Towards the Acquisition of Digital Instructional Resources for Effective Teaching in the 21st Century Classroom in Public Secondary Schools in Cross River State

Autor/in	Ukah, Julius
Titel	Towards the Acquisition of Digital Instructional Resources for Effective Teaching in the 21st Century Classroom in Public Secondary Schools in Cross River State
Quelle	In: International Journal of Curriculum and Instruction, 12 (2020) 1, S.339-350 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1562-0506
Schlagwörter	Educational Technology; Technology Uses in Education; Mathematics Teachers; Secondary School Teachers; Teacher Effectiveness; Technological Literacy; Teacher Competencies; Foreign Countries; Access to Computers; Educational Resources; Internet; Teaching Methods; Pedagogical Content Knowledge; Student Motivation; Communication Skills; Evaluation Methods; Nigeria + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Technisches Wissen; Lehrkunst; Ausland; Bildungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Schulische Motivation; Kommunikationsstil
Abstract	The study was on the influence of acquisition of digital instructional resources on the teaching effectiveness of mathematics teachers in public senior secondary schools in Cross River State. To achieve this, a hypothesis was drawn from the stated research question to guide the study. Literature review was carried out according to the variable in the study and the survey design was used for the study. Two sets of structured questionnaires, titled; 'Teacher Effectiveness Questionnaire' (TEQ) and 'Digital Instructional Resource Evaluation Test Questionnaire' (DIRCETQ) were designed by the researcher. Data were analysed using the Analysis of Variance (ANOVA) statistic. The hypothesis was tested at 0.05 levels of significance. The results of the findings was that acquisition of digital instruction resources has no significant influence on mathematics teachers' effectiveness in public senior secondary schools in Cross River State. Based on the findings, it was recommended among other things that basic training on the needed skills and knowledge on how best they can deploy and utilize these resources in the classroom. (As Provided).
Anmerkungen	World Council for Curriculum and Instruction. California School of Education, Alliant International University, 10455 Pomerado Road, San Diego, CA 92131. Web site: http://ijci.wcci-international.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01