Keyword: secondary education

ABSTRACT: This study examined how teachers’ perception and digital readiness influence their preparedness for the implementation of computer-based WAEC examinations in Nigerian secondary schools by 2030. A quantitative approach, combining ex post facto and correlational designs, was employed to assess existing conditions and relationships among variables. The study population comprised 12,483 secondary school teachers in Ebonyi State, from which a stratified random sample of 1,248 teachers was drawn. The data were collected using the Teachers’ Perception and Digital Readiness Inventory (TPDRI), consisting of 46 items, with acceptable reliability (Cronbach’s alpha = 0.74 for perception and 0.78 for digital readiness). The descriptive and inferential statistics were used for analysis. The Findings from the one-sample t-test (M = 37.65, t = 0.57, p = 0.567$) revealed that teachers’ overall perception of computer-based testing does not significantly deviate from the baseline, indicating a statistically neutral stance characterized by lingering hesitation and uncertainty. In contrast, self-reported digital readiness was significantly above baseline (M = 66.85, p < 0.001), though constrained by infrastructure gaps. Furthermore, regression analysis (R2 = 0.17) indicated a significant predictive association between perception and digital readiness. The study contributes to existing knowledge by highlighting that readiness for computer-based examinations is not solely dependent on technical capacity but is also shaped by teachers’ perceptions. It underscores the need for targeted sensitization, continuous professional development, and improved access to digital resources to ensure effective and equitable implementation of CBT in Nigerian secondary schools.

ABSTRACT: This study proposes an integrated, evidence-based model to explain the transition from artificial intelligence (AI)-related anxiety to acceptance and learning engagement in the context of Education 4.0. Drawing on a secondary data synthesis of four nationally representative South Korean datasets—KISTEP (2024), NIA (2024), KEEP (2024), and Statistics Korea (2024)—and grounded in Keller’s (1987) ARCS motivational model and Davis’s (1989) Technology Acceptance Model (TAM), the study develops a multi-layered framework linking AI anxiety, AI literacy, AI acceptance, and learning engagement. The analysis tests four hypotheses using a pseudo-SEM approach. Because the study relies on secondary data, proxy indicators are employed to operationalize key constructs, with the Digital Competency Index (DCI) used as a proxy for AI literacy. The findings show that AI anxiety is significantly and negatively associated with AI acceptance, whereas AI literacy exerts a direct positive effect and also weakens the anxiety-acceptance relationship, functioning as a cognitive buffer (moderating effect, β = .23, p < .05). In turn, AI acceptance emerges as a strong predictor of learning engagement (R² = .34). Most notably, this study reframes AI literacy not merely as a technical skill, but as a resilience mechanism that helps reduce technology-related anxiety. The theoretical contribution has direct implications for instructional design and age-sensitive policy interventions. In addition, the pseudo-SEM approach offers a replicable framework for building macro-level theory from national administrative data.

ABSTRACT: The integration of digital technologies has enhanced language learning by improving access to resources, interaction, and learner autonomy in Rwanda. National Information and Communication Technology initiatives support competence-based education, yet the use of digital tools in classrooms remains uneven. Despite these efforts, many students are not fully engaged or motivated when using digital language learning tools. This study therefore sought to examine students’ perceptions of digital language learning and their influence on academic engagement and motivation in Rwandan secondary schools. A quantitative approach using a cross-sectional explanatory design was adopted. Data were collected from 200 secondary school students in Kamonyi District through a structured questionnaire based on a five-point Likert scale. Descriptive and inferential statistics, including correlation, regression analysis, and Structural Equation Modelling (SEM), were used to analyze relationships among perception, engagement, and motivation. The results revealed that students have highly positive perceptions of digital language learning tools, particularly in enhancing understanding, confidence, and independent learning. Significant positive relationships were found between perception and engagement (r up to 0.66) and between perception and motivation (r = 0.64). Regression analysis showed that perception (β = 0.49) and engagement (β = 0.37) significantly predict motivation, explaining 54% of its variance. SEM findings further confirmed that engagement partially mediates the relationship between perception and motivation. The study concludes that positive student perceptions significantly enhance engagement and motivation in digital language learning. It implies that improving students’ experiences with digital tools is essential for better learning outcomes. The study recommends increased investment in digital infrastructure, enhanced teacher training, and the integration of interactive, learner-centered digital strategies to optimize language learning in Rwandan secondary schools.