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

Abstract

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.