Influence of Technology Assisted Pedagogy in Enhancing Teachers’ Competence in Catholic Secondary Schools in Addis Ababa, Ethiopia

Tesfaye Mateos Argaw
Prof. Marcella Momanyi
Dr. Peter Koros
Catholic University of Eastern Africa
Email: tesfayemateos23@gmail.com

Abstract: The purpose of the study was to investigate the influence of technology assisted pedagogy enhancing teachers’ competence in teaching in Catholic secondary schools in Addis Abeba. Explanatory sequential mixed-method research design guided the study. The target population included teachers, school heads, students, and supervisors in the Catholic Secondary Schools of Addis Abeba. Proportionate stratified sampling and finite sampling technique has been used to select a sample size of 240 teachers, 263 students, 11 school heads and 4 supervisors respectively. Data collection instruments were questionnaires and interview guide which were subjected to both content and face validity. Cronbach Alpha determined the reliability of quantitative items, with a reliability coefficient of .78 and .79; whereas those of qualitative items were determined in terms of their credibility and dependability. The study found that the better the teachers’ expertise and skills, the larger their influence on the usage of technology for instruction. Teachers with more experience were also found to be less inclined to integrate ICT into their classroom activities, preferring to stick to traditional pedagogical strategies.