Keyword: teachers’ perception

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: Artificial intelligence (AI) has increasingly played an important role in educational development in the digital era. Teachers, therefore, need appropriate knowledge and perceptions regarding the use of such technology in instructional practices. This study aimed to: 1) develop and examine the construct of a scale measuring Thai teachers’ perceptions of the use of artificial intelligence in instructional management, and 2) investigate the level of Thai teachers’ perceptions regarding the use of artificial intelligence in teaching and learning. The research was conducted in two phases. Phase 1 involved instrument validation using Exploratory Factor Analysis with a sample of 353 teachers. Phase 2 examined teachers’ perceptions of the use of artificial intelligence in instructional management with a sample of 298 teachers. Data were analyzed using exploratory factor analysis and descriptive statistics. The findings revealed that teachers’ perceptions of AI in instructional management consisted of several components reflecting different dimensions of technology integration in teaching. Overall, Thai teachers demonstrated a moderate to high level of perception regarding the use of artificial intelligence in instructional practices. The results provide useful implications for promoting the effective integration of artificial intelligence in educational settings.