Dissertation/Thesis Abstract

Nigeria secondary school teachers' demographics, perception, and level of technology integration: A correlational study
by Adedokun, Abayomi Ayodeji, Ph.D., Keiser University, 2016, 163; 10253517
Abstract (Summary)

Technology usage in educational setting has gained ground in African countries, especially in Nigeria. Although technology resources in education are financed by the Nigerian government, the teachers required to use and implement such technology are not always accepting of technology use. The purpose of this quantitative correlational research was to examine any if there was a relationship between teachers’ perceptions of technology integration, level of technology integration, teachers’ age, educational level, grade level taught, years of experience, and content areas taught. The theoretical framework of the study was Bem’s self-perception theory. Participants included 374 teachers from the Oyo State teaching service commission (TESCOM) drafted from two zonal offices in the Ibadan metropolis. Participants completed the Teacher Technology Integration Survey (TTIS) which was adapted from the Technology Integration Survey (TIS). Data analyses included both descriptive and correlational Spearman’s rank. The results indicated there is a positive relationship in teachers’ gender, grade level taught, years of experience, or content areas taught and technology integration. A moderate positive linear relationship was found between technology integration between teachers aged 30 and below and 50 and above; whereas there was a weak positive linear relationship between teachers of age 30 and below and 31–40. A statistically weak negative relationship was found in levels of education; between a doctoral degree and Nigerian certificate of education (NCE), and also between a doctorate and bachelor’s and master’s. Recommendations include increased technology orientation and training for teachers.

Indexing (document details)
Advisor: Thompson, Andrea
Commitee: Maldonado, Nancy, Rouse, Theresa
School: Keiser University
Department: Keiser University Graduate School-Education
School Location: United States -- Florida
Source: DAI-A 78/07(E), Dissertation Abstracts International
Subjects: Instructional Design, Education, Educational technology
Keywords: Academic achievement, Creativity, Educational technology, Instructional technology, Integration, Teachers' perception
Publication Number: 10253517
ISBN: 978-1-369-48543-1
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