Investigating Predictors of Pre-service Science Teachers’ Behavioral Intention toward e-Resources for Teaching

Oct 15, 2026

This study investigates predictors of pre-service science teachers’ behavioral intention toward e-resources use for teaching in Nigeria. A cross-sectional survey design and a questionnaire measured technology preparedness, perceived usefulness, perceived ease of use, and behavioral intention. Data were collected from 124 pre-service science teachers graduating from a Nigerian teacher education program. Validity and reliability checks were conducted, and structural equation modeling and t-tests tested the hypotheses. Results show technology preparedness has no statistical influence, while perceived usefulness and ease of use do.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Digital revolution and e-resources in education

Teacher preparation and determinants of adoption

Gender differences in technology use

Investigating Predictors of Pre-service Science Teachers’Behavioral Intention toward e-Resources for Teaching Ahmed Tajudeen Shittu Federal University of Technology Minna, Nigeria Bamidele Wahab Kareem Federal University of Technology Minna, Nigeria Omotayo Olabo Obielodan University of Ilorin, Nigeria Michael Ayodele Fakomogbon University of Ilorin, Nigeria Abstract This study examined predictors of pre-service science teachers’ behavioral intention toward eresources use for teaching in Nigeria. The study used cross-sectional survey research method and a questionnaire with a set of items that measure technology preparedness, perceived usefulness, perceived ease of use and behavioral intention to gather the data of the study. The sample of the study is comprised of 124 pre-service science teachers graduating from a teacher education program in a Nigerian university. The research instrument of the study was subjected to validity and reliability check. Structural Equation modeling and t-test analysis was used to test the hypotheses of the study and the data collected were used to fit the specified model of the study. The findings ofthe study showed that technology preparedness does not statistically influence students’ behavioral intention towards e-resources use for teaching, but perceived usefulness and perceived ease of use does. The study also revealed that significant difference exists between male and female pre-service teachers behavioral intention towards e-resources use for teaching. Thus, the findings of the study confirm the validity of technology acceptance model construct and provide evidence that technology preparedness of pre-service teacher is inadequate to induce their behavioral beliefs toward future use of e-resources for classroom practice Keywords: Pre-service teachers, E-resources, Perceived usefulness, Ease of use, Behavioral intention Introduction The digital revolution has arguably transformed every area of human discipline. The revolution did not sphere education, rather, it has brought a radical change into how knowledge is created, generated, communicated, stored and used. For pedagogical practice, the technology has brought a paradigm shift to how teaching is conducted and how students learn. The development of electronic resource has reshaped the responsibility of professional teachers. Despite the advocacy on the need to deploy information technology resources for teaching and learning, evidence still shows that there is little use of e-resources in the classroom especially in the less developed nations (Clark, 2000; Ertner, 1999; Yusuf & Balogun, 2011) . Preparing pre-service teachers for the current digital era, teacher educators should be seen to be a key factor in using e-resources for training the future teachers. E-resource are materials, learning content, and information that are in digital form which can only be access through computer. The emergent of e-resources has tremendously influence information creation, handling and usage in education. It enable innovation in teaching and learning, increases discovery and creation of new field of inquiry. To Ray and Day (1998), e-resources is a digital resources that offers students of this generation new opportunities that were not available to previous generations of students. Added to that, Okello-Obura and Magara (2010) noted that e-resources has a lot of advantages over printed resources among these advantages of e-resources are: ease of use, speed, access to multiple files at the same time, access to document outside the library among others. Given the importance of teacher in the application of e-resources for teaching and learning, researchers have turned their attention to understand the adequacy of teachers’ preparation program, whether teacher are well prepared or not to use information communication technology resources for teaching. Findings from these studies have identified factors affecting teachers

FAQs

What factors does the study examine as predictors of behavioral intention toward e-resources?

The study measures technology preparedness, perceived usefulness, perceived ease of use, and behavioral intention toward e-resources use for teaching.

What research method and sample size were used?

It uses a cross-sectional survey method with a questionnaire, and the sample includes 124 pre-service science teachers from a Nigerian university teacher education program.

What did the findings show about technology preparedness?

Technology preparedness did not statistically influence behavioral intention toward e-resources use for teaching.

Oct 15, 2026

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