EDMODO INSTRUCTIONAL STRATEGY AND TEACHING EFFECTIVENESS OF TEACHERS IN LESSON DELIVERY IN UYO LOCAL GOVERNMENT AREA
Abstract
The purpose of the study was to determine the influence of the adoption of Edmodo instructional strategy and teaching effectiveness of teachers in lesson delivery teachers. The study adopted descriptive survey design. The population consisted of 80 teachers in all the 13 government owned secondary schools in Uyo LGA. The sample size for the study comprised 80 teachers. Simple random sampling technique was used in choosing the students. The researcher-developed questionnaire titled, “Adoption of Edmodo Strategy and Teacher Effectiveness Questionnaire (AESTEQ)” and Teacher Effectiveness Questionnaire (TEQ). The instruments (AESTEQ) and (TEQ) were subjected to face validation by three experts in research, all in the Faculty of Education, University of Uyo. A reliability coefficient of 0.83 and 0.88 respectively were obtained and this was therefore, considered adequate for the instrument to be used for the study. The respondents were given instructions on how to complete the questionnaire and test. Completed copies of the questionnaire and test which was 100% were collected back from the respondents for analysis. Mean was used to answer the research questions. Independent t-test was used to test the null hypotheses at. 05 level of significance. It was revealed that there is a significant influence of the adoption of Edmodo instructional strategy on teaching effectiveness in lesson delivery in Secondary schools based on male and female teachers. Also that there is a significant influence of the adoption of Edmodo instructional strategy on teaching effectiveness in lesson delivery in Secondary schools based on rural school and urban school teachers. It was recommended that several workshops and seminars should be organized for teachers on the Adoption of Edmodo instructional strategy learning platform in order to make it popular among the teachers.
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