Can Experience Determine the Adoption of Industrial Revolution 4.0 Skills in 21st Century Mathematics Education?

Abstract

Teachers in secondary schools were studied to determine their readiness to adopt fourth industrial revolution (4IR) technologies to enhance their teaching practices and student learning. Through Industry 4.0, technologies are also becoming available as products for education, transforming the rules and norms of education. Secondary school mathematics teachers in Nigeria must prepare themselves to embrace digital skills so that they will be ready for new teaching and learning processes that are being introduced by these new digital tools. In this study, a cross-sectional quantitative approach was used. The data were collected using a self-developed instrument with a content validity index of 0.96 and a MacDonald Omega reliability index of 0.84. A purposive sampling technique was used to select 211 mathematics teachers in three Lagos State education districts. Analyses of the obtained data were performed using descriptive statistics and ANOVA at a significance level of 0.05. Results indicate that mathematics teachers are ready to integrate 4IR skills and emerging technologies into their classrooms. In addition, the willingness of participants to adopt relevant 4IR skills across their years of experience was statistically significant. A new path is charted for school administrators, mathematics teachers, and stakeholders in the education sector to assist in policy design toward 4IR, thereby contributing to the existing literature on adopting emerging technologies to teach mathematics education in sub-Saharan Africa.

Exploring STEAM teachers’ trust in AI-based educational technologies: a structural equation modelling approach

“…The CR coefficient is generally considered to be more precise than Cronbach's alpha [123,125,141]. In this study, the CR value exceeded 0.70, indicating good construct reliability [128,130,131,142,143]. All factors had Cronbach's alpha values ranging from 0.700 to 0.840, and Dijkstra's PLSc ranged from 0.639 to 0.926.…”

“…The variance inflated factor (VIF) was examined, and values below 3.3 were considered acceptable. Effect sizes (f2 values) were calculated to measure the impact of exogenous variables on the endogenous variable, with values of 0.35, 0.15, and 0.02 indicating large, medium, and small effects, respectively [126][127][128]. The adjusted R-square coefficient (R2) was used to determine the amount of variance explained by the exogenous variables with the endogenous variables.…”

“…The convergent validity of a measurement instrument is determined by whether respondents can understand the question statements (or other measures) associated with each latent variable. In this regard, the following criteria are recommended for determining whether a measurement model is valid in terms of convergence: the p-value of the loadings should be 0.05 or smaller; the loadings should be equal to or greater than 0.50, and the AVE score should be greater than 0.50 for each dimension [125,128,[130][131][132][133]; Kock, 2014a). As a result, Table 1 shows convergent validity with all dimensions having an AVE of greater than 0.50 and significant item-to-factor loadings.…”

“…Based on the results, we conclude that the PLS analysis supports all the proposed relational hypotheses within the model with a significance level of 0.05, except for H3. Usually, Cohen's size effect is recommended at 0.02, 0.15, and 0.35 [127,128]. Even when the corresponding p-values are statistically significant, values below 0.02 suggest that the effects are too weak to be relevant from a practical standpoint.…”

Exploring the Role of Religious Studies in Developing Moral Values among Secondary Schools Learners in the Northern Region of Lesotho

“…Another challenge lies in the changing dynamics of the contemporary world, particularly with technological advancements that have led to shifts in societal norms [37]. The religious studies curriculum may struggle to effectively address emerging moral dilemmas such as cyberbullying and modern behavioural issues in schools.…”