MANAGING COMPUTATIONAL SKILLS TRANSFER AND TEACHERS SELF-EFFICACY IN THE 21ST CENTURY: A STUDY OF STUDENTS WITH DISABILITY IN OYO SPECIAL

Abstract

The 21st century has been characterized by rapid technological advancement, digital transformation, and increased reliance on computational knowledge across various sectors of society. These skills are increasingly recognized as fundamental literacy for learners in modern societies. The effective transfer and acquisition of these skills among students with disabilities remain a major challenge in many developing countries, including Nigeria. That is why this study investigated managing computational skills transfer and teachers’ self-efficacy in the 21st century: a study of students with disability in Oyo special schools. A descriptive survey design was used for the study. The population for the study comprised of all secondary school teachers in Oyo township of Oyo state. Purposive random sampling technique was used to select two special schools for the study. Ten teachers and twenty students each were selected from the two schools to form twenty teachers and forty students for the study. A self-developed Teacher’s self-efficacy and computational thinking transfer questionnaire were used to collect data for this study. The demographic data were described using frequency count and percentage while Pearson Product Moment Correlation (PPMC) was used to test the hypotheses at 0.05 level of significance. The result shows a strong positive correlation between teachers’ self-efficacy and computational skills transfer among teachers in the study area. The result also indicated a significant relationship between students’ acquisition of computational skills and teachers’ self-efficacy. The study therefore, concluded that to effectively managing computational skills transfer among students with disabilities, teachers’ self-efficacy, knowledge of the computational skills and confident in the instruction delivery were major requirement for the teachers. It was also recommended in the study that Schools should organize continuous training, workshop and seminal for teachers to improve their computational thinking skills and self-efficacy in order to transfer same to the students especially students with disabilities