Assessment of Trainee Teachers’ Self-Efficacy and Intention Towards the Use of Facebook for Learning in University of Port Harcourt

Abstract

This study considered trainee teachers’ self-efficacy and intention toward the use of Facebook for learning at the University of Port Harcourt with 12 faculties. The research has three (3) Objectives, three research questions, and three null hypotheses. The work implemented a descriptive design. The population was 2,240 trainee teachers, and 350 were drawn as a model using proportional stratified random sampling. Two instruments were used for data collection. Questionnaire on teachers’ self-efficacy and intention to use of Facebook for learning. This instrument for data collection was called, self-efficacy and intention of Facebook use (SEIOFU) and had two sections. The instrument was designed on a four-point Likert rating scale. The reliability index for the instruments was achieved through Cronbach alpha, self-efficacy (SE), 0.77, and intention (I) 0.83. Whereas the overall reliability was 0.79. Experts in Educational Technology and Psychology were used to validate the instruments. The statistical tools used in examining the questions were mean and standard deviation, while the hypothesis was tested using Z-test and Pearson Product Moment at 0.05 alpha. The findings revealed that no difference exists between male and female trainee teachers’ self-efficacy and their use of the social platform for learning. Also, their intention for using the social platform in learning was satisfactory. Similarly, there was a positive relationship between male and female trainee teachers’ selfefficacy and intention for using the social platform in learning. The study recommends that, since there is a positive intention of trainee teachers’ self-efficacy towards Facebook use, an enabling environment should be provided in colleges for academic use of this social platform. Trainee teachers should be exposed to more courses on the importance of Facebook for learning and instruction.