Teacher and Technology Factors as Determinants of Academic Interest Deficit AmongSenior Secondary School Students in Ikom Education Zone, Cross River State.
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Abstract
This study aims to investigate the influence of Teacher, and Technology Factors as Determinants of Academic Interest Deficit Among Senior Secondary School Students in Ikom Education Zone, Cross River State. To achieve this purpose, two null hypotheses guided the study. A correlation survey research design was adopted. The population of the study comprised all the 2,735 Senior Secondary School Two (SSS2) students in the zone. The sample of the study was 213 respondents which was determined using Taro Yamane sampling method. The research instrument was a researcher-developed questionnaire titled, Senior Secondary Students Academic Interest Questionnaires (SSSAIQ) which was face validated by experts in Test and Measurements unit of the university of Calabar, Calabar. Cronbach’s Alpha was used to test the reliability coefficient and 0.88 and 0.94 were obtained. From the findings, there exists a strong impact of teacher influence on students’ academic interest. Also, that digital resources like educational apps, positively impacted students’ interest, and excessive social media which involves the use of technology negatively affected academic motivation. Based on the findings it was recommended among others that the ministry of education should provide regular training for in-service teachers on the effective integration
of educational technologies in classrooms to maximize student engagement and motivation, while preventing potential distractions.
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