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dc.contributor.authorGwayi, Simeon Macksonen_US
dc.date.accessioned2014-03-14T20:09:06Z
dc.date.available2014-03-14T20:09:06Z
dc.date.issued2009-03-30en_US
dc.identifier.otheretd-04082009-004632en_US
dc.identifier.urihttp://hdl.handle.net/10919/26698
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 teachersâ 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. Rogersâ (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 othersâ 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 teachersâ 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_US
dc.publisherVirginia Techen_US
dc.relation.haspartGwayi_Dissertation_ETD_April24.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjectinnovation implementationen_US
dc.subjectperceptions of innovationsen_US
dc.subjectdiffusion of innovationsen_US
dc.subjectTALULARen_US
dc.subjectscience innovationen_US
dc.subjectinstructional innovationen_US
dc.titlePerceptions of Innovations as Predictors of TALULAR Implementation Levels among Secondary School Science Teachers in Malawi: A Diffusion of Innovations Perspective.en_US
dc.typeDissertationen_US
dc.contributor.departmentLearning Sciences and Technologiesen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineCurriculum and Instruction (Instructional Design and Technology)en_US
dc.contributor.committeechairBurton, John Knoxen_US
dc.contributor.committeememberLockee, Barbara B.en_US
dc.contributor.committeememberBrill, Jennifer M.en_US
dc.contributor.committeememberPotter, Kenneth R.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-04082009-004632/en_US
dc.date.sdate2009-04-08en_US
dc.date.rdate2009-04-30
dc.date.adate2009-04-30en_US


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