Higher Basic Teachers’ Perspective on Integrating Code Programming Nigerian Basic Education to Propel National Technological Advancement

Abstract

This descriptive survey examines the perception of male and female higher Basic teachers on the integration of coding programming into the Nigerian basic education curriculum to propel national technological advancement. The population comprises 281(91 male and 190 females) public higher Basic education teachers in Owerri Municipal Council of Imo State. The population also serves as the sample size. Researcher’s made attitude questionnaire titled” Higher Basic Educational Teachers Questionnaire on Integrating Coding Programming in Basic Education for National Technological Advancement. (BETQICNTA) was used for data collection. It had reliability coefficient of 0.83 determined using Cronbach Alpha. The findings showed that higher Basic school teachers have positive perception on the integration of coding programming into the Nigerian basic education curriculum to propel national technological advancement. It was recommended among others that educational policymakers should prioritize the integration of coding programming into the Nigerian basic education curriculum. This integration should be comprehensive, ensuring that coding education is accessible to all students, regardless of their background or socioeconomic status.