Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction

Samuel Jere; Maxwell Tsoka

doi:10.29333/ejmste/14921

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Samuel Jere ¹ ^* , Maxwell Tsoka ¹

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¹ University of Venda, Thohoyandou, SOUTH AFRICA^* Corresponding Author

Abstract

Using computer simulations in science education can facilitate the achievement of several educational objectives, including a thorough grasp of scientific concepts and an understanding of the scientific method. This research aimed to evaluate the extent of rural science educators’ technology integration self-efficacy when using simulations in teaching. The research was guided by Bandura’s (1986) social cognitive theory and focused on four key influencers of self-efficacy in educators: enactive mastery experience, vicarious experience, verbal persuasion, and affective state. The study’s demographic was all science educators in a rural district, with participants selected through convenience sampling. The survey instrument’s reliability and validity were established through exploratory and confirmatory factor analyses. The outcomes indicated that the science educators possessed a high level of self-efficacy in integrating technology through simulations, with no notable differences based on gender or education level. There was a statistically significant effect of teaching experience and school socioeconomic factors on the educators’ technology integration self-efficacy.

Keywords

technology integration self-efficacy
enactive mastery experience
vicarious experience
verbal persuasion
affective state and simulations

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2495

https://doi.org/10.29333/ejmste/14921

Publication date: 06 Aug 2024

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Article Downloads: 355

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How to cite this article

APA

Jere, S., & Tsoka, M. (2024). Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2495. https://doi.org/10.29333/ejmste/14921

Vancouver

Jere S, Tsoka M. Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction. EURASIA J Math Sci Tech Ed. 2024;20(8):em2495. https://doi.org/10.29333/ejmste/14921

AMA

Jere S, Tsoka M. Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction. EURASIA J Math Sci Tech Ed. 2024;20(8), em2495. https://doi.org/10.29333/ejmste/14921

Chicago

Jere, Samuel, and Maxwell Tsoka. "Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 8 (2024): em2495. https://doi.org/10.29333/ejmste/14921

Harvard

Jere, S., and Tsoka, M. (2024). Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2495. https://doi.org/10.29333/ejmste/14921

MLA

Jere, Samuel et al. "Exploring rural South African science teachers’ self-efficacy in integrating computer simulations in instruction". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 8, 2024, em2495. https://doi.org/10.29333/ejmste/14921