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dc.contributor.authorGwayi, Simeon Macksonen
dc.date.accessioned2014-03-14T20:09:06Zen
dc.date.available2014-03-14T20:09:06Zen
dc.date.issued2009-03-30en
dc.identifier.otheretd-04082009-004632en
dc.identifier.urihttp://hdl.handle.net/10919/26698en
dc.description.abstractThe ever increasing enrollment numbers and the corresponding dwindling educational resources in public schools have challenged the Ministry of Education in Malawi to introduce an instructional innovation (TALULAR) based on the use of locally available resources for teaching and learning. The purpose of this study was to determine: (i) whether, and to what extent, the perceived characteristics of innovations and teachers' demographic and employment variables are useful in predicting the implementation of TALULAR, and (ii) the extent to which TALULAR has been implemented by secondary school science teachers in Malawi. Rogers' (2003) diffusion of innovations theory provided the theoretical framework for the study. Using stratified random sampling, 269 science teachers, representing a response rate of 77%, provided data for this study. Among other findings, multiple regression analysis revealed that collectively, the perceived innovation characteristics are significant predictors of TALULAR implementation. The results further revealed that perceived relative advantage and perceived observability in terms of others' use are the two most important predictors of TALULAR implementation, and that implementation of the innovation by science teachers is at a moderate level. These findings might contribute to a deeper understanding of science teachers' perceptions of using the innovation and may aid change agents and agencies in planning a successful nation-wide diffusion campaign to ensure that all teachers not only adopt, but more importantly, implement the innovation in the classroom.en
dc.publisherVirginia Techen
dc.relation.haspartGwayi_Dissertation_ETD_April24.pdfen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectinnovation implementationen
dc.subjectperceptions of innovationsen
dc.subjectdiffusion of innovationsen
dc.subjectTALULARen
dc.subjectscience innovationen
dc.subjectinstructional innovationen
dc.titlePerceptions of Innovations as Predictors of TALULAR Implementation Levels among Secondary School Science Teachers in Malawi: A Diffusion of Innovations Perspectiveen
dc.typeDissertationen
dc.contributor.departmentLearning Sciences and Technologiesen
dc.description.degreePh. D.en
thesis.degree.namePh. D.en
thesis.degree.leveldoctoralen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.disciplineCurriculum and Instruction (Instructional Design and Technology)en
dc.contributor.committeechairBurton, John K.en
dc.contributor.committeememberLockee, Barbara B.en
dc.contributor.committeememberBrill, Jennifer M.en
dc.contributor.committeememberPotter, Kenneth R.en
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04082009-004632/en
dc.date.sdate2009-04-08en
dc.date.rdate2009-04-30en
dc.date.adate2009-04-30en


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