TEACHERS' ATTITUDE ON TECHNOLOGY USAGE IN TEACHING AND LEARNING PHYSICS IN GOMBE METROPOLIS

ABSTRACT This study investigated teachers' attitudes on technology usage in teaching and learning physics in Gombe Metropolis. Specifically, it examined the influence of teacher and student attitudes, level of technology usage, and impact of self-efficacy on using technology for physics instruction. A quantitative approach was employed, utilizing questionnaires to collect data from a sample of 250 physics students out of18,865 and 30 physics teachers out of 40randomly selected from ten public senior secondary schools. The results revealed significant positive influence of teacher attitudes where 59% strongly agree and 61% agree making total of 120% out of 150% while 5% strongly disagree and 25% disagree making a total of 30%out of 150%. student attitudes were found 324% strongly agree with 435% agree making a total 759% out of 1250% while 166% strongly disagree and 325% out 1250% disagree. teacher’s self-efficacy on technology usage in teaching and learning physics show that 38%strongly agree and 73% out of 150% agree while 2% disagree and 378 out of 150% strongly disagree. student’s self-efficacy on technology usage in teaching and learning physics show that 439% strongly agree and 521% out of 1250% agree while 78% strongly disagree with 212% out of 1250% disagree respectively. However, no significant influence of teacher self-efficacy on technology integration for teaching physics was found. The study highlights the importance of addressing attitudinal factors and fostering self-efficacy among students to enhance technology adoption in physics education within the context of Gombe Metropolis. Research Instruments the researcher adapted questionnaire for the study. In carrying out this research, data was collected using two basic instruments namely; (1) Influence of Technology on Teaching Physics Questionnaire (ITTPQ) and (2) Influence of Technology on Learning Physics Questionnaire (ITTLPQ). Reliability of the Instrument, the reliability of the instrument was obtained using pilot study oftest-retest method using a sample of twenty (20) physics teachers outside the sample school. The method of data analysis used is, percentage (%) and Bar chat. Recommendations include capitalizing on favourable student attitudes, improving power supply infrastructure, allocating adequate instructional time, and promoting teacher-student interactions during technology-enhanced lessons. The findings contribute to the literature on educational technology integration and inform strategies for effective utilization of technology tools in physics classrooms in the study area.