Analyzing the Impact of Attitude and Self-Confidence on the Use of ICT-Based Instructional Materials by B.Ed. and M.Ed. Trainee Teachers in West Bengal

Abstract

The present study investigates the impact of attitude and self-confidence of B.Ed. and M.Ed. trainee teachers towards the application of ICT-based instructional materials in the educational context of West Bengal. Recognizing the growing relevance of digital pedagogy, the study aims to explore whether gender and locality (urban vs. rural) influence trainee teachers' perspectives and confidence regarding the integration of information and communication technology in classroom instruction. A quantitative research approach was employed, and data were collected from a sample of 600 trainee teachers. Statistical tools including Mean, Standard Deviation, and independent sample t-tests were used for analysis. The findings reveal that there is no significant difference between male and female trainee teachers in terms of both their attitudes and self-confidence towards ICT usage in teaching, thereby accepting the null hypothesis. However, significant differences were found between urban and rural trainee teachers. Urban trainee teachers demonstrated higher attitude scores and greater self-confidence in using ICT-based materials compared to their rural counterparts. These results highlight the disparity in ICT exposure and accessibility between urban and rural education environments. The study underscores the need for targeted ICT training and infrastructural support in rural teacher education institutions to bridge the digital divide and promote equitable teaching competencies.