Analysis of ICT Competencies Among Distance Learning Students in selected Study Centres of the National Open University of Nigeria

Amini, Clifford Moses; Oluyide, Oluwaseun

doi:10.56059/jl4d.v7i1.376

Cited by 4 publications

(2 citation statements)

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“…The independent t-test display in Table 7 did not reveal any significant difference between residential status and the test anxiety among pre-service teachers 𝑡(311) = 0.392, 𝑝 = 0.722. With regards to the factors associated with test anxiety among pre-service teachers, the results from the self-reported factors revealed that the most self reported factors are; exam format with (182) students followed by the examiner (137), examination time (74), previous failure (63), not covered much (60), previous success/overexpectation (44), the presence of an invigilator (31), examination theatre (24), and the least being content of the course (9) respectively as shown in Figure 1. This findings contradicts with the factors indentified by Neemati et al [48], who reported environmental and presence of invilator as predictors of test anxiety.…”

Section: Resultsmentioning

confidence: 99%

“…Accordingly, Zeidner [30] postulates that worry and pessimistic thinking, self-criticism, or anxiety about the negative effects of failure that emerge during testing situations, form the cognitive component of test anxiety, while also causing students to 'freeze up' mentally and unable to remember the required information needed to pass a test. Amini and Reamen [31] argued that worry, which is an element of test anxiety, is more consistently connected with decline in academic test scores.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between test anxiety and pre-service teachers’ performance in quantitative research methods

Butakor,

Mingah

2024

EduLearn

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The mere mention of mathematics and its related courses such as quantitative research methods drive down shivers and create anxiety among most students. However, this phenomenon has not will been addressed among preservice teachers. The purpose of this study was to examine the relationship between preservice teachers test anxiety and performance in quantitative research methods in education. And to achieve this purpose, a random sample of 313 preservice teachers from a teacher education University in Ghana were administered the test anxiety inventory (TAI) and the data analysed using both descriptive and inferential statistics. The results revealed a significant inverse relationship between test anxiety and preservice teachers’ performance. Similarly, factors such as the examiner, the exam format, previous failures, examination time, presence of invigilator, and lack of adequate preparations were identified as determinants of test anxiety. In terms of coping strategies, it was revealed that respondents adopted cognitive, and educational strategies to mitigate the effect of test anxiety.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The relationship between test anxiety and pre-service teachers’ performance in quantitative research methods

Butakor,

Mingah

2024

EduLearn

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Greek preschool teachers’ readiness to teach online at the onset of the COVID-19 pandemic

Tympa,

Karavida,

Charissi

2023

Int Rev Educ

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The COVID-19 pandemic had a significant impact around the world and has drastically changed the field of education. In addition to instructional materials, new technologies enabled access to new learning environments. However, the COVID-19 pandemic has highlighted some significant disparities between conventional information and communication technologies (ICTs) included in teacher training curricula in Greece and the new software required for remote learning and teaching. Thus, the study presented here aimed to examine the mobilisation of in-service teachers and their readiness to address teaching challenges while delivering online lessons. Online questionnaires were distributed to 110 in-service preschool teachers. The study aimed to answer four research questions about teachers’ ICT knowledge and the ways in which they used technology for work purposes, as well as the difficulties they encountered while teaching online. Evaluation of the data resulted in three main findings: (1) holding an ICT training certificate did not have a significant impact on the implementation of new technologies in distance education; (2) support from local education authorities was an important factor of the transition to online teaching; and (3) Greek teachers did not feel fully prepared to teach online.

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The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions

ŞENYİĞİT

Serin

2022

Participatory Educational Research

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The purpose of this research is to determine the role of primary school pre-service teachers' perceived information and communication technology (ICT) competencies on integrated science, technology, engineering, and mathematics (STEM) teaching intentions. Research participants are 242 primary school pre-service teachers enrolled at a state university in Türkiye. The data were collected by using the “Integrative STEM Teaching Intention Questionnaire” developed by Lin and Williams (2016) and adapted into Turkish by Hacıömeroğlu and Bulut (2016), the “ICT Competence Perceptions Scale” developed by Şad and Nalçacı (2015), and the “Personal Information Form” prepared by the researchers. These data were analyzed with descriptive statistics, independent samples t-test, one-way ANOVA, linear regression analysis. The results of the research showed that primary school pre-service teachers’ integrated STEM teaching intentions and perceived ICT competencies levels are above the medium. Also, integrated STEM teaching intentions and perceived ICT competencies differed significantly by gender and frequency of technology use. The research showed that male primary school pre-service teachers’ integrated STEM teaching intentions and perceived ICT competencies mean scores were significantly higher than that of females. Additionally, the research revealed that primary school pre-service teachers who every time and often use technology have significantly higher integrated STEM teaching intentions and perceived ICT competencies mean scores than those who never use technology and those who rarely use it. Finally, the research revealed that perceived ICT competencies are a predictor variable that can explain 43% of integrated STEM teaching intentions. Derived implications based on the results obtained were discussed and suggestions were presented.

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Analysis of ICT Competencies Among Distance Learning Students in selected Study Centres of the National Open University of Nigeria

Cited by 4 publications

References 5 publications

The relationship between test anxiety and pre-service teachers’ performance in quantitative research methods

The relationship between test anxiety and pre-service teachers’ performance in quantitative research methods

Greek preschool teachers’ readiness to teach online at the onset of the COVID-19 pandemic

The role of perceived ICT competencies on primary school pre-service teachers' integrated STEM teaching intentions

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