Student-Teachers' Beliefs about their Self-efficacy for Utilizing Augmented Reality for Teaching Agricultural and Historical Sciences.

Abstract

The study aimed to identify student-teachers' beliefs about their technical and ethical self-efficacy for utilizing augmented reality for teaching agricultural and historical sciences. The participants consisted of (102) student-teacher, (47) agricultural section students, and (55) history section. The descriptive approach was used, and the study tool consisted of an electronic questionnaire directed to student-teachers in the faculty of education, Tanta University. The results of the study manifested that participants have a high score of self-efficacy of computer use and the self-efficacy of dealing with the Internet are available at a high level, while the self-efficacy of educational software design is available at a high level as well; although, it is the least dimension of the questionnaire. Whereas the participants' ethical self-efficacy when using educational materials from the Internet was available at a very high level and it is the prominent dimension of the questionnaire. There is no difference at (α ≥ 0.05) between the participants attributed to their specializations. The study has recommended that student-teachers should be trained on all applications of augmented reality because they have all prior capabilities for utilizing augmented reality for teaching agricultural and historical sciences from their perspective.