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Using a sequential-explanatory sequential explanatory design (MMR), it draws on 84 basic education teachers in public secondary schools, with a questionnaire (reliability coefficient 0.94) and semistructured interviews. Descriptive analysis addresses the research question and t-tests test null hypotheses. Results show highly positive competence perceptions overall, significant differences by teaching experience, and insignificance for gender; factors include technophobia, lack of finance, and poor digital literacy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/unveiling-teacher-competence-a-mixed-method-exploration-of-technology-integration-in-upper-basic-education-in-nigeria/588312/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/unveiling-teacher-competence-a-mixed-method-exploration-of-technology-integration-in-upper-basic-education-in-nigeria/588312.png","ImageObject",300,407,{"name":42,"@type":43},"Putri","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What does the study examine regarding technology integration?","Question",{"text":63,"@type":64},"The study investigates teachers’ perceived competencies in technology integration, focusing on how these relate to teaching experience and gender in Awka Metropolis.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research design and data collection methods were used?",{"text":68,"@type":64},"A sequential-explanatory design (MMR) was used, with 84 basic education teachers. Data were collected using a questionnaire (reliability coefficient 0.94) and semistructured interviews.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors influence technology integration in the classroom according to the findings?",{"text":72,"@type":64},"The findings identify technophobia (fear of technology), lack of finance, and poor digital literacy as influencing technology integration in the classroom.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588312,1792144123,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":117,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Unveiling Teacher Competence: A Mixed-Method Exploration of Technology Integration in Upper-Basic Education in Nigeria  \nNnaemeka Kenechi Oguezue 1*  \n1Science Education Department, Nnamdi Azikiwe University, Awka, Nigeria  \n*[Corresponding author: nk.oguezue@unizik.edu.ng](Corresponding author: nk.oguezue@unizik.edu.ng)  \nABSTRACT Technology integration is one of the means of facilitating contemporary teaching and learning processes. This study investigated teachers’ perceived competencies in technology integration through their years of teaching experience and gender in Awka Metropolis. The study adopted a sequential-explanatory design approach (MMR), with a sample size of 84 basic education teachers in public secondary schools. A questionnaire with a reliability coefficient value of 0.94 and a semistructured interview were used as instruments for data collection in the study. Data were analyzed using descriptive analysis to answer the research question and t-test analysis to test the null hypotheses. The findings showed that teachers’ perceived competence in technology integration in the classroom was highly positive. More so, the perceived competence of teachers with longer years of teaching was significant, while gender was insignificant. Factors such as technophobia (fear of technology), lack of finance, and poor digital literacy influence technology integration in the classroom. Amongst others, we recommended that stakeholders set up a model for the seamless integration of technology in upper-basic education in Nigeria.  \nKeywords: Basic science, Teachers’ perceived competence, Technology integration, Upper basic education  \n1. INTRODUCTION  \nTechnology integration (TI) is essential for modern teaching and learning processes, especially in light of the recent COVID-19 pandemic, which further exposed the need for technological advancement, especially in education. This emerging technological environment offers opportunities for teachers and students to improve their experiences through the use of some technological tools such as mobile devices, educational apps, virtual reality (Wakil et al., 2024), computers, projectors (Erickson, 2023), and other technological mediums of instructions. The potential of TI in the classroom is unlimited as it prepares students for future demands (Aiyedun, 2024), improves students’ learning engagement (Chukwudum et al., 2024), and trains individuals to be productive in society (Igwe et al., 2022) .  \nBased on the aforementioned potentials, teachers' and students’ attendance to TI in the classroom is expected tobe done with serious intentions. However, studies (Diallo, 2023; Gil-Flores et al., 2016) have indicated that many teachers lack the necessary skills for effective TI in the classroom, and this lack of technological skill has created a gap in practice in the classroom. Factors such as school leadership, self-efficacy, and teachers’openness to change significantly impact teacher use of technology (Aslan &  \nZhu, 2016; Gil-Flores et al., 2016; Menabo et al., 2021) . Ultimately, teacher competence and perceptions of technology play a crucial role in facilitating effective TI in the classroom. Despite numerous studies on TI generally, gaps persist in understanding how teachers perceive their competence in TI and how some factors, such as gender and teachers’number of years, influence these perceptions. Thus, this paper focuses on teachers’ perceived competence in TI in basic education in Nigeria.  \nIn Nigeria, technology has a recognized impact in addressing educational and national issues, leading to a strong advocation from the federal government for TI at all levels of education (Etim, 2024; Wakil et al., 2024) . However, despite this advocacy, studies reveal that over 90% of public schools lack computer access (Ameen et al., 2019; Onyia & Onyia, 2011) . Consequently, traditional teaching methods have dominated the pedagogical practice, thus inhibiting learners' active participation (","cbCaihhPUQjjS3A6","https://ap.wps.com/l/cbCaihhPUQjjS3A6","pdf",496307,"English","# Abstract\n# 1. Introduction","[{\"question\":\"What does the study examine regarding technology integration?\",\"answer\":\"The study investigates teachers’ perceived competencies in technology integration, focusing on how these relate to teaching experience and gender in Awka Metropolis.\"},{\"question\":\"What research design and data collection methods were used?\",\"answer\":\"A sequential-explanatory design (MMR) was used, with 84 basic education teachers. Data were collected using a questionnaire (reliability coefficient 0.94) and semistructured interviews.\"},{\"question\":\"Which factors influence technology integration in the classroom according to the findings?\",\"answer\":\"The findings identify technophobia (fear of technology), lack of finance, and poor digital literacy as influencing technology integration in the classroom.\"}]","Unveiling Teacher Competence - A Mixed-Method Exploration of Technology Integration in Upper-Basic Education in Nigeria | PDF",1792064991]