Assessing the self-efficacy and behavioural intention of pre-service teachers towards electronic teaching in Niger State, Nigeria.

Abstract

This study was carried out to assess the self-efficacy and behavioural intention of pre-service teachers towards electronic teaching in Niger State, Nigeria. Descriptive survey research design was employed and 441 pre-service teachers in tertiary institutions in Niger State constituted the research sample. Four research questions and two null hypotheses guided the study and a 20-item questionnaire was used as an instrument for data collection. The questionnaire was validated by educational technology experts. Pilot test was carried out and reliability coefficients of 0.84 and 0.87 were obtained for the two constructs sections of the questionnaire. Data collected from the administration of the research instrument were analysed using descriptive and inferential statistics of Mean, Standard Deviation and t-test. However, because there was no significant difference recorded between male and female pre-service teachers’ self-efficacy and behavioural intention, the two null hypotheses were not rejected. A decision rule was set, in which a mean score of 3.0 and above was considered Agreed, while a mean score below 3.0 was considered Disagreed. Findings revealed that pre-service teachers have high level of self-efficacy in using electronic resources for teaching with grand mean score of 3.57. Also, pre-service teachers’ response based on their intention towards electronic teaching was positive with a grand mean score of 4.35. Based on these findings, it was recommended that resources that will aid the delivery of teaching in electronic mode should be put in place for teachers in primary and secondary schools in order to improve the quality of teaching.