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Volume 1, Issue 1

Evaluating Teacher Competence in Using Technology for Effective Educational Assessment

Olayanju Kehinde A. & Adedokun J. A. , Ayodeji. O. Badejo & Oriade, Modupeola Deborah

Abstract

The purpose of this study is to evaluate teacher competence in using
technology for effective educational assessment and to identify key factors that
influence their ability to integrate these tools into their teaching practices. Four
research questions and four hypotheses guided the investigation. Survey
research design was employed, targeting a population of lecturers from three
tertiary institutions in Lagos, Nigeria. A total sample size of 320 participants
was selected using a combination of convenience and stratified random
sampling techniques. A validated and reliable 26-item structured questionnaire
titled: Evaluating Teacher Competence in Using Technology for Effective
Educational Assessment (ETCUTEEA), was developed, with content and
construct validation conducted by three experts in Educational Evaluation,
Computer Education, and Educational Technology. A pilot test using the split
half method yielded a reliability coefficient of 0.83. Data were collected
directly, resulting in 304 completed questionnaires, representing an 84.4%
response rate. The findings revealed significant differences in technological
competence among teachers and a strong correlation between pedagogical
knowledge and technology integration. Professional development programs
significantly enhanced teacher competence, and teacher competence positively
influenced student learning outcomes. Recommendations include enhancing
institutional support, providing targeted professional development, fostering
collaborative learning, and continuously adapting teaching practices based on
student feedback to improve educational effectiveness.

Keywords

Teacher Educational Digital Competence, Technology, Assessment, Professional Development

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