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@article{203002,
        author = {OSIKOMAIYA Mojisola Olufunke and OLAWALE Mutiat Yetunde and OGUNLADE Bamidele Olusola and POPOOLA Titilayo Elizabeth and AKANDE Rotimi and ADEBANJO Adetayo Adekunle},
        title = {Teachers’ Perception towards Integrating Technological Knowledge into Classroom Practices in Senior Secondary Schools in FCT, Abuja},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {12},
        pages = {9769-9783},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=203002},
        abstract = {This study investigated senior secondary school teachers’ perceptions of integrating technological knowledge into classroom practices within the Federal Capital Territory (FCT), Abuja. Employing a descriptive cross-sectional survey design, data were collected from a sample of 237 teachers selected through a multistage random sampling technique from both public and private schools across various area councils. A structured questionnaire, validated by experts in educational technology and measurement, was utilized to gather information on demographic characteristics and perceptions towards technology integration. The instrument demonstrated high reliability (r = 0.895) via the test-retest method. Descriptive statistics (percentages, means, standard deviations) and inferential analyses (t-test and ANOVA) at a 0.05 significance level were used to analyze the data. Findings revealed a generally positive perception among teachers regarding the benefits of technological integration for enhancing student engagement, learning effectiveness, and teacher skills, as indicated by a grand mean of 3.1 on a 4-point Likert scale. Despite these favorable perceptions, challenges such as inadequate technical support, poor infrastructure, and limited training were identified as barriers. Inferential statistics showed no significant differences in perceptions based on gender and age. However, significant differences were observed with respect to teachers’ work experience, indicating that years of service influence perceptions toward technology use in the classroom. The study underscores the importance of addressing infrastructural and training gaps to optimize technology integration in senior secondary education, ultimately enhancing teaching and learning outcomes.},
        keywords = {Teachers’ perception, Technological knowledge, Classroom practices, Pedagogical knowledge, Educational Technology Word: 216},
        month = {May},
        }