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TEACHERS’ SELF-EFFICACY IN THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY FOR TEACHING BASIC TECHNOLOGY IN ILORIN METROPOLIS
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This study investigates the self-efficacy of teachers in the use of information and communication technology (ICT) for teaching basic technology in Ilorin Metropolis. With the increasing integration of ICT in education, teachers’ self-efficacy in utilizing these technologies plays a crucial role in ensuring effective teaching and learning outcomes.
The research employs a mixed-methods approach, combining quantitative surveys and qualitative interviews. The participants consist of primary and secondary school teachers in Ilorin Metropolis, selected through purposive sampling. The study examines teachers’ self-efficacy beliefs, their perceived competence in using ICT tools, and their attitudes towards incorporating technology into basic technology instruction.
The quantitative data collection involves a self-efficacy questionnaire specifically designed for this study. The questionnaire measures teachers’ perceived self-efficacy in various ICT-related tasks, such as designing instructional materials, using multimedia resources, and managing online platforms. The qualitative component includes in-depth interviews to explore teachers’ experiences, challenges, and strategies for enhancing their self-efficacy in ICT integration.
The findings of this research will contribute to the existing literature by providing insights into the factors influencing teachers’ self-efficacy in using ICT for teaching basic technology. It is expected that the study will shed light on teachers’ confidence levels, identify gaps in their knowledge and skills, and highlight potential areas for professional development. Additionally, the research aims to inform educational policymakers and school administrators about the importance of supporting teachers in developing their ICT competencies.
The study’s outcomes will have practical implications for teacher training programs, curriculum development, and instructional practices in Ilorin Metropolis. By identifying specific areas of improvement and addressing teachers’ concerns, the study aims to enhance teachers’ self-efficacy and promote the effective integration of ICT in basic technology education.
Keywords: self-efficacy, information and communication technology, basic technology, teachers, Ilorin Metropolis, teaching, integration, competence, attitudes.
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