Teachers’ and Trainee Teachers’ Perceptions of the Effectiveness of Computer Technology Integration in Teacher Education Institutions in Southwest, Nigeria

Abstract

This study investigated teachers’ and trainee teachers’ perceptions of the effectiveness of computer technology integration in teacher education institutions in Southwest, Nigeria. A descriptive survey design guided by two research questions and two hypotheses was adopted. The sample consisted of 300 participants, comprising 150 teachers and 150 trainee teachers selected through a multistage sampling technique. Data were collected using a validated instrument titled Perceived Effectiveness of Computer Technology Integration Questionnaire (PECTIQ), which showed high reliability with a Cronbach’s alpha of 0.89. Mean and standard deviation were used to answer the research questions, while t-test was employed to test the hypotheses. A mean score of 2.50 and above indicated agreement, and p values ≤ 0.05 signified significant differences. The findings revealed that teachers perceived computer technology integration as highly effective (mean = 4.60, SD = 0.55), whereas trainee teachers reported a much lower perception (mean = 1.50, SD = 0.64). The t-test results indicated a significant difference between teachers and trainee teachers in their perceptions (t-cal = 44.93, t-crit = 1.97, p < .05). Similarly, a significant difference was found in their overall perceptions, with teachers recording a higher mean (3.59, SD = 0.66) than trainee teachers (1.50, SD = 0.63), and a calculated t-value of 28.05 exceeding the critical value. The study concluded that computer technology integration is highly effective, particularly from teachers’ perspectives. It recommends improved ICT infrastructure and strengthened policy implementation in Nigerian teacher education institutions.