The Effects of University Teachers’ Perception, Attitude and Motivation on their Readiness for the Integration of ICT in Classroom Teaching

Abstract

Research indicates that student achievement enhances if coupled with information and communication technology (ICT). However, regardless of its extreme importance, there are examples of ICT underuse across all levels of classroom teaching and learning in Pakistan. Evidence from previous research studies suggests that teachers’ perceptions, attitudes and motivation towards ICT determine the practical use of ICT in classroom teaching. The aim of this study was to find the effect of university teachers’ perceptions, attitude, and motivation towards their readiness for the integration of ICT in their classroom teaching. A sample of 377 university teachers from 51 higher education institutions responded to the survey instrument. The data were analyzed by using Exploratory Factor Analysis (EFA) and Multiple Regression Analysis. The analysis of data revealed a statistically significant effect of university teachers’ perceptions, attitude and motivation towards teachers’ readiness for the integration of ICT in their classroom teaching. Based on the findings, the study recommends that university teachers with basic ICT literacy should be encouraged to have a positive attitude toward technology use for discharging professional responsibilities