Assessment of Tech-Infused Pedagogical Innovations on Integrated Science Teaching and Learning among Tertiary Institution Pre-Service Teachers in Akwa Ibom State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026499Abstract
Education in the 21st century has changed, likewise the pattern of teaching and learning due to emergence of digital technology-based innovations in pedagogy; hence the academic landscape is evolving to embrace these innovative teaching and learning methods. The study examined revolutionizing STEM education: tech-infused pedagogical innovations for integrated science teaching and learning in Akwa Ibom State, Nigeria. The study used the descriptive survey design. A sample size of 180 respondents was selected from 752 pre-service Integrated science teachers in the government-owned tertiary institutions using a simple random sampling technique. The instrument, a 32 item-questionnaire on ‘Knowledge, Proficiency and Utilization of Tech-Infused Pedagogical Innovations in Revolutionizing STEM Education Questionnaire (KPUTPIRSEQ) was used for data collection. The instrument underwent a series of validations by experts in Test and Measurement, and Science Education to ascertain its validity. A reliability coefficient of 0.77 was obtained for the instrument using Cronbach Alpha statistics. Mean and standard deviation scores were used to answer the research questions. The findings of the study showed a moderate extent of pre-service Integrated Science teachers’ knowledge, proficiency and utilization of tech-infused pedagogical innovations for revolutionizing STEM education. Based on the findings, it was recommended among others that pedagogical practices should be made to embrace the use of tech-infused innovations so that teacher trainees have the appropriate knowledge and skills to meet with increasing needs of society. Also, tertiary education and teachers’ education curricula be restructured to focus on contextualized and digital abilities for effective teaching and learning.
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