Assessing Physics Teachers’ Proficiency |

Assessing Physics Teachers’ Proficiency in Designing and Developing Digital Learning Resources (DLRs) for Effective Classroom Integration: A Comparative Study

^*1Aderonmu Temitope S. B. & ²Amezhinim Amon Agbesor

^*1Department of Educational Technology, College of Specilised and Professional Education, Tai Solarin University of Education, Ijagun Ogun State Email: aderonmutsb@tasued.edu.ng ORCID: https://orcid.org/0000-0002-9945-4461

²Nigerian Navy School, Borokiri, Port Harcourt, Rivers State Email: agbesoraa@gmail.com

Abstract

The study assessed Physics teachers’ proficiency in designing and developing Digital Learning Resources (DLRs) for effective classroom integration. The cross sectional descriptive research design was adopted for the study. Two research questions were raised and two hypotheses were tested at 0.05 level of significance. A sample size of 327 Physics teachers was selected from both public and private schools in Ogun and Rivers states, Nigeria. The instrument for data collection was Physics Teachers’ Proficiency in Designing and Developing Digital Learning Resources” (PTP-3DLRs) with coefficient reliability index value of r = 0.86. Data for the study was analyzed using descriptive statistics of frequency count, mean, standard deviation while the inferential statistics of t-test was employed for the hypotheses. The findings of the study indicated that Physics teachers in Ogun State (x₁ = 2.17, SD = 0.90) and Rivers State (x₂ = 2.09, SD = 0.92) both fall within same proficiency category (1.61 – 3.30). This indicates that, while teachers in both states possess some degree of knowledge and skills in designing and developing digital learning resources (DLRs), their proficiency is not yet at an advanced level. The study also revealed that the influence on effective classroom integration for designing and developing digital learning resources (DLRs) is not yet at an advanced level Physics teachers in Ogun State (x₁ = 2.20, SD = 0.90) and Physics teachers Rivers State (x₂ = 2.08, SD = 0.91). The independent samples t-test showed no significant difference in the mean proficiency scores [t(325) = 1.23, p = .219] and the influence [t(325) = 1.25, p = 0.21 > 0.05] of classroom-integration scores of digital learning resources between Physics teachers in Ogun State. Comparatively, Physics teachers in Ogun State demonstrated slightly higher proficiency and influence on effective classroom integration for designing and developing digital learning resources (DLRs) for Physics Teaching. The study recommended that organization of regular professional development programs to enhance Physics teachers’ pedagogical and technical skills in designing subject-specific digital learning resources, Government and school administrators should ensure the provision of digital tools, software, and reliable internet to support Physics teachers in effectively designing and integrating digital learning resources among others.

Keywords

Digital, Digital learning Resource, Integration, Proficiency. Physics

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