Physics Instructors' Dispositions Toward Digital Technologies in Instructional Delivery: A Survey-Based Study
Abstract
This study explored the dispositions of physics instructors toward the utilization of digital technologies in instructional delivery. Adopting a descriptive survey research design, data were collected from physics instructors at a college of education in North-Central Nigeria using a validated 20-item questionnaire. A pilot test conducted yielded reliability coefficients of 0.97 for self-efficacy and 0.87 for attitude, indicating high internal consistency. Findings reveal that while instructors recognized the potential benefits of digital technologies for improving student engagement and instructional efficiency, they also expressed concerns about infrastructure, training, and support. Descriptive statistics, including mean and standard deviation, were employed to analyze the data, while the t-test was utilized to test hypotheses at a 0.05 level of significance. Overall, physics instructors possessed positive attitudes toward the use of digital technologies, with a grand mean score of 3.79, and exhibited a high level of self-efficacy, with a grand mean score of 3.99. Based on these results, it is recommended that institutions enhance their ICT infrastructure and provide ongoing training to support the integration of digital technologies in teaching.
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