TEACHERS' SELF-EFFICACY AND USE OF DIGITAL TOOLS IN MATHEMATICS INSTRUCTION IN SELECTED SECONDARY SCHOOLS IN ABUJA

Abstract

Digital tools have become integral devices for teaching and learning in today's education system. The use of digital devices in the classroom has been linked to enhanced student engagement and improved learning outcomes. However, the successful integration of digital devices into the educational process relies heavily on the teachers' self-efficacy. This study, therefore, investigates the teachers' level of self-efficacy and utilization of digital tools in mathematics instruction. The study adopted the descriptive survey research design. The design exploited mostly quantitative approach.  Population of the study consisted of one hundred and sixteen (116) teachers from five secondary schools in Bwari Area Council, FCT- Abuja. The Mathematics Achievement Test (MAT) was used to gather data and was verified by professionals. The reliability testing was carried out using Cronbach Alpha to obtain a reliability index of 0.78. Statistics such as mean, standard deviation, and t-test were used to examine the collected data. The data were analyzed using Pearson product-moment correlation coefficient statistics. The findings reveal a significant positive correlation between teachers' self-efficacy scores and their actual utilization of digital tools in mathematics instruction. Teachers who demonstrated higher levels of self-efficacy in using digital tools were more likely to incorporate them into their teaching practices actively. These results highlight the importance of nurturing teachers' self-efficacy beliefs in technology integration. The study emphasizes the need to provide targeted professional development programs and resources to enhance teachers' technological skills and confidence. Empowering educators and fostering their self-efficacy in digital tool utilization can lead to more effective and innovative mathematics instruction. Future research and educational initiatives should continue to explore strategies to enhance teachers' self-efficacy beliefs and investigate the impact of technology integration in mathematics education. The findings of this study contribute to our understanding of the role of self-efficacy in teachers' utilization of digital tools and provide valuable insights for educational institutions and policymakers seeking to promote effective technology integration in mathematics instruction.