TEACHERS’ TECHNOLOGICAL READINESS FOR INSTRUCTIONAL DELIVERY IN 21ST CENTURY CLASSROOM IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE

Berezi, Irene Uzezi (Ph.D) & Eseyin, Emmanuel Olorunleke (Ph.D)

Abstract

The paper investigated teachers’ technological readiness for instructional delivery in 21st century classroom in public secondary schools in Rivers State. Three research questions and three corresponding hypotheses were posed to guide the study. Design used for the study was analytical survey design. Population of the study comprised 12,496 public secondary school teachers which was made up of 6,433 male teachers and 6,060 female teachers in public secondary schools in Rivers State. The sample of the study comprised 752 comprising 377 male and 375 female teachers through proportionate stratified random sampling technique. The instrument used for collection of data was a 15 item questionnaire titled “Teachers Technological Readiness for Instructional Delivery Questionnaire” (TTRIDQ). The face and content validities of the questionnaire was determined by two experts in the Department of Curriculum Studies and Educational Technology, University of Port Harcourt. The reliability of the questionnaire was determined using Pearson Product Moment Correlation co-efficient statistic with an index of 0.88. The questionnaire was administered by the researcher with the aid of three trained Research Assistants. The research questions were answered using mean and standard deviation while the hypotheses were tested using z-test statistic at 0.05 level of significance. The findings of the study showed that teachers are innovatively ready but are not ready in terms of security and optimism for instructional delivery in 21st century classroom in public secondary schools in Rivers State. The study recommended based on the findings of the study that teachers in public secondary schools in Rivers State should be compelled to shift from the use of traditional to modern technological devices for instructional delivery.