ABSTRACT

The study was carried out to investigate the relationship between technology acceptance model, uses and gratification theory and teachers' adoption of information and communication technology in secondary schools. The study employed a correlation survey design. The area of the study was South-East zone, Nigeria. Population comprised 25,556 junior secondary school teachers in five states of South-East zone, Nigeria. A total of 400 teachers (determined through Taro Yamane formula) was selected using multi-stage sampling techniques from the population of junior secondary school teachers in the area. Teachers selected were spread across 36 rural and urban secondary schools in three states in South-East zone. A questionnaire titled 'Teacher ICT Adoption Questionnaire (TIAQ)' was adapted and used in the study. The TIAQ was validated by experts, and the reliability coefficients of 0.88, 0.78 and 0.76 were estimated for the three clusters in TIAQ. Instrument was administered on respondents in their various schools using research assistants. A total number of 355 copies (88.75%) of TIAQ was successfully collated for analysis. Data were analysed using Pearson Product Moment Correlation Coefficient and Analysis of Variance (ANOVA). The results showed that Technology Acceptance Model has significant positive moderate relationship with teachers' adoption of ICT for instructional delivery in junior secondary schools; has non-significant negative low relationship with teachers' gender in adoption of ICT for instructional delivery in junior secondary schools; has a significant negative moderate relationship with teachers' location in adoption of ICT for instructional delivery in junior secondary schools; and has a significant positive moderate relationship with teachers' experience in adoption of ICT in junior secondary schools. It also found that Uses and Gratification Theory has a significant positive moderate relationship with teachers' adoption of ICT in junior secondary schools; has a significant positive weak relationship with teachers' gender in adoption of ICT for instructional delivery in junior secondary schools; has a non-significant positive moderate relationship with teachers' school location in adoption of ICT in junior secondary schools; has a significant positive moderate relationship with teachers' experience in adoption of ICT in junior secondary schools; and has more positive and moderate relationship than TAM in teachers' adoption of ICT for instructional delivery in junior secondary schools. Besides, there was a significant difference in the relationship between Technology Acceptance Model, Uses and Gratification Theory and teachers' adoption of ICT in junior secondary schools. Implications of the findings were also highlighted. The study, recommended among others, that school authorities should provide motivational strategies to encourage teachers' adoption of ICT for instructional delivery in junior secondary schools; and government through the Ministry of Education should provide relevant ICT facilities that could be adopted by teachers for effective instructional delivery in junior secondary schools. Based on limitation imposed by choice of design, among others, it was suggested for further study, determining TAM or UGT as predictors of ICT adoption, in addition to others.