N. V. DAVID-EGBENUSI

The University of Benin has identified several factors influencing the integration of ICT in teaching taxonomy. This research aims to assess the ICT skills of undergraduate students at the University of Benin who are studying taxonomy, their regular utilization of ICT tools for assignments, coursework, and academic activities, as well as the determinants impacting the adoption of ICT in the teaching and learning of taxonomy. A descriptive survey research design was utilized, and the study was guided by four formulated research questions. The research was conducted at the University of Benin in Edo State, Nigeria. A total of 150 undergraduate students were selected from three departments at the University of Benin: Plant Biology and Biotechnology (50 students), Animal and Environmental Biology (50 students), and Curriculum and Instructional Technology (50 students). The sampling
technique employed was simple random sampling. . Data collected were analysed using mean. The findings indicated noteworthy and favourable factors influencing the utilization of ICT in the teaching and learning of Taxonomy. The results also show that poor internet connectivity in classrooms and hostels is the primary barrier hindering the successful integration of ICT in teaching and learning within Nigeria's higher education system. Irregular power supply in class; irregular power supply in hostel; limited access to useful, relevant, and appropriate hardware and software; inadequate maintenance of ICT equipment. In today's globalized context, students in higher education institutions in Edo State, Nigeria, may face challenges in competing internationally if they lack sufficient ICT skills. It is imperative that Nigerian universities incorporate information and communication technology effectively into teaching and learning processes. The researcher recommends that the Nigerian government should prioritize the integration of ICT in education by supporting state governments in funding ICT initiatives in institutions, ensuring that all departments are networked. Additionally, they recommend collaboration between wealthy individuals, non-governmental organizations, community-based organizations, and other agencies with the state government to provide staff training on ICT, thereby facilitating its full integration into teaching and learning. Staff training and development programs such as seminars, conferences, and workshops could enhance ICT literacy among institutional staff.