The study investigated attitudes towards computer and computer anxiety as determinants of computer self-efficacy among 2100 pre-service science, technology and mathematics (STM) teachers from the University of Lagos of Nigeria using the quantitative research method within the blueprint of the descriptive survey design. Data collected were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of independent samples t-test, Pearson product moment correlation coefficient and multiple regression analysis. Finding revealed significant correlations between computer attitudes, computer anxiety and computer self-efficacy. Gender differences in attitude toward computer, computer self-efficacy and computer anxiety among pre-service STM teachers were significant. Affective component, perceived control component, and perceived usefulness component, behavioural intention component, gender, and computer anxiety made statistically significant contributions to the variance in pre-service STM teachers’ computer self-efficacy. The study recommended among others that academic institutions should pay more attention to this computer anxiety and adopt proper ways of reducing the computer anxiety, so that positive e-learning experiences can be created for pre-service STM teachers.

No abstract

Teaching practice is considered a professional development tool for boosting science, technology and mathematics graduate teachers" employability. This study examined Nigerian school administrators" perception of the skills central to the employability of preservice STM teachers in order to make them workready when they graduate and increase their marketability in the transition from learning to earning. The study adopted a blueprint of mixed-methods approach. This approach offered an in-depth, contextualised, and natural but more timeconsuming insight of qualitative research coupled with the more efficient but less rich of compelling predictive power of quantitative research. Data were collected using the semi-structured interview (qualitative data) with a protocol that comprised four open-ended questions involving 20 school administrators majorly Principals and a survey comprising 39 five-point Likert scale statements (quantitative data) from 180 school administrators (Principal, Vice Principal, Head of STM and Senior STM teachers) in 20 randomly selected senior secondary schools in Lagos State, Nigeria who offered three months of teaching practice for 98 preservice STM teachers in one university in Nigeria. The results showed a satisfactory level of preservice STM teachers" performance during the teaching practice as most administrators were in support of recruiting the preservice STM teachers in future. Teaching skills were ranked most important next to personal attributes for enhancing employability and needing most improvement by preservice STM teachers. The school administrators perceived the duration of the teaching practice to be too short and suggested an extension to twelve months for preservice STM teachers to benefit maximally from the training. They equally suggested that the preservice STM teachers on graduation should be posted to schools during the period of their National Youths Service Corps to further enrich their professional teacher training.

Academic achievement is the extent to whicha learner is profiting from instructions in a given area of learning and turn is dependent upon the teachers' knowledge base for effective teaching. The quality of teachers is equally dependent on the nature of their preparation. Despite the emphasis on science education that is made compulsory and formed part of the requirement for admission especially in sciences, medical, agricultural, environmental, and engineering programs.The performance of students in sciences has consistently been poor and unimpressive. Therefore, the paper aims atevaluating teachers' preparation for science teaching and its effect on achievement in science in Lagos state. Using a descriptive survey research design and a sample of 173 science teachers. A validated and piloted questionnaire based on a 4-point rating scale used as the data collection instrument for the study. Data were analysed using descriptive and inferential statistics including means and standard deviation. Data analysis was facilitated using the Statistical Package for Social Sciences (SPSS). Findings revealed that science teachers perceived their training on content and education courses as adequate,pedagogical knowledge training received to prepare them to teach major subjects,workshops and seminarshelp inprofessional development. It was recommended that: Teachers should be sensitized through in-service and continuing education courses and revision of teacher training curriculum to improve teaching methodologies, building the capacity of teachers in the use of relevant teaching materials and the government should equip schools with relevant teaching materials such as ICTsand alternative power supply