Assessing Science Teacher Competencies for Educational Robotics Integration in Nigerian Unity Secondary Schools
Hassan Aliyu
Department of Science Education, Faculty of Education, Sokoto State University, Sokoto State, Nigeria. Email: nagoronyo@gmail.com
Abstract
This study investigates the determinants of science teacher quality crucial for effective educational robotics integration in Nigerian Unity Secondary Schools. Recognizing the transformative potential of robotics for STEM education, this research examines teacher qualifications, technical proficiencies, pedagogical competencies, and institutional support through a mixed-methods approach. Quantitative surveys administered to 183 science teachers, supplemented by qualitative focus groups, reveal significant deficiencies in formal robotics training, limited confidence in operating robotics kits, and inadequate curriculum-aligned pedagogical strategies. These deficiencies contribute to minimal classroom integration of robotics, characterized by low usage of robotics activities and a scarcity of hands-on projects. Principal challenges identified include insufficient training opportunities, limited access to robotics resources, time constraints, and a lack of clear curriculum guidelines. Based on these findings, the study recommends hands-on technical workshops, enhanced professional development initiatives, increased external funding, and supportive institutional policies to improve teacher competencies. While acknowledging limitations related to its scope, sample size, and reliance on self-reported data, this study offers actionable information for policymakers and educators seeking to bridge the divide between technology-driven educational policies and classroom realities, finally aiming to elevate STEM education in resource-constrained environments.
Keywords
Educational Robotics, Science Teacher Quality, STEM Education, Professional Development, Nigeria
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