Open AccessINFLUENCE OF SCHOOL LOCATION ON TEACHERS’ ACCEPTANCE OF WHATSAPP/TELEGRAM FOR ONLINE INSTRUCTION
Author(s) -
Temitope Oteyola,
Oyetola Oyeniran,
Omotayo Adebukola Afolabi,
Salome Oghenerobo Ireh
Publication year - 2022
Publication title -
international journal of research in education and psychology
Language(s) - English
Resource type - Journals
ISSN - 2455-426X
DOI - 10.54513/ijrep.2022.8102
Subject(s) - school teachers , psychology , government (linguistics) , mathematics education , population , descriptive statistics , academic year , medical education , medicine , mathematics , statistics , environmental health , linguistics , philosophy
This study determined the teachers’ level of acceptance of WhatsApp/Telegram for online instructions in secondary schools in Ondo East and Ondo West Local Government Areas of Ondo State. It determined the influence of school location on the teachers’ acceptance of WhatsApp/Telegram for online instructions in the secondary schools. It also investigated the influence of teachers’ characteristics (sex, qualification and years of experience) on the teachers’ level of acceptance of WhatsApp/Telegram for online instructions across the secondary school locations and determined the relationship between the teachers’ attitude towards and acceptance of WhatsApp/Telegram for online instructions in the secondary schools. The study adopted the descriptive survey research design. The population of the study consisted all the secondary school teachers in the local government areas. 299 teachers were selected across the schools using multistage sampling procedure. Teachers’ Acceptance of Telegram/WhatsApp Based Online Classes was used for data gathering. Analysis of data showed that the level of acceptance of WhatsApp/Telegram for online instruction by the teachers is high (82.5%). Also that school location has no significant influence on the teachers’ acceptance of WhatsApp/Telegram for online instructions. Results also revealed that sex has no significant influence on the teachers’ acceptance of the tool (t(194) = 0.67; p > 0.05). Academic qualifications also did not have significant influence on the teachers’ acceptance of WhatsApp/Telegram (F(6,203) = 1.26; p > 0.05). Years of experience as well had no significant influence on the teachers’ acceptance of WhatsApp/Telegram (F(8,209) = 1.52; p > 0.05).