Effect of ICT-integrated Teaching Facilities on Digital Pedagogical Skills Among Pre-service Primary School Teachers in Lagos State Colleges of Education

Abstract

Introduction: This study investigated the effect of ICT -integrated teaching facilities on digital pedagogical skills among pre -service primary school teachers in Lagos State Colleges of Education. Specifically, the study examined the availability and utilization of ICT -integrated teaching facilities, assessed the level of digital pedagogical skills possessed by pre -service teachers, determined the influence of ICT facilities on these skills, and identified the challenges affecting effective ICT integration. Five research questions and three null hypotheses guided the study. Methodology: The study adopted a descriptive survey research design. The population comprised 823 pre-service primary school teachers drawn from selected Colleges of Education in Lagos State. A sample of 263 respondents was selected using a combination of purposive, p roportionate, and simple random sampling techniques. Data was collected using a researcher-developed 35-item structured questionnaire titled ICT-Integrated Teaching Facilities and Digital Pedagogical Skills Questionnaire (ITFDPSQ). The instrument was validated by three experts in Educational Technology, Primary Educ ation, and Measurement and Evaluation. A pilot study involving 20 participants produced Cronbach’s Alpha reliability coefficient of 0.91. Data was collected over eight weeks through direct administration. Descriptive statistics answered the research questions, while Pearson Product Moment Correlation, independent samples t-test, and multiple regression analysis tested the hypotheses at the 0.05 leve l of significance. Results and Recommendations: The findings revealed moderate availability but high utilization of ICT-integrated teaching facilities, high digital pedagogical competence among pre-service teachers, and significant positive effects of ICT facilities on digital pedagogical skills. Signi ficant relationships, differences, and predictive influence were established through hypothesis testing. The study concluded that ICT -integrated teaching facilities substantially enhance digital pedagogical competence among future teachers. It therefore recommended increased investment in ICT infrastructure, continuous digital capacity building, sustainable maintenance of facilities, and strengthened institutional support for technology-enhanced teacher education.