Student-Teachers' Beliefs about their Self-efficacy for Utilizing Augmented Reality for Teaching Agricultural and Historical Sciences.

Document Type : Original Article

Authors

1 Assistant Lecturer at Department of Curricula & Teaching Methods, Majoring in Agricultural Sciences, Faculty of Education, Egypt

2 Assistant Lecturer at Faculty of Education, Al-Azhar University and A Ph.D. scholar at Faculty of Education,Tanta- University, Egypt

Abstract

The study aimed to identify student-teachers' beliefs about their technical and ethical self-efficacy for utilizing augmented reality for teaching agricultural and historical sciences. The participants consisted of (102) student-teacher, (47) agricultural section students, and (55) history section. The descriptive approach was used, and the study tool consisted of an electronic questionnaire directed to student-teachers in the faculty of education, Tanta University. The results of the study manifested that participants have a high score of self-efficacy of computer use and the self-efficacy of dealing with the Internet are available at a high level, while the self-efficacy of educational software design is available at a high level as well; although, it is the least dimension of the questionnaire. Whereas the participants' ethical self-efficacy when using educational materials from the Internet was available at a very high level and it is the prominent dimension of the questionnaire. There is no difference at (α ≥ 0.05) between the participants attributed to their specializations. The study has recommended that student-teachers should be trained on all applications of augmented reality because they have all prior capabilities for utilizing augmented reality for teaching agricultural and historical sciences from their perspective.

Keywords

Article History

Receive Date: 2022/6/13

Accept Date: 2022/7/3

Publish Date: 2022/9/11

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