Secondary School Students' Perceptions and Structural Bottlenecks of Digital Biology Pedagogy in Okene, Kogi State

This study evaluated students’ perceptions of digital teaching and the challenges affecting its implementation in Biology education. A descriptive survey design was adopted using the Digital Technology Integration in Biology Education Questionnaire (DTIBEQ). Data was collected from a sample of 200 Biology students from 4 different schools, 50 students from each school through a questionnaire. Stratified random sampling technique was adopted in sampling the respondents across Okene. Self-developed questionnaire was used as instrument for data collection which was validated by experts. The reliability index of the instrument was done using Cronbach alpha statistics and found to be0.947. The data collected were analysed using mean and standard deviation to answer research questions and Pearson Chi-square statistical technique to test the hypotheses at 0.05 level of significance. Findings showed that most respondents perceived digital teaching as helpful in understanding complex biological concepts and increasing their interest in Biology. Respondents also identified lack of digital devices, poor electricity supply, inadequate teacher digital literacy, and poor internet connectivity as major barriers to effective implementation. The findings suggest a high level of student acceptance of digital teaching despite infrastructural limitations. The study recommends increased investment in digital infrastructure, teacher capacity building, and sustainable power solutions to enhance digital teaching in Biology education