TEACHERS’ READINESS AND USABILITY PERCEPTION OF ADAPTIVE VIDEO CAPSULES FOR TEACHING SENIOR SECONDARY MATHEMATICS

Abstract

This study examined mathematics teachers’ readiness and usability perceptions of adaptive video capsules, an emerging AI-driven tool for personalized learning. A descriptive survey design was employed, involving 285 mathematics teachers from three local government areas of Ilorin, Kwara State, selected through stratified and simple random sampling. Data were collected with a validated questionnaire on perceived usefulness (PU), perceived ease of use (PEOU), technology self-efficacy (TSE), and behavioural intention (BI). Descriptive statistics addressed the research questions, while ANOVA tested hypotheses at the 0.05 significance level. Findings revealed that teachers demonstrated high technology self-efficacy and strong intention to adopt adaptive video capsules, perceiving them as useful and easy to use. Teaching experience significantly influenced PU and BI, suggesting that less-experienced teachers found the tools more useful and were more inclined to adopt them. The study concludes that adaptive video capsules can enhance mathematics instruction if contextual challenges are addressed through training and policy support.