Exploring the Role of ICT Resources and Teacher Competency in Student Engagement and Academic Performance in BCAED Student: A Sequential Explanatory Mixed Method

Abstract

This mixed-method research study explored the Role of ICT resources and Teacher Competency on Student Engagement and Academic Performance of Pre-service teachers using a sequential mixed-method explanatory design. Data were collected from 60 respondents selected for the quantitative phase and 10% or 6 individuals of the respondents was used for the qualitative phase who met the qualification criteria. The quantitative results showed that students have high level of ICT resources, teacher competency, student engagement and academic performance and there is no significant difference in the overall responses of male and female students in relation to the aforementioned variables. On the other hand, analysis reveals that the respondents’ ICT resources have no significant relationship with teacher competency, student engagement and academic performance indicating that the correlations between the variables have a very weak relationship. While the correlation between teacher competency and student engagement has no significant relationship. Moreover, the teacher competency has a significant relationship between academic performance and the correlation between student engagement and academic performance have a significant relationship indicating that the correlations between the variables have a strong relationship. Furthermore, themes have emerged from the qualitative findings supporting the result obtained from the quantitative phase, with the insights and opinion focusing on Pre-service teachers’ high level and factors contribute to student’s high level of teacher competency. These findings emphasize the importance of effective teaching in academic and the need for strategies that improve teacher effectiveness and enhance student engagement while ensuring equitable educational experiences for all students.