International Conference on Digital Innovation and Higher Education (ICDIHE 2026)

From Self-study to Classroom Practice: Technology Integration and Pedagogical Performance among Primary School Teachers Enrolled in the SPRINT Program in Bauchi State, Nigeria

8 Dec 2026, 13:35

10m

KIVU (University of Kigali, Kigali, Rwanda)

Speaker

Aliyu Shuaibu (Adamu Tafawa Balewa College of Education Kangere, Bauchi State)

Description

Shuaibu, A.
Adamu Tafawa Balewa College of Education Kangere, Bauchi State
aliyushuaibubabas@gmail.com
Track: Digital Pedagogy and Teaching Innovation

‎The integration of technology into primary education in Nigeria remains a critical policy goal, yet the gap between teacher training and actual classroom application persists. This study examines the relationship between self-study technology modules and subsequent pedagogical performance among primary school teachers enrolled in the SPRINT programinitiative, a nationwide in-service training initiative. Using a mixed-methods design, the research tracked 50 teachers across five Local Government Areas of Bauchi State, capturing their engagement with self-paced digital literacy and technology integration modules over six months. Quantitative data were gathered through module completion analytics and structured classroom observation rubrics measuring the quality of technology-mediated instruction. Qualitative insights were drawn from semi-structured interviews and reflective journals to explore how teachers translated self-study content into practice. Findings revealed a significant positive correlation between sustained, reflective self-study and observable gains in pedagogical performance, particularly in lesson interactivity and learner engagement. However, this translation was heavily moderated by school-level factors, notably access to functional devices and supportive leadership. Teachers who demonstrated the greatest growth were those who supplemented self-study with informal peer learning communities within their schools. The study highlights the promise of self-directed professional development models like SPRINT, while cautioning that without an enabling school environment, even the most motivated teachers struggle to enact change. Recommendations underscore the need for a systemic approach that pairs self-study with school-based technology support and mentorship, ensuring that teacher learning reaches the classroom.

‎Keywords:
‎Self-Study, Classroom Practice, Technology Integration, Pedagogical Performance, SPRINT Program.