Investigating Digital Distraction among Pre-service Science, Technology, and Mathematics Teachers in Nigeria
Internationally, proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable...
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| Veröffentlicht in: | Digital education review 2020-06 (37), p.32-48 |
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| creator | Awofala, Adeneye Olarewaju Olabiyi, Oladiran Stephen Okunuga, Racheal O Ojo, Omolabake Temilade Awofala, Awoyemi Abayomi Lawani, Abisola O |
| description | Internationally, proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, a test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction which may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom. |
| doi_str_mv | 10.1344/der.2020.37.32-48 |
| format | Article |
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Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, a test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction which may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom.</description><identifier>ISSN: 2013-9144</identifier><identifier>EISSN: 2013-9144</identifier><identifier>DOI: 10.1344/der.2020.37.32-48</identifier><language>eng</language><publisher>Barcelona: University of Barcelona</publisher><subject>21st century ; Addictive Behavior ; Classrooms ; Construct Validity ; Digital distraction ; Digital literacy ; Education ; Educational technology ; Emotional Response ; Foreign Countries ; Gender Differences ; Handheld Devices ; Higher education ; Influence of Technology ; Learning ; Mathematics ; Mathematics teachers ; Measures (Individuals) ; Nigeria ; Pedagogy ; pre ; Preservice Teachers ; Psychometrics ; Quantitative psychology ; scale ; Science ; service teachers ; Social research ; STEM Education ; Teaching Methods ; Technology ; Technology adoption ; Test Reliability ; Time Management ; Undergraduate Students ; University students ; Young Adults</subject><ispartof>Digital education review, 2020-06 (37), p.32-48</ispartof><rights>2020. This work is published under https://creativecommons.org/licenses/by-nc-nd/3.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>LICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. Cualquier enlace al texto completo de estos documentos deberá hacerse a través de la URL oficial de éstos en Dialnet. Más información: https://dialnet.unirioja.es/info/derechosOAI | INTELLECTUAL PROPERTY RIGHTS STATEMENT: Full text documents hosted by Dialnet are protected by copyright and/or related rights. This digital object is accessible without charge, but its use is subject to the licensing conditions set by its authors or editors. Unless expressly stated otherwise in the licensing conditions, you are free to linking, browsing, printing and making a copy for your own personal purposes. All other acts of reproduction and communication to the public are subject to the licensing conditions expressed by editors and authors and require consent from them. Any link to this document should be made using its official URL in Dialnet. More info: https://dialnet.unirioja.es/info/derechosOAI</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c348t-c9039cefbac3e3adde995bb5d8581c40de16d8def60fba8a486c615b9e90f883</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>230,314,690,780,784,874,885,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1301318$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Awofala, Adeneye Olarewaju</creatorcontrib><creatorcontrib>Olabiyi, Oladiran Stephen</creatorcontrib><creatorcontrib>Okunuga, Racheal O</creatorcontrib><creatorcontrib>Ojo, Omolabake Temilade</creatorcontrib><creatorcontrib>Awofala, Awoyemi Abayomi</creatorcontrib><creatorcontrib>Lawani, Abisola O</creatorcontrib><title>Investigating Digital Distraction among Pre-service Science, Technology, and Mathematics Teachers in Nigeria</title><title>Digital education review</title><description>Internationally, proliferation of digital technologies in classrooms has produced digital distractions among digital natives in this 21st century. Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, a test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. 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Thus, it is highly imperative to develop a suitable instrument for assessing and measuring digital distraction among higher education students to enable continuing research and practice. While previous studies had treated and measured digital distraction as a sub-component of a multi-dimensional construct and as a test, the present study through instrumentation survey research, developed and authenticated a standalone digital distraction scale among pre-service science, technology and mathematics (STM) teachers in Nigeria. The instrument is constructed by adopting a multidimensional standpoint of digital distraction around a higher-order modelling method. The pre-service STM teachers were recruited from a culturally varied university student population in Nigeria. The results showed a high level of digital distraction among the pre-service STM teachers in Nigeria and the digital distraction is composed of several connected yet distinctive factors (emotional distraction, digital addiction, and distraction by procrastination), with proof backing up a higher-order structural archetypal. More so, empirical evidence confirmed the measurement invariance of the scale with regards to gender and the consistency of the psychometric properties of the digital distraction scale. Finally, a test-retest reliability of the digital distraction scale showed that the scores are not variable over time and that the scale is not sensitive to alterations in the learning milieu. Finally, it is hoped that this tool will be handy for educators interested in isolating pre-service STM teachers at risk of high digital distraction which may cause lack of respect and privation of courtesy for instructors and personal distraction in the classroom.</abstract><cop>Barcelona</cop><pub>University of Barcelona</pub><doi>10.1344/der.2020.37.32-48</doi><tpages>17</tpages><oa>free_for_read</oa></addata></record> |
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| subjects | 21st century Addictive Behavior Classrooms Construct Validity Digital distraction Digital literacy Education Educational technology Emotional Response Foreign Countries Gender Differences Handheld Devices Higher education Influence of Technology Learning Mathematics Mathematics teachers Measures (Individuals) Nigeria Pedagogy pre Preservice Teachers Psychometrics Quantitative psychology scale Science service teachers Social research STEM Education Teaching Methods Technology Technology adoption Test Reliability Time Management Undergraduate Students University students Young Adults |
| title | Investigating Digital Distraction among Pre-service Science, Technology, and Mathematics Teachers in Nigeria |
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