Technology Literacy, Computer Self-Efficacy and Digital Training as Correlates of Secondary School Mathematics Teachers’ Technology Readiness in Ondo State, Nigeria

Abstract

This study examined the correlation of technology literacy, computer self-efficacy and digital training and technology readiness of Mathematics teachers in Ondo West Local Government Area (LGA) of Ondo State, Nigeria. Participants were 129 secondary school Mathematics teachers purposively selected from 43 secondary schools in Ondo West LGA in Ondo State. The instruments used were Technology Literacy Scale (r = 0.79), Computer Self-efficacy Scale (r = 0.81), Digital Training Scale (r = 0.72) and Technology Readiness Index (r = 0.85). The collected data were processed and analysed using frequency counts, percentages, means, standard deviation, and multiple regression analysis. The hypothesis was tested at a 0.05 level of significance using Pearson Product Moment Correlation and One-Way Analysis of Variance (ANOVA). Secondary school mathematics teachers in Ondo West LGA had average levels of technology literacy. Mathematics teachers had negative perception of their own computer self-efficacy. Furthermore, mathematics teachers had a high level of digital training skills. Also, technology readiness of mathematics teachers was influenced by the teachers’ technology literacy and computer self-efficacy but not influenced by the teachers’ digital training skills. It is recommended that mathematics teachers should attend workshops in order to provide them with the suitable practical experiences and paradigms that help them understand their new role in the technology era. Technology literacy skills should be incorporated by Teachers Registration Council of Nigeria in its continuous professional development programme to help teachers integrate the newly acquired technological knowledge into their pedagogical practices.