PERCEPTIONS AND APPROPRIATION OF COURSEWARE BY SCIENCE TEACHERS IN THE PILOT SECONDARY SCHOOLS OF KISANGANI (DRC): BETWEEN PERCEIVED USEFULNESS AND LOW PEDAGOGICAL USE

Author: Germain Musafiri Ubinga

ABSTRACT

This study focuses on analyzing science teachers’ perceptions and appropriation of educational software in pilot secondary schools in Kisangani, Democratic Republic of the Congo, with particular attention to the gap between perceived pedagogical usefulness and the actual use of these tools. These schools benefited from several interventions related to science curricula, the renovation or modernization of laboratories, the provision of teaching kits, and teacher training. Despite these initiatives, teaching practices remain largely traditional, with a strong emphasis on the transmission and memorization of content. The study adopted a mixed-methods descriptive and analytical approach involving a population of 102 respondents from six pilot secondary schools in the Tshopo 1 Educational Province. Data were collected through questionnaires administered to teachers and semi-structured interviews conducted with school and pedagogical officials. Data analysis was carried out using SPSS, complemented by statistical tests. The findings show that the gap between perceived usefulness and effective appropriation is substantial. A favorable perception appears to be a facilitating condition, but it is not sufficient to ensure the actual use of educational software. Effective pedagogical use therefore requires techno-pedagogical training, contextualized resources, technical support, and regular institutional monitoring.

Keywords: Educational software, appropriation, perception, teacher, pedagogical integration.

BIBLIOGRAPHY

  1. Claro, M., Castro-Grau, C., Ochoa, J. M., Hinostroza, J. E., & Cabello, P. (2024). Systematic review of quantitative research on digital competences of in-service school teachers. Computers & Education, 215, 105030. doi:10.1016/j.compedu.2024.105030.
  2. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–340. doi:10.2307/249008.
  3. De Vries, E. (2001). Learning software: Panoplie or fan. Revue française de pédagogie, 137(1), 105–116. doi:10.3406/rfp.2001.2851.
  4. Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14–26. doi:10.3102/0013189X033007014.
  5. Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
  6. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x.
  7. Mwei, P. K., Wando, D., & Too, J. K. (2012). Secondary school students’ attitudes towards mathematics computer-assisted instruction environment in Kenya. Educational Research and Reviews, 7(9), 207–214.
  8. Scherer, R., & Teo, T. (2019). Unpacking teachers’ intentions to integrate technology: A meta-analysis. Educational Research Review, 27, 90–109. doi:10.1016/j.edurev.2019.03.001.
  9. Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35. doi:10.1016/j.compedu.2018.09.009.
  10. Scherer, R., Siddiq, F., & Tondeur, J. (2020). All the same or different? Revisiting measures of teachers’ technology acceptance. Computers & Education, 143, 103656. doi:10.1016/j.compedu.2019.103656.
  11. Schmid, M., Brianza, E., Mok, S. Y., & Petko, D. (2024). Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK). Computers & Education, 214, 105024. doi:10.1016/j.compedu.2024.105024.
  12. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO.