Attitudes towards Computer and Computer Self-Efficacy as Predictors of Preservice Mathematics Teachers’ Computer Anxiety

Abstract

Abstract:The study investigated attitudes towards computer and computer self-efficacy as predictors of computer anxiety among 310 preservice mathematics teachers from five higher institutions of learning in Lagos and Ogun States 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 factor analysis, independent samples t-test, Pearson product moment correlation coefficient and multiple regression analysis. Finding revealed that attitude toward computer assessed by the attitudes towards computer scale was a multi-dimensional construct (affective, perceived usefulness, behavioural intention and perceived control component). Gender differences in attitude toward computer and computer anxiety among preservice mathematics teachers were significant. Affective component, computer self-efficacy, perceived control component, and perceived usefulness component made statistically significant contributions to the variance in preservice mathematics teachers' computer anxiety. 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 preservice teachers.

Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology and Mathematics Teachers’ Computer Self-efficacy

“…This is because if teachers perceived the proposed computer programmes as achieving neither their own nor their students' desires, they are less likely to try to integrate technology into their teaching and learning process. One major factor that affects the successful use of computers in the teaching space is the teacher attitude toward computer (Wambiri & Ndani, 2016;Awofala, Akinoso & Fatade, 2017;Huang & Liaw, 2005) and it is a significant predictor of future computer use in the classroom (Mingaine, 2013;Myers & Halpin, 2002) in which the amount of computer experience has a positive effect on attitude towards computers (Kumar & Kumar, 2003;Abidin, Pour-Mohammadi, Shoar, See, & Jafre, 2011).…”

“…Self-efficacy is another predictor element of future computer use (Awofala, Akinoso & Fatade, 2017;Alahakoon, 2016) and internet usage (Oyewusi, Sokoya, & Aramide, 2016) is grounded in the theoretical framework of social cognitive theory which emphasises the evolvement and exercise of human agency that people can exercise some influence over what they do (Bandura, 2006). Selfefficacy according to Bandura (2006) is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives.…”

An Investigation into Senior Secondary Students' Preference for Numerical Information in Relation to Numeracy and Achievement Mathematics in Nigeria

“…In the present study, a numerical research methodology situated in the scheme of descriptive survey design was adopted. This research design was utilised because it expresses thoughts, opinions, and feelings (Awofala, Akinoso & Fatade, 2017).…”

“…The one factor pooled 91.25% of the total variability with eigenvalue of 18.25 and consisted of all 20 items of PNIS. The Cronbach alpha coefficient for the PNIS is (α = 0.98) and this was considered very high and theoretically significant (Awofala, Akinoso & Fatade, 2017).…”

“…Awofala and Anyikwa (2014) implemented the NSAS with a cohort of Nigerian adult learners and established a Cronbach alpha coefficient of 0.87. Using the NSAS on 32 adult learners, it was reported that the NSAS possessed three interpretable factor structure namely as numeracy in everyday life (α=.72), numeracy in workplace tasks (α=.78) and numeracy in mathematical tasks (α=.83) with high reliabilities (Awofala and Anyikwa, 2014) considered to be theoretically significant (Awofala, Akinoso & Fatade, 2017). Alkhateeb and Abed (2000) determined the Cronbach alpha coefficient of PNIS among 157 tenth graders in the United Arab Emirates and a value of 0.80 was computed.…”