RELATIONSHIP BETWEEN TEACHERS SELF- EFFICACY REQUEST PACKAGE  AND CLASSROOM PRACTICE IN SENIOR SECONDARY SCHOOLS TEACHERS IN ZARIA CITY, KADUNA STATE NIGERIA

ABSTRACT

This research focused on the relationship between teachers’ self-efficacy application package  and classroom practices in senior secondary school  in Zaria zone, Kaduna state. Four objectives with corresponding research questions and hypotheses were formulated to guide the study. Survey research design was employed. The study revived related literature on teachers self-efficacy application packages and how it been used in classroom practice. The population of the study consist of 293 male and 203 female (494) senior secondary schools teachers’ in Zaria zone. A sample size  of 214 teachers were randomly sampled using Kreejie and Morgan sampling procedure. Questionnaire on teachers’ self-efficacy application packages and classroom practices was used for data collection, it was validated by four experts from three Departments in ABU, Zaria. Thereafter, instrument was pilot tested at Government Girls Day Senior Secondary School Samaru Zaria, a reliability coefficient of .956 on teachers’ self-efficacy application package was established, while  Cronbatch Alpha of classroom practices is .968. Questionnaire was administered and data collected thereafter were analyzed using descriptive statistics of frequency and simple percentage for analyzing demographic data, while mean and standard deviation were used to answer the research questions. Hypotheses were tested using Spearman rank-order. The findings revealed that there is a positive relationship between teachers’ computer application package self-efficacy in Microsoft Word, Microsoft Excel, PowerPoint, and Internet in classroom practices. Moreover, the research found that those teachers with high levels of self-efficacy application package do not necessarily use it. Therefore, there is a positive relationship between teachers’ self-efficacy application package on the three variables and classroom practices.  Based on these findings it is recommended that teachers should be given in-service professional development training on the use of computer application package to improve their classroom practices.

CHAPTER ONE

INTRODUCTION

1.1.       Background to the Study

Globally, education is accepted as the most viable tool for effecting any desired change in the human society, based on the importance associated with education.  In recent years, there have been calls for the changes in educational curriculum in other to improve the quality of education to a sufficiently train teachers (Braathen & Robles, 2000; Brown, 2000). The process of teaching and learning ought to be logical and systematic as recommended by scholars (Johnson, 2005; Igbaria & Chakrabarti, 1990). This implies that the process of impacting knowledge ought to be characterized by diverse organized teaching methods which can lead to actualization of specific learning objectives.

Therefore, technology offers teachers the ability to transform the quality of instruction to achieve instructive aims and objectives. Teachers are required to become computer literate and integrate emerging computer technology into their teaching process. Thus, computers are seen as new phenomenon in education, it is important for educators to understand what level of impact teachers degrees of computer self-efficacy have on their teaching.

The use of computers in education has opens new areas of knowledge and skills that have the potentials to change some of the existing educational methods.  Teachers’ are the key to any effective integration of this resource in the educational system. As the use of computer continues to increase in the society, teachers’ can also prepare for the use of computers within their classroom. In a nutshell, it has become the responsibility of higher education to prepare teachers that are capable of using technology in effective and efficient ways to positively influence student achievement.

Tschannen-Moran, Woolfolk Hoy and Hoy (2000) stated that, the efficacy beliefs of teachers are related to their instructional practices and students’ achievement. For instance, research has shown that teachers’ attitudes towards modern technologies considerably influence their effective use of these technologies at school.  Technology can foster a shift in the teacher role from a traditional one to that of facilitator in the classroom. In addition, technology can impact students to become more active learners during the learning process (Ota, 2009).

Sam, Othman and Nordin (2005) noted that the current trends in instructional processes are undergoing immeasurable changes and transformation through the convergence of computer technology advancements and innovations. It is expected that teachers should possess a wide range of computer skills for teaching excellence.

Ololube (2005) stated that the quality of teachers is known in virtually all countries to be a key predictor of students learning. A report by Software and Information Industry Association (2000), sums up research into educational technology over the last 20 years, It is mentioned that teachers are more effective after receiving extensive training for integrating technology into school curriculum. In the same publication, it is also reported that teachers who have successfully used communication technologies such as e-mail, newsgroups and mailing lists to exchange ideas on educational matters, demonstrate greater progress in self-efficacy and confidence in their teaching abilities compared to teachers lacking access to such tool.

Kinzie, Delcourt, and Powers (1994) defined self-efficacy as an individual’s confidence in his/her ability to perform a task for producing specific outcome, which may impact personal engagement, effort, and persistence. Tschamnen-Moran and Hoy (2001) stated that only teachers who have strong sense of self-efficacy are more open to new ideas and they are more willing to experiment with new methods at the same time offering students new and different learning opportunities or experiences. Indeed, a teacher is one of the important reasons in contributing to the failure or success of integrating computer in teaching and learning (Lim &Khine, 2006).

Within this context, computer self-efficacy is a specific type of self-efficacy referring to a belief of one’s capability to use the computer ( Higgins, 1995). A strong sense of computer self-efficacy of school teachers can affect the extent as well as the way technology can be used in everyday instructional practices, significantly changing both the teacher’s and the student’s roles. Likewise, Seferoglu (2007) believes that computer selfefficacy enables teachers to approach difficult tasks as challenges to be mastered rather than as threats to be avoided. Therefore, computer self-efficacy offers teachers the predisposed confidence in tackling complicated tasks, seeking ways to learn and mastering techniques to overcome instructive difficulties rather than shunning them.

Topkaya (2010) suggested that high computer self-efficacy can lead to more computer use in classroom. Consequently, it affects the student’s positively. Seeing the teachers’ capabilities in overcoming challenges in relation to classroom computer use can motivate them to behave likewise. Lawai (2011), indicates that computer skills can brings effective gathering, processing, storing and retrieval of necessary data in the school.

Computer literacy among teachers will help them to take full advantage of the potential of technology to enhance students’ learning as well as their professional growth. However, lessons and activities could be explored through the internet. Therefore, teacher computer self-efficacy might determine to a considerable extent the ability to develop such technologies which is an important educational skill.

For instance, PowerPoint could be used by the teachers to bring about step by step instructions with graphics designed to walk students through the creation of presentation. Also, PowerPoint can capture student’s attention and keep them interested. In the areas of visual poetry activity, students read a favorite poem and create a PowerPoint presentation depicting in a visual interpretation of the images in the poem. Furthermore, Internet such as e-mail has become an integral part of many instructional settings, particularly in large classes and courses toward information exchange than skill development. It is an highly effective skills which can aid learning, teachers can communicate to their students’ by sending information regarded to the goal of education. But if not used carefully, it may disengage students and actually hinder learning. Pierson (2001) stated that society does not simply need teachers who know how to use computers but rather exemplary teachers who know how to effectively use all tool at their disposal for the learning benefit of students.

Adesine (1987) recognized teachers as the heart of Nigeria’s educational system at all levels. Teachers continue to be the major determinants of quality education, be it at the primary, secondary or tertiary level. Federal Republic of Nigeria (FRN, 2013), revised national policy on education confirmed that, equal and adequate educational opportunities at all levels of education should be given to these who are willing to learn. Similarly, National Curriculum Association Conference that was held in 1969, described teachers as the key in the entire educational program. Ogoni, (2003) suggests that teachers need skills that can assist them to carry out their duties efficiently. Hence whenever there are loopholes in the educational processes teachers tend to receive more blame for these shortcomings than any other agent connected with educational activities. Moreover, teacher’s self- efficacy on computer skills will improve their quality of teaching.  Example, teachers’ confidence in their personal computer use could affect students through vicarious experience (Signer, 2004). For instance, teacher’s computer self- efficacy is measured by the performance of students in the classrooms. Moreover, it increased students sensitivity to the costs of seeking and giving help to teachers (Bandura,1999). So Odakand Podell (1998), stated that teachers with high self- efficacy are more likely to provide additional support for epics the difficult to teach student. Ashton, Webb and Doda (1983), stated high efficacy teacher is more likely to persist through obstacles, seeing these as temporary impediments rather than as evidence of an inability to accomplish professional goals.

In the previous years, classrooms were a cycle of memorization, repetition and note copying, but now, the world is increasingly shaped by ICT which is leading to radical reorganization of entire educational sector from olden days practice. Right from childhood, most privileged children are exposed to modern means of learning and information sharing such as television, computer game; smart phones cartoons, and other ICT related resources.  This is why Webster and Martocchio (1992) posited that the higher the computer selfefficacy, the better individuals are likely to be positively disposed in using computers skills.

Zhiwen and Jietian (1986) pointed out that students’ who interact with the computers’ had more favorable attitude toward learning than those who never had such opportunity. Therefore, it is expected that teachers should possess a wide range of computer skills for teaching excellence.

Technology is changing the world around us at an unbelievable rate, these changes around the world have brought about changes in educational goals (Adeyemi, 2012). Therefore, schools are challenged not only to equip the learner with basic knowledge of concepts as far as the curriculum is concerned, such knowledge should characterizes their way of life. Robles (2000) stated that for instance, the quality of education in the pass in particular, could not be compromised with the modern days of science and technology explosion. Although some teachers are enthusiastic about using computers, other may be more apprehensive. Oden and Asim (2002) noted that any nation that ignores scientific literacy may find it difficult to fit into the world affairs, therefore, Nigeria should not be an exception. As a result all efforts must be put in place to meet up with the challenges that teaching in modern times entails as a nation. Therefore, the study investigates the relationship between computers self-efficacy and classroom practices among senior secondary schools teachers in Zaria Kaduna State.

1.2.      Statement of the Problem

The problems of integration of computer into teaching and learning in Nigeria schools include: lack of adequate computers in schools, poor knowledge of computer skills by teachers, lack of infrastructure etc. In teachers’ competence, teachers in Nigeria secondary schools are not competent in basic computer operation and in the use of generic software could be a major challenge. It was observed that teachers who have strong ability of self-efficacy are more open to new ideas and they are more willing to experiment with new methods in teaching and learning. It has also been observed that individual factors related to the teachers’ personality, such as self-concept, motivation, computer self-efficacy and negative attitudes could also be a hindrance to successful integration and development of modern technologies in educational practice. Few schools that are equipped with computers in Nigeria lack modern software that facilitates learning in modern schools. In fact, if modern technology is been traduced into Nigeria schools,   this could give teachers a good opportunity to relate theoretical knowledge to practical experiences in the classroom prompted. Moreover, Teachers will now be able to adapt to the demands and challenges of using any of the newly introduces technology into classroom practices. Therefore, with the help of curriculum planner, government agents and administrators which can create more effective staff developmental programmer can be introduced hinders prepare integrating technology in classroom practices. This research, sought to investigate the relationship between teachers self-efficacy application package and their classroom practices in senior secondary school within this region.

1.3       Objectives of the Study

The relationship between teachers’ self-efficacy application package and their classroom practice in  senior secondary schools  in Zaria, Kaduna State.

• Assess the relationship between teachers’ self-efficacy in using Microsoft Word and classroom practices in teaching at senior secondary schools in Zaria.
• Find out the relationship between teachers’ self-efficacy in using Microsoft Excel

and classroom practices in teaching at senior secondary schools in Zaria.

• Determine the relationship between teachers’ self-efficacy in using PowerPoint and classroom practices in teaching at senior secondary schools in Zaria.

(vi) Find out the relationship between teachers’ self-efficacy in using Internet and

classroom practices in teaching at senior secondary schools in Zaria.

 

1.4        Research Questions

The following questions are formulated to guide the study:

• What is the relationship between teachers’ self-efficacy in use of Microsoft Word

application  and their classroom practice in Senior Secondary Schools in Zaria?

• What is the relationship between teachers’ self-efficacy in the use of Microsoft

Excel application and their classroom practice in Senior Secondary schools in Zaria?

• What is the relationship between teachers’ self-efficacy in the use of Microsoft

PowerPoint application and their classroom practice in Senior Secondary schools in Zaria?

(vi)  What is the relationship between teachers’ self-efficacy in the use of Internet application and their classroom practice in Senior Secondary schools in Zaria?

1.5        Hypotheses

The following hypotheses were postulate for this study:

• There is no significant relationship between teachers’ self-efficacy in using

Microsoft Word and their classroom practice at Senior Secondary Schools in Zaria.

• There is no significant relationship between teachers’ self-efficacy in using

Microsoft Excel their and classroom practice at Senior Secondary Schools in Zaria.

• There is no significant relationship between teachers’ self-efficacy in using

PowerPoint and their classroom practice at Senior Secondary Schools in Zaria.

• There is no significant relationship between teachers’ self-efficacy in using Internet browsing and their classroom practice at Senior Secondary Schools in Zaria.

 

1.6.       Significance of the Study

This study benefited both teachers, students, policy makers, curriculum planners and text books writers. The clear understanding of the impact of computer literary or computer education on educational practices would help teachers who lack the knowledge or skills in computer to engage in computer training in order to enhance their teaching skills. It can encourage the use of computers in teaching their various courses.

This study benefits and assists teachers to realize that competence is the best quality of teaching and learning process. Therefore, it serves as a reference material for further studies in integrating computer self-efficacy into classroom practice in Nigeria educational system in all the schools levels. Therefore, educational policy-makers could also introduce educational technology skills that would improve fundamentally or change it. Also the introduction of computer self-efficacy strategies in place of conventional teaching strategies would makes learning process and activities to become more easy, faster and desirable to students. The study can benefit and source of encouragement to curriculum planner to design curriculum that content aspect that will aim in producing computer literary among students.

1.7       Scope of the Study

The study is strummed to the relationship between teachers’ self-efficacy and classroom practice among senior secondary schools in Zaria Educational Zone, Kaduna State. The study was limited to government senior secondary schools teachers in urban and rural areas. Teachers’ self-efficacy such as the use of internet, PowerPoint skills, Microsoft excel skills and Microsoft word skills are the variables that are consider.

 

1.8       Operational Definition of Terms

The following terms were defined as used in this study:

Computer Skills: Refers to teachers’ competence in the use of computer application package for teaching and learning process.

Computer Self-Efficacy: refers to the skills possessed by secondary schools teachers on the use computer application package for teaching and learning process.

Self-Efficacy: refers to self-confidence in one’s ability to make use of computer application package, specifically genetic software (MS word, Excel, PowerPoint and Internet).

PowerPoint: refers to software that enables secondary schools teachers to create presentations, texts, graphics, pictures and sound in the presentation of information to the learners.

Microsoft Word: refers to skills possessed by secondary schools teachers which they can use to create documents such as lesson note, lesson plan, letters, manuals and reports.  Microsoft Excel: is an electronic spreadsheet skills possessed by secondary schools teachers which can be used to organize data into rows and columns such as tabulation of examination results, class attendance, generate graphics.

Internet Skills: it refers to skills possessed by secondary schools teachers which enable them to upload and download lecture material, transfer files, communicate with students and colleagues online.

RELATIONSHIP BETWEEN TEACHERS SELF- EFFICACY REQUEST PACKAGE  AND CLASSROOM PRACTICE IN SENIOR SECONDARY SCHOOLS TEACHERS IN ZARIA CITY, KADUNA STATE NIGERIA

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