Science and Mathematics Teachers’ Intention Towards Adopting CL4STEM Technology-based Instructional Initiative to Enhance Higher-Order Teaching with Equity and Inclusion in Nigeria.

Abstract

ABSTRACT The study examined Nigeria Science and Mathematics Teachers’ intention towards adopting the CL4STEM technology-based instructional (OER) modules to enhance higher-order thinking with Inclusion and Equity (HOTIE). The study adopted a descriptive correlational design. The population of the study was all mathematics and science teachers in some selected Northern States (Niger, Kaduna, and Kano) in Nigeria. The sample size was 100 science and mathematics teachers. The instrument for data collection was structured questionnaires on teachers’ Performance Expectancy, Effort Expectancy, Social Influence, and Behavioural Intention toward adopting the CL4STEM technology-based instructional (OER) modules. Smart PLS version 3, was utilized to test the measurement model, and structural model, and verify the convergent and discriminant validity. The findings show a positive and significant relationship between science and mathematics teachers’ Performance Expectancy, Effort Expectancy, Social Influence, and Behavioural Intention toward adopting the CL4STEM technology-based instructional (OER) modules. It was concluded that teachers’ intention to adopt them in their classroom practices was influenced by their perceived usefulness, ease of use, and social influence. The finding suggests that science and mathematics teachers would most likely sustain the use of CL4STEM technology-based instructional (OER) modules to enhance HOTIE in Nigeria.