Investigating Nigerian primary school teachers’ preparedness to adopt personal response system 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 towa...
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doaj-69a5845c52804ec1a71e9934b4a2acc42020-11-25T03:56:16ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982012-03-0142377394Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroomAlaba Olaoluwakotansibe Agbatogun0The University of EdinburghThis 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.https://iejee.com/index.php/IEJEE/article/view/205/201Effective TeachingInteractive TechnologyEnglish as A Second LanguageNigeria |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Alaba Olaoluwakotansibe Agbatogun |
spellingShingle |
Alaba Olaoluwakotansibe Agbatogun Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom International Electronic Journal of Elementary Education Effective Teaching Interactive Technology English as A Second Language Nigeria |
author_facet |
Alaba Olaoluwakotansibe Agbatogun |
author_sort |
Alaba Olaoluwakotansibe Agbatogun |
title |
Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom |
title_short |
Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom |
title_full |
Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom |
title_fullStr |
Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom |
title_full_unstemmed |
Investigating Nigerian primary school teachers’ preparedness to adopt personal response system in ESL classroom |
title_sort |
investigating nigerian primary school teachers’ preparedness to adopt personal response system in esl classroom |
publisher |
Kura Publishing |
series |
International Electronic Journal of Elementary Education |
issn |
1307-9298 1307-9298 |
publishDate |
2012-03-01 |
description |
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. |
topic |
Effective Teaching Interactive Technology English as A Second Language Nigeria |
url |
https://iejee.com/index.php/IEJEE/article/view/205/201 |
work_keys_str_mv |
AT alabaolaoluwakotansibeagbatogun investigatingnigerianprimaryschoolteacherspreparednesstoadoptpersonalresponsesystemineslclassroom |
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