DIGITAL INSTRUCTIONAL CONTENT DEVELOPMENT SKILLS AS PREDICTOR OF SCIENCE TEACHERS’ INSTRUCTIONAL PRODUCTIVITY IN SECONDARY SCHOOLS IN OGUN STATE, NIGERIA
Keywords:
Digital Instruction, Science Teaching, Instructional Productivity, Instructional Content Skills, Secondary School.Abstract
The increasing integration of digital technologies in education and the necessity for science teachers’ to effectively develop digital instructional content to enhance their instructional productivity is critical in the present digital age. This study investigated digital instructional content development skills as predictors of science teachers’ instructional productivity in secondary schools in Ogun State, Nigeria. Two research questions and two hypotheses were raised and posited to guide the study. A correlational survey research design was adopted. The population comprised all science teachers in public secondary schools, from which a sample of 109 teachers was selected using a multistage sampling technique. Data were collected using a researcher developed instrument titled “Digital Instructional Content Development Skills and Instructional Productivity Questionnaire” (DICDSIPQ) with reliability coefficients of .76. Data were analyzed using Pearson Product Moment Correlation and multiple regression analysis at the .05 level of significance. The results revealed significant positive correlations between the components of digital instructional content development skills and instructional productivity, with Technical and Pedagogical Integration Skills showing the highest correlation (r = .741). Multiple regression analysis indicated that the predictor variables jointly accounted for 66% of the variance in instructional productivity (R = .81, R² = .66, Adjusted R² = .65), [F(5, 103) = 79.21, p < .001]. Technical and Pedagogical Integration Skills (β = .341, p < .001) emerged as the strongest predictor. The implication of the findings is that strengthening science teachers’ digital instructional content development skills can significantly enhance their instructional productivity and overall effectiveness in secondary school classrooms. The study concluded that digital instructional content development skills significantly predict science teachers’ instructional productivity and recommended targeted professional development interventions.
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