Investigating Nigerian Primary School Teachers' Preparedness to Adopt Personal Response System in ESL Classroom
Year: 2012
Type: article
Abstract: This study investigated the extent to which computer literacy dimensions (computer generalknowledge, documents and documentations, communication and surfing as well as data inquiry),computer use and academic qualification as independent variables predicted primary school teachers’attitude towards the integration of Personal Response System in English as a second language (ESL)classroom. Seventeen (17) Nigerian primary school teachers trained on why and how to effectively usePersonal Response System (PRS) in ESL classrooms was the sample for the study. Data for the studywere gathered through the use of Clickers Attitude Questionnaire (CAQ), Teachers’ Computer LiteracyQuestionnaire (TCLQ) and Computer Use Questionnaire (CUQ). Descriptive statistics such as simplepercentage, mean and standard deviation, and inferential statistics such as Pearson Product MomentCorrelation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level.The results show that the teachers’ computer literacy was more in the areas of documents anddocumentation as well as communication and surfing than in general knowledge and data inquiry.Further findings of the study indicated that general computer knowledge, documents anddocumentation, communication and surfing, and data inquiry combined to contribute to theprediction of teachers’ attitude towards the integration of PRS. Relatively, documents anddocumentation dimension was the potent predictor, while data inquiry was not a significant predictorof the outcome variable. Similarly, computer use, computer literacy and academic qualification jointlycontributed to the prediction of the teachers’ attitude towards the integration of PRS in ESLclassroom. Meanwhile, computer use made the most significant contribution to the prediction ofteachers’ attitude towards PRS integration, while academic qualification did not make any significantcontribution to the teachers’ attitude towards the integration of PRS in ESL classroom.
Institution: University of Edinburgh
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $350
OpenAlex ID: W2169791782