Nigerian Teachers’ Integration of Personal Response System into ESL Classroom

Alaba Olaoluwakotansibe Agbatogun


In the last two decades, there has been the global clamour for the integration of emerging technologies into school curriculum; hence researchers and educators have had increased focus on technology integration in schools in order to have a shift of paradigm from the teacher-centred to student-centred classroom instruction. This study examined the predictive power of teachers’ perceived usefulness (PU), perceived ease of use (PEU), behavioural intention (BI) to use Personal Response System (PRS) and computer experience (CE) on teachers’ acceptance and attitude towards using PRS in improving communicative competence in the classroom where English is taught as a second language (ESL). Seventeen (17) teachers constituted the sample for the study. A self-report questionnaire and a semi-structured interview-guide were used for data collection. Descriptive statistics such as simple percentage, mean and standard deviation as well as inferential statistics such as Pearson Product Moment Correlation Coefficient, and Multiple regression were used for data analysis at 0.05 significance level. Results indicated that teachers were generally positively disposed to integrating PRS in ESL classrooms. Moreover, teachers’ disposition was not significantly dictated by gender. Except for CE, constructs like PU, PEU and BI showed significant positive correlation with attitude to PRS. The results of regression analysis indicated that the set of variables combined to predict teachers’ acceptance and attitude towards using PRS. Relatively, PU was the potent predictor of the dependent variable.

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