Effect of computer based instructional program on technology integration beliefs and course outcomes of prospective teachers in relation to Computer self efficacy

Abstract

The present study investigates the effect of a Computer-Based Instructional (CBI) program on the technology integration beliefs, computer self-efficacy, and course outcomes of prospective teachers. With the increasing emphasis on technology-enhanced learning environments, understanding how teacher trainees develop confidence and positive beliefs toward technology integration is essential for effective classroom practices. The study adopted a quasi-experimental design with a pre-test and post-test control group. The experimental group was exposed to a structured CBI program designed to enhance technological pedagogical skills, while the control group received traditional instruction. Data were collected using standardized tools measuring technology integration beliefs, computer self-efficacy, and academic achievement. Statistical analyses, including Mean Standard deviations t- test , f-test and ANOVA were employed to examine the relationships among the variables. newlineFindings revealed that the CBI program significantly improved the technology integration beliefs and course outcomes of prospective teachers compared to the traditional method. Computer self-efficacy was found to be a significant predictor and mediator between the use of CBI and technology integration beliefs. The results highlight the importance of incorporating computer-based instructional strategies in teacher education programs to develop technologically competent and confident future educators. The study recommends that teacher training institutions systematically integrate CBI to foster computer self-efficacy and proficiency in technology-driven teaching-learning processes. newline newline