Primary School Teachers’ Perception, Attitudes and Self-Efficacy on Digital Technology-Enhanced Science Instruction in Abuja Municipal Area Council

Abstract

In the last decades, there has been a significant increase in the advocacy for the integration of digital technologies into classroom teaching and learning. Literature has indicated that digital technologies have the potentials to enhance learners' engagement, academic achievement, and critical thinking skills. These competencies and skills are essential skills for success in the 21st century. Nevertheless, there seems to be limited research that focused on children learning using digital technology. Therefore, this study determined the primary school teachers’ perception, attitudes, and self-efficacy on digital technology-enhanced science instruction in Abuja Municipal Area Council. The research design was a descriptive survey. The population of the study involve all primary school teachers in Abuja Municipal Area Council Nigeria. The sample size was made up of one hundred and fifty (150) respondents who were selected using simple random sampling. The study was guided by three research questions and two hypotheses, which was tested at 0.05 significant level. Questionnaires on primary school teachers’ perception, attitudes, and self-efficacy towards digital technology-enhanced instruction. The instrument was pilot tested and using Cronbach Alpha, the instrument yielded a reliability coefficient of between 0.72 and 0.76. The findings of the study indicated that primary school teachers have a positive perception and attitudes towards digital technology-enhanced instruction. The findings also indicated that the respondents in this population have strong and positive self-efficacy. It was recommended that Digital technology-enhanced science instruction should be encouraged to enhanced teachers’ perception, among others.