Acceptance of Digital Teaching Aids Among Design and Technology Teachers in Port Dickson Secondary Schools

Abstract

The use of digital teaching aids such as Arduino simulation in the Design and Technology (RBT) subject is an effective approach to strengthening technology-based teaching. Although various initiatives have been implemented to support digital approaches in the classroom, the level of acceptance of digital teaching aids among Design and Technology (RBT) teachers remains inconsistent. The study aimed to explore the usability, capability, and attitudes of teachers towards the use of digital teaching aids in RBT lessons in secondary schools in Port Dickson. The research design employed in this study was a quantitative survey using a questionnaire as the main instrument. A sample of 34 Design and Technology (RBT) teachers participated as respondents in the study. The data were analyzed using descriptive statistics such as mean and standard deviation. In addition, multiple regression analysis was conducted to identify the most dominant variable influencing teachers’ attitudes. The findings indicated that all three constructs recorded high levels, with capability contributing the most in influencing teachers’ attitudes towards the use of digital teaching aids. The conclusion of this study indicates that RBT teachers generally have a positive attitude towards the use of digital teaching aids when they possess a high level of capability. The implication of this study suggests that targeted training and ongoing technical support should be provided to enable teachers to integrate digital teaching aids more effectively into the teaching and learning of RBT.