the threshold of 2.50. The teachers’ CTA ( x =2.95)
and attitude to UEMR ( x =3.00) were high against the 2.50 threshold. The PFs (r=0.50); CTA (r=0.53) and
teachers’ attitude to UEMR (r=0.47) had significant relationships with UEMR. There was a significant joint
contribution of all the variables on UEMR (F(3,1081)=179.32; Adj. R2 =0.36) accounting for 36.0% of its
variance. The PFs (β=0.23), CTA (β=0.30) and teachers’ attitude to UEMR (β=0.37) made significant relative
contribution to UEMR. Science teachers used educational media more than other subject teachers. Computer,
mobile phone and chart were mostly used. Students complained that their teachers only used educational media
resources for lesson introduction.
Personality factors, critical thinking ability and teachers’ attitude to educational media resources influenced
educational media resources utilisation among public junior secondary school teachers in Ogun state, Nigeria.
These factors should be considered to improve media resource utilisation among teachers.
