EXPLORING THE INFLUENCE OF TEACHERS' DISPOSITIONS AND EXPERIENCE ON THEIR READINESS TO ADOPT TECHNOLOGY-BASED ASSESSMENT STRATEGIES IN CROSS RIVER STATE SECONDARY SCHOOLS USING SEM TECHNIQUE
https://doi.org/10.83151/s0m1-x710
This study explored the influence of teachers' dispositions and experience on their readiness to adopt technology-based assessment strategies in secondary schools in Cross River State, Nigeria, using Structural Equation Modelling (SEM). Four hypotheses guided the study. A correlational survey design was used. The study’s population comprised 4, 578 Public Secondary Schools teachers in the State. A sample of 200 teachers drawn through a multi-stage sampling procedure responded using the Teachers' Dispositions toward Technology-Adoption Questionnaire (TDtTAQ) and Questionnaire on Teachers' Readiness to Adopt Technology-Based Assessment Strategies (QTRATBAS), validated by three experts. After trial-testing, strong reliability estimates of 0.79 and 0.81 were obtained for TDtTAQ and QTRATBAS, respectively, using Cronbach's alpha. The SEM analysis was done using Warp-PLS. The study’s findings, among others, revealed a meaningful model involving the influence of teachers' dispositions (technological anxiety, perceived self-efficacy, openness to change, willingness to learn, and perceived relevance) and experience on their readiness to adopt technology-based assessment strategies. It also showed a significant (p < 0.05) direct influence of the exogenous variables on the endogenous (criterion) variable. Hence, it was recommended, among others, that professional development programmes that focus on building in-service teachers' confidence and preparedness in using technology should be encouraged by relevant education stakeholders.
Keywords: Teachers' dispositions, Technology-based assessment strategies, Structural equation modelling (SEM)
Otu, Bernard Diwa, Uchegbue, Henrietta Osayi, Anele, Ezebunwo, Otu, Stelladeborah Bokan, 1Ogba, Uwaoma Flora, Ekereke, Aidam Benjamin, Ekaette Mfon Useh, Beshel, Ignatius Akwagiobe, Emmanuel King Ekon
EXPLORING THE INFLUENCE OF TEACHERS' DISPOSITIONS AND EXPERIENCE ON THEIR READINESS TO ADOPT TECHNOLOGY-BASED ASSESSMENT STRATEGIES IN CROSS RIVER STATE SECONDARY SCHOOLS USING SEM TECHNIQUE https://doi.org/10.83151/s0m1-x710
This study explored the influence of teachers' dispositions and experience on their readiness to adopt technology-based assessment strategies in secondary schools in Cross River State, Nigeria, using Structural Equation Modelling (SEM). Four hypotheses guided the study. A correlational survey design was used. The study’s population comprised 4, 578 Public Secondary Schools teachers in the State. A sample of 200 teachers drawn through a multi-stage sampling procedure responded using the Teachers' Dispositions toward Technology-Adoption Questionnaire (TDtTAQ) and Questionnaire on Teachers' Readiness to Adopt Technology-Based Assessment Strategies (QTRATBAS), validated by three experts. After trial-testing, strong reliability estimates of 0.79 and 0.81 were obtained for TDtTAQ and QTRATBAS, respectively, using Cronbach's alpha. The SEM analysis was done using Warp-PLS. The study’s findings, among others, revealed a meaningful model involving the influence of teachers' dispositions (technological anxiety, perceived self-efficacy, openness to change, willingness to learn, and perceived relevance) and experience on their readiness to adopt technology-based assessment strategies. It also showed a significant (p < 0.05) direct influence of the exogenous variables on the endogenous (criterion) variable. Hence, it was recommended, among others, that professional development programmes that focus on building in-service teachers' confidence and preparedness in using technology should be encouraged by relevant education stakeholders. Keywords: Teachers' dispositions, Technology-based assessment strategies, Structural equation modelling (SEM)