Assessing the Influence of Collaborative Reflection on Technology Integration and Classroom Practice Among Stem Teachers in Oyo State, Nigeria

Abstract

Digital technology integration has become a key focus of modern STEM education reform, aiming to enhance teaching and learning through various digital tools and platforms. However, effective integration depends largely on teachers’ pedagogical practices, reflective thinking, and collaborative professional learning. This study assessed the influence of collaborative reflection on technology integration and classroom practice among secondary school STEM teachers in Lagelu Local Government Area, Oyo State. A quantitative research design was adopted, and a sample of 60 STEM teachers was selected from public secondary schools using a two‑stage sampling procedure. Data were collected with a self‑developed instrument titled Collaborative Reflection, Technology Integration and Classroom Practice Questionnaire (CRTICPQ). Descriptive statistics were used to answer the research questions, while Pearson Product‑Moment Correlation was employed to test the hypothesis at the 0.05 level of significance. Findings revealed that teachers held a high perception of learning from colleagues as a strategy for improving technology‑supported instructional practices, with mean scores ranging from 3.60 to 4.07. Despite this positive perception, teachers’ actual engagement in collaborative reflective activities was moderate, with mean scores between 2.45 and 2.72, indicating that such practices occurred only occasionally. The level of technology integration in STEM classrooms was also found to be moderate (overall mean = 2.80), with notably low student involvement in the use of digital tools (mean = 2.43). Importantly, a strong positive and significant relationship was established between collaborative reflection and technology integration (r = 0.642, p < 0.01). The study concludes that increased professional interaction among STEM teachers significantly enhances effective technology integration, underscoring the need for structured collaborative practices in schools. The findings from the study also show that collaborative reflection was done on a limited scale among STEM teachers.