SECONDARY SCHOOL TEACHERS’ USE OF DIGITAL PEDAGOGICAL TOOLS FOR LANGUAGE LEARNING IN DIVERSE CLASSROOMS IN LAGOS STATE, NIGERIA
Keywords:
Digital pedagogical tools, inclusive language education, diversity-oriented classrooms, secondary school teachers in Nigeria.Abstract
This study examines the use of digital pedagogical tools by secondary school teachers to support language learning in diversity-oriented classrooms in Lagos State. The research responds to increasing emphasis on inclusive and multilingual education and the role of digital technologies in promoting interactive, learner-centred instruction. A quantitative survey design was adopted using a structured questionnaire administered to 100 secondary school teachers selected through convenience sampling in Lagos State. The instrument collected data on demographic characteristics, digital tool usage, diversity integration practices, and implementation challenges. Data were analysed using descriptive statistics, Pearson correlation, and Kruskal–Wallis tests to examine usage patterns and differences across teacher attributes. Findings indicate that teachers reported moderate levels of digital tool use in diversity-oriented classrooms. A moderate positive correlation was identified between digital tool usage and diversity integration practices (r = 0.533, p < .001). Key challenges included large class sizes, inadequate training, limited access to digital devices, and poor internet connectivity. The study highlights the need for targeted professional development and stronger institutional support to enhance the effective integration of digital technologies for inclusive language instruction in Nigerian secondary schools.
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