Sebastine E. Andor, Ukeh, David U., & Samson Chidubem Ugwu
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
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 school 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)
Sebastine E. Andor, Ukeh, David U., & Samson Chidubem Ugwu
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
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 school 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)