Published Article

ABSTRACT

The study was to examine teachers’ perceived impacts of cloud computing on teaching process in public secondary schools in Uyo Local Government Area, Akwa Ibom State. The study adopted an Expost facto research design. The study was conducted in Uyo Local Government Area, Akwa Ibom State. The population of the study consisted of teachers in the public secondary schools in Akwa Ibom State. The study selected the 14 public secondary schools. Sample size of 206 was obtained using multi-stage random sampling technique consisting of proportionate and simple random sampling techniques. The instrument used by the researcher for the study was a questionnaire tagged "Cloud Computing in Teachers Pedagogy Questionnaire (CCTPQ)." Face and content validation of the research instrument was carried out by an expert in tests and measurement. From the analysis, the reliability coefficient of 0.90 was obtained, and the value was considered substantially high enough to justify the use of the instrument. The data obtained was analysed using mean score and standard deviation for answering the research question, while t-test was used in testing the hypotheses, respectively. The calculated values were compared with the critical values for the test of significance of the result at 0.05 alpha level. The study concluded that awareness of how using cloud computing in the classroom can improve teachers' ability to impart curriculum instructions, support research, encourage collaborative learning, and reduce burden and stress at the workplace. In the long run, when cloud computing resources are effectively used, they facilitate the delivery of high-quality information and raise students' academic attainment. This is achievable because the system tends to keep students' attention, increase commitment, maintain interest, encourage active involvement in every class activity, promote punctuality in class, and increase the degree of efficiency of students in Akwa Ibom state. The impact of cloud computing was viewed favorably by the teachers. One of the recommendations made was that in order to support teachers' frequent use of cloud computing tools for instruction, educational administrators should create supportive environments within the school setting. In a similar vein, specialised training should be organised to increase teachers' pedagogic knowledge of cloud computing and ICT tools for instructional purposes.

KEYWORDS: Teachers’ Perceived Impacts, Cloud Computing, Teaching Process, Public Secondary Schools, Uyo Local Government Area and Akwa Ibom State