Teachers' Self-efficacy on Integration of Augmented Reality in Teaching-learning activities: Comparison among Selected Schools in Nigeria

dc.contributor.author Adebagbo, Adebowale
dc.contributor.author Ojo, Lucas
dc.contributor.author Ojewunmi, Ola-Michael
dc.coverage.placeName Nigeria
dc.coverage.spatial Africa
dc.date.accessioned 2022-08-17T04:33:05Z
dc.date.available 2022-08-17T04:33:05Z
dc.date.issued 2022-09
dc.description.abstract PCF10 Sub-theme: Inspiring Innovations // Digital technology is redefining teaching-learning engagements and challenging the professional teachers to match the advancement; such is integration of augmented reality (AR) in education. Apparently, change often encounters reluctance to embrace it. As a lot of teachers still battle phobia for computer technologies, the integration of sophisticated AR could be a problem. No matter the challenges, reliable data could assist in planning towards mitigating the problems. Pertinently, self-efficacy data on teachers as stake holders are relevant to assist in planning, to maximise innovative potentials of AR in teaching and learning. Therefore, this study investigated teachers' self-efficacy on integration of augmented reality in teaching-learning activities among selected schools in Nigeria. In this descriptive survey research, cluster and random sampling methods were used to select sample. The target population was all the secondary school teachers in Lagos state, Nigeria; the sample comprised 178 participants. Validated Teacher Self-efficacy Questionnaire (TSQ) on 4-Likert scale, of 0.89 reliability coefficient, was used to collect data. The data were computed using percentage, bar-charts and Chi-square. The results revealed that differences in the levels of self-efficacy are not enough to make the teachers in public schools perform differently when compared to counterparts in private schools, if AR is integrated into teaching methods. Based on the results, it was recommended that awareness seminars should be organised for the teachers on how to use AR technology in education. Moreover, to ensure sustainability, require software should be made available, and the teachers should be given competency based training to use it. // Paper ID 5007
dc.identifier.doi https://doi.org/10.56059/pcf10.5007
dc.identifier.uri http://hdl.handle.net/11599/4252
dc.language.iso en
dc.publisher Commonwealth of Learning (COL)
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/
dc.subject Augmented Reality (AR)
dc.subject Educational Technology
dc.subject Teachers
dc.subject Secondary Education
dc.subject Digital Literacy
dc.title Teachers' Self-efficacy on Integration of Augmented Reality in Teaching-learning activities: Comparison among Selected Schools in Nigeria
dc.type Working Paper
dspace.entity.type
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