Effect of Computer Self-efficacy on Readiness in Teaching With Information and Communication Technology Among College Tutors in the Central Region

Abstract

The study assessed the effects of self-efficacy, age, gender and computer experience on readiness to use information and communication technology in teaching among college tutors in the Central Region. The explanatory research design is employed. Using proportionate random sampling methods, 80 college tutors participated in the study. Descriptive statistical tools, such as frequency, percentage, mean and standard deviation; and inferential statistics, such as the Pearson product-moment correlation and regression analysis were used to analyse the research objectives. Results revealed that ICT self-efficacy has a statistically significant positive effect on readiness to use ICT in teaching. Also, it was found that age has a statistically significant positive effect on readiness to use ICT in teaching. Further, a statistically significant positive effect of gender on readiness to use ICT in teaching is reported. Finally, computer experience is found to have a statistically significant positive effect on readiness of college tutors to use ICT in teaching. The study concluded that college of education tutors’ readiness to use ICT in teaching will improve if their self-efficacy in ICT is improved. It is, thus, recommended that leadership of colleges of education in the Central Region hire the services of ICT experts to educate their tutors on ICT integration into education.