Speaker
Description
Emmanuel, N. A.
Federal College of Education, Ididep, Akwa Ibom State, Nigeria
nsinneakan101@gmail.com
Track: Digital Pedagogy and Teaching Innovation
This study examined digital pedagogy as predictors of students’ classroom engagement in Nigerian Colleges of Education, with a view to determining its implications for the adoption of global best practices in teacher education. The study was necessitated by the increasing integration of digital technologies into higher education and the persistent concern about students’ cognitive engagement in classroom activities. A correlational research design was adopted for the study. The population comprised of 1,380 N.C.E students from two Nigerian Colleges of Education namely: Akwa Ibom State College of Education Afaha Nsit and Federal College of Education Ididep from which a sample of 470 students were selected using a multistage sampling procedure. Data were collected using a researcher-developed instrument titled Digital Pedagogy and Students’ Classroom Engagement Questionnaire (DP-SCEQ). The instrument was face validated by experts and yielded a reliability coefficient of 0.80 which was determined using Cronbach Alpha reliability analysis, indicating satisfactory internal consistency.
Four research questions were formulated, and four corresponding null hypotheses were tested at 0.05 level of significance. Data collected were analysed using the simple linear regression analysis. The findings revealed that digital pedagogy had a significant positive relationship with students’ classroom engagement. Specifically, digital instructional competence, interactive technology integration, flipped classroom and personalised/blended learning practices significantly predicted students’ classroom engagement
The study concluded that purposeful and pedagogically appropriate integration of digital technologies enhances students’ active participation, interest, interaction, collaboration and cognitive involvement in classroom learning. The study therefore recommended, among other things, continuous professional development for teacher educators in digital pedagogy, as well as the adoption of internationally informed but contextually responsive technology-enhanced teaching practices. The study contributes empirical evidence to the discourse on digital transformation in Nigerian teacher education and provides a basis for strengthening classroom engagement through digital pedagogy in line with emerging global best practices.