Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom

Alaba Olaoluwakotansibe Agbatogun

Vol. 4 No. 2 (2012) IEJEE

Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom

Alaba Olaoluwakotansibe Agbatogun

Published August 23, 2017 | Pages: 377-394 | Views: 285

Download PDF

SHARE

Abstract

This study investigated the extent to which computer literacy dimensions (computer general
knowledge, 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 use
Personal Response System (PRS) in ESL classrooms was the sample for the study. Data for the study
were gathered through the use of Clickers Attitude Questionnaire (CAQ), Teachers’ Computer Literacy
Questionnaire (TCLQ) and Computer Use Questionnaire (CUQ). Descriptive statistics such as simple
percentage, mean and standard deviation, and inferential statistics such as Pearson Product Moment
Correlation 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 and
documentation as well as communication and surfing than in general knowledge and data inquiry.
Further findings of the study indicated that general computer knowledge, documents and
documentation, communication and surfing, and data inquiry combined to contribute to the
prediction of teachers’ attitude towards the integration of PRS. Relatively, documents and
documentation dimension was the potent predictor, while data inquiry was not a significant predictor
of the outcome variable. Similarly, computer use, computer literacy and academic qualification jointly
contributed to the prediction of the teachers’ attitude towards the integration of PRS in ESL
classroom. Meanwhile, computer use made the most significant contribution to the prediction of
teachers’ attitude towards PRS integration, while academic qualification did not make any significant
contribution to the teachers’ attitude towards the integration of PRS in ESL classroom.

This study investigated the extent to which computer literacy dimensions (computer general knowledge, 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 use Personal Response System (PRS) in ESL classrooms was the sample for the study. Data for the study were gathered through the use of Clickers Attitude Questionnaire (CAQ), Teachers’ Computer Literacy Questionnaire (TCLQ) and Computer Use Questionnaire (CUQ). Descriptive statistics such as simple percentage, mean and standard deviation, and inferential statistics such as Pearson Product Moment Correlation 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 and documentation as well as communication and surfing than in general knowledge and data inquiry. Further findings of the study indicated that general computer knowledge, documents and documentation, communication and surfing, and data inquiry combined to contribute to the prediction of teachers’ attitude towards the integration of PRS. Relatively, documents and documentation dimension was the potent predictor, while data inquiry was not a significant predictor of the outcome variable. Similarly, computer use, computer literacy and academic qualification jointly contributed to the prediction of the teachers’ attitude towards the integration of PRS in ESL classroom. Meanwhile, computer use made the most significant contribution to the prediction of teachers’ attitude towards PRS integration, while academic qualification did not make any significant contribution to the teachers’ attitude towards the integration of PRS in ESL classroom.

Listen -

References

Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood
Cliffs, NJ: Prentice Hall.
Atkins, N. E., & Vasu, E. S. (2000). Measuring knowledge of technology usage and stages of concern
about computing: A study of middle school teachers. Journal of Technology and Teacher Education,
8(4), 279-302.
Akpinar, Y. & Bayramoglu, Y. (2008). Promoting teachers’ positive attitude towards Web use: A study in
website development. The Turkish Online Journal of Educational Technology 7 I(3), 46-55.
Bauer, J., & Kenton, J. (2005). Technology integration in the schools: Why it isn’t happening. Journal of
Technology & Teacher Education, 13, 519-526
Bangkok, U. (2004). Integrating ICTs into Education. Retrieved February15, 2011, from http://ddpext.
worldbank.org/EdStats/IDNcas04.pdf
Beatty, I. (2004). Transforming Student Learning with classroom communication Systems. EDUCAUSE
Research Bulletin, (3), 1-13. Retrieved November 3, 2007
from http://www.educause.edu/ir/library/pdf/ERB0403.pdf
Berner, J. E. (2003). A Study of Factors That May Influence Faculty in Selected Schools of Education in
the Commonwealth of Virginia to Adopt Computers in the Classroom.(Abstract Doctoral
Dissertation, George Mason University, 2003). ProQuest Digital Dissertations (UMI No. AAT
3090718).
Chai, C. S., Hong, H. & Teo, T. (2009). Singaporean and Taiwanese pre-service teachers’ beliefs and their
attitude towards ICT: A comparative study. The Asia-Pacific Education Researcher, 18, 117 – 128.
Chau, P.Y.K. and P.J. Hu, 2002. Information technology acceptance by individual professionals: A
model comparison approach. Decision Sciences, 32: 699-719. DOI: 10.1111/j.1540-
5915.2001.tb00978
Chu, H., Lu, T., & Wann, J. (2010). Evaluation of the acceptance of audience response system by
corporation using TAM. Communications in Computer and Information Science, 113, 281-
291. DOI: 10.1007/978-3-642-16397-5_26
Croxall, K., & Cummings, M.N. (2000). Computer usage in family and consumer sciences classrooms
[Electronic Version]. Journal of Family and Consumer Sciences Education, 18(1), 9-18.
Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American
Journal of Physics, 69, 970 – 977.
Cuckle, P., Clarke, S., & Jenkins, I (2000). Students' information and communications technology skills
and their use during teacher training. Journal of Information Technology for Teacher Education, 9(1),
9 – 22.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information
technology. MIS Quarterly, 13(3), 319-34
Eisenberg, M.B., & Johnson, D. (1996). Computer skills for information problem-solving: Learning and
teaching technology in context. ERIC Clearinghouse on Information and Technology, Syracuse, NY.
Retrieved January 11, 2011 from ERIC Document Reproduction Service (ID No. ED392463)
Ekpo, M, Udosen, A. E., & Afangideh, M.E. (n.d.). Jolly phonics strategy and the ESL pupils’ reading
development: A preliminary study. A paper presented at 1st Mid Term Conference held at the
University of Ibadan, Ibadan, Oyo State, Nigeria.
http://www.steppingstonesnigeria.org/files/Reading_Skills.doc.
Friedman, A. (2006). K-12 teachers’ use of course websites. Journal of Technology and Teacher
Education, 14, 795-81
Gefen, D. (2000). E-Commerce: The Role of Familiarity and Trust. Omega: The International Journal of
Management Science, 286, 725-737
Hoffman, C., & Goodwin, S. (2006). A clicker for your thought: technology for active learning. New
Library World, 107 (9/10), 422 – 433. DOI: 10.1108/03074800610702606
Holden, H. K. & Rada, R. (2007). Assessing teachers’ self–efficacy, perceived usability and attitude
towards educational technology acceptance and usage. In G. Siemens & C. Fulford
(Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and
Telecommunications 2009 (pp. 848-857). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31597.
Intaganok, I., Waterworth, P., Andsavachulamanee, T., Grasaresom, G. & Homkome, U. (2008). Attitudes
of staff to information and communication technologies in a provincial University in Thailand. The
Electronic Journal of Information Systems in Developing Countries, 33(3), 1- 14.
Isiaka, B. (2007). Effectiveness of video as an instructional medium in teaching rural children
agricultural and environmental sciences. International Journal of Education and Development using
ICT, 3(3), 105 – 114.
Jenkins, D., Mimbs, C.A., & Kitchel, T. (2009). Computer literacy, access and use of technology in the
family and consumer sciences classroom. Journal of Family and Consumer Sciences Education, 27(1),
1- 13.
Kay, R. H. (2009). Examining gender differences in attitudes towards interactive classroom
communicative system. Computers & education, 52(4), 730 -740. doi:10.1016/ j.compedu.
2008.11.015
Keane, K. (2002). Computer applications in the field of family and consumer science. Journal of Family
and Consumer Sciences Education, 20(2), 37-44.
Kumar, N., Che Rose, R. & D’Silva, J. L. (2008). A review of factors impinges computer usage in
education. Journal of Social Sciences 4(2), 146-157
Lam, Y. (2000). Technophilia vs. technophobia: A preliminary look at why second-language teachers
do or do not use technology in their classrooms. Canadian Modern Language Review, 56(3), 389-420
MacArthur, J. R., & Jones, L. L. (2008). A review of reports of clickers applicable to college chemistry
classrooms. Chemistry education Research and Practice, 9, 187-195. doi: 10.1039/B812407H
Mayer, R, Stull, A., DeLeeuw, K., Almeroth, K., Bimber, B., Chun, D., Bulge, M., Campbell, J., Knight, A., &
Zhang, H. (2009). Clickers in college classrooms: Fostering learning with questioning methods in
large lecture classes. Contemporary Educational Psychology, 34(1), 51 -57.
Mojgan, A., Kamariah, A., Wong, S., Bahaman, A. & Foo, S. F. (2009). Factors affecting teachers’ use of
information and communication technology. International Journal of Instruction, 2(1), 77 – 104.
Ocak, M. A. & Akdemir, O. (2008). An investigation of primary school teachers’ use of computer
applications. The Turkish Online Journal of Educational Technology, 7(4), 54 – 60.
Oh, E., & French, R. (2007) Preservice teachers’ perceptions of an introductory instructional technology
course. CALICO Journal, 24(2), 253-267
Olaniyan, D.A.L., & Obadara, O.E. (2008). A critical management of education in Nigeria. International
Journal of African American Studies, 7(1), 1-19.
Owuamanam, D.O., & Owuamanam, T.O. (2004). Fundamentals of Educational Psychology. Lagos:
Bolabay Productions.
Oyetunde, T. O. (2002). Second language reading: Insight from Nigerian primary school. The Reading,
55(8), 748-755.
Peake, J.B., Briers, G., & Murphy, T. (2005). Relationships between student achievement and levels of
technology integration by Texas agriscience teachers. Journal of Southern Agricultural Education
Research, 55(1), 19-32.
Pelgrum, W.J. (2001). Obstacles to the Integration of ICT in Education: Results from a Worldwide
Educational Assessment. Computers & Education 37, 163-17.
Pelton, T., Pelton, L. F., & Epp, B. (2009). Clickers supporting teaching, teacher education, educational
research and teacher development. In I. Gibson et al. (Eds.), Proceedings of Society for Information
Technology & Teacher Education International Conference 2009, pp. 1065-1070. Chesapeake, VA:
AACE.
Pollock, S. J. (2005). Transferring transformations: Learning gains, students attitudes, and the impacts
of multiple instruction in large lecture courses. Physics Education Research Conference, Salt Lake
City, Utah: August 10-11, 2005, pp 141-144
Pynoo, B., Devolder, P., Tondeur, J., van Braak, J., Duyck, W. & Duyck, P. (2011). Predicting secondary
school teachers’ acceptance and use of a digital learning environment: A cross-sectional study.
Computers in Human Behavior, 27 (1), 568-575. doi:10.1016/j.chb.2010.10.005
Raaij, E. M. V. & Schepers, J. J. L. (2008). The acceptance and use of a virtual learning environment in
China. Computers & Education, 50, 8384852. doi:10.1016/j.compedu.2006.09.001
Rakes, G. C., & Casey, H. B. (2000). An analysis of teacher concerns toward instructional technology.
International Journal of Educational Technology, 3(1). Retrieved March 27, 2011, from
http://www.ed.uiuc.edu/IJET/v3n1/rakes/index.html
Redmann, D. H., & Kotrlik, J. W. (2004). Analysis of technology integration in the teaching learning
process in selected career and technical education programs. Journal of Vocational Education
Research, 29(1), 3-25.
Rilling, S., Dahlman, A., Dodson, S., Boyles, C., & Pazvant, O. (2005). Connecting CALL theory and
practice in pre-service teacher education and beyond: Processes and Products. CALICO Journal,
22(2), 213-235
Sa’ari, J. R., Wong, S. L., & Roslan, S. (2005). In-service Teachers’ Views toward Technology and Teaching
and their Perceived Competency toward Information Technology. Journal of Technology, 43(E), 1-14
Selwyn, N. (1997). Students’ attitudes toward computers: Validation of a computer attitude scale for
16-19 education. Computer and Education 28(1), 35-41.
Shih, H.P. (2004). Extended technology acceptance model of internet utilization behavior. Information
and Management, 41, 719-729.
Shin, H.-J., & Son, J.-B. (2007). EFL teachers' perceptions and perspectives on Internetassisted language
teaching. CALL-EJ Online, 8 (2). Retrieved July 20, 2010, from
http://www.tell.is.ritsumei.ac.jp/callejonline/journal/8-2/h-js_j-bs.html
Siau, K., Sheng, H. & Nah, F. F. (2006). Use of classroom response system to enhance classroom
interactivity. IEEE Transaction Education, 49(3), 398 – 403. DOI:10.1109/TE.2006.879802
Simpson, V., & Oliver, M. (2007). Electronic voting systems for lectures then and now: A comparison of
research and practice. Australasian Journal of Educational Technology,23(2), 187-208.
Slaouti, D. & Barton, A. (2007). Opportunities for practice and development: newly qualified teachers
and the use of information and communication technologies in teaching foreign languages in
English secondary school contexts. Journal of In-service Education, 33(4), 19.
Son, J. B. & Robb, T. (2011). Computer literacy and competency: A survey of Indonesian teachers of
English as a foreign language. Computer Assisted Language Learning Electronic Journal, 12(1), 26–42.
Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian
Journal of Educational Technology, 24(4), 413 – 424.
Teo, T., Lee, C. B., & Chai, C. S. (2008). Understanding pre-service teachers’ computer attitudes:
Applying and extending the Technology Acceptance Model (TAM). Journal of Computer Assisted
Learning, 24(2), 128-143.
Teo, T., Lee, C. B., Chai, C. S., & Wong, S. L. (2009). Assessing the intention to use technology among
pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the technology
acceptance model (TAM). Computers & Education, 53, 1000–1009
Theng Lau, B. & Sim, C. H. (2008). Exploring the extent of ICT adoption among secondary school
teachers in Malaysia. International Journal of Computing and ICT Research, 2(2), 19–36.
Todorova, A., & Osburg, Th. (2009). Intel® Teach - Advanced Online: Teachers’ Use of and Attitudes
Toward Online Platform for Professional Development. Paper presented at the International
Conference on Interactive Computer-aided Learning, 24-26 September 2009, Villach, Austria.
Trees, A. R., & Jackson, M. H. (2007). The learning environment in clicker classrooms: Student processes
of learning and involvement in large university-level courses using student response systems.
Learning, Media and Technology, 32(1), 21-40.
Tzeng, J. (2011). Perceived values and prospective users’ acceptance of prospective technology: The
case of career e-portfolio system. Computers & Education, 56(1), 157-165.
Doi:10.1016/j.compedu.2010.08.010.
Vannatta, R. A., & Fordham, N. (2004). Teacher dispositions as predictors of classroom
technology use. Journal of Research on Technology in Education, 36, 253-271.
Venkatesh, V. and Morris, M. G. (2000). Why do not men ever stop to ask for directions? Gender, social
influence and their role in technology acceptance and usage behavior. MIS Quarterly, 24, 115-139
Wozney, L., Venkatesh, V., & Abrami, P.C. (2006). Implementing computer technologies: teachers’
perceptions and practices. Journal of Technology and Teacher Education, 14, 173-207
Ybarra, R., & Green, T. (2003). Using technology to help ESL/EFL students develop language skills. The
Internet TESL Journal, (9), 3. Retrieved March 13, 2011 from http://www.temoa.info/node/24512
Yildirim, S. (2000). Effects of an educational computing course on pre-service and inservice teachers: A
discussion and analysis of attitudes and use. Journal of Research on computing in Education, 3,
479-495.
Yuen, A., & Ma, W. (2002). Gender Differences in Teacher Computer Acceptance. Journal of Technology
and Teacher Education, 10(3), 365-38
Zhao, Y., & Cziko, G. A. (2001). Teacher adoption of technology: A perceptual-control-theory
perspective. Technology and Teacher Education 9(1), 5–30
Zhao, Y., Pugh, K., Sheldon, S. & Byers, J. L. (2002). Conditions for classroom technology innovations.
Teacher College Record, 104(3), 482-515.

Keywords

Effective Teaching, Interactive Technology, English as A Second Language, Nigeria

Affiliations

Alaba Olaoluwakotansibe Agbatogun

The University of Edinburgh, United Kingdom

Downloads

Download data is not yet available.

How to Cite

Agbatogun, A. O. (2017). Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom. International Electronic Journal of Elementary Education, 4(2), 377–394. Retrieved from https://iejee.com/index.php/IEJEE/article/view/205