Predictors of Science Teachers’ Intention to Adopt a Technology-Based Capacity Building for Higher-Order and Inclusive Instruction in Northern Nigeria.

Abstract

With the growing needs for innovative and inclusive STEM education, science educators must embrace technology-facilitated teaching and learning programs that can support the development of higher-order teaching skills. The present study explored science teachers' intention to use a technology-based capacity-building programme for higher-order and inclusive teaching in the northern region of Nigeria. The Unified Theory of Acceptance and Use of Technology (UTAUT) was the theoretical framework used for the study. The study was done using a descriptive correlational research design. The population consisted of the science teachers in selected secondary schools in Northern Nigeria, while the science teachers in Biology, Chemistry, and Physics were sampled, which consisted of 100 teachers. Data were collected using a structured questionnaire, which was validated by experts in Educational Technology, Science Education, and Measurement and Evaluation. The reliability of the instrument was determined by Cronbach's alpha, which is 0.82. The linear regression analysis was used to analyse the data at a 0.05 level of significance. The results showed that the main variable Performance Expectancy had a significant effect on teachers' Behavioural Intention to use the technology-based capacity building initiative (β = .371, p < .05). Likewise, Effort Expectancy significantly predicted Behavioural Intention (β = .233, p < .05) and Social Influence also had a significant positive influence on Behavioural Intention (β = .258, p < .05). This study found that perceived usefulness, ease of use and social influence were significant factors affecting teachers' intention to use technology-based capacity building for higher-order and inclusive teaching. To improve the sustainable use of innovative instructional technologies in science education, the study suggested that teachers ought to engage in continuous professional development, which is supported by institutions, and has improved access to digital instructional resources.