Computer self-efficacy, computer anxiety, cognitive skills, and use of electronic library resources by social science undergraduates in a tertiary university in Nigeria

Popoola, Sunday Olanrewaju; Adedokun, Omolola Omolara

doi:10.1177/09610006211063938

Cited by 6 publications

(3 citation statements)

References 31 publications

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“…Other studies have shown that instructional methods that promote group discussion and metacognitive learning [25,27,28], which allow students to control their cognitive processes, can also reduce learning anxiety, and thereby improve students' interest in learning and overall achievement. Thus, a negative correlation has since been established between anxiety and students' achievement in science [29][30][31] through empirical studies. While several teaching methods with these characteristics have been experimented with and used over time by teachers to teach chemistry in our classrooms, poor attitude to learning and show of lack of interest indicates that the pervasiveness of anxiety still persists.…”

Section: Anxiety and Chemistry Learningmentioning

confidence: 99%

Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry

et al. 2023

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Approaches to teaching science are undergoing a mutation and new variants such as the Culturo-Techno-Contextual Approach (CTCA) have emerged and are proving to be more potent than the older variants. This study explored the efficacy of CTCA in reducing learning anxiety and promoting meaningful learning of chemistry among secondary school students by comparing the performance of the two experimental groups with that of the control group. The study employed an explanatory sequential design. The quantitative phase was quasi-experimental, while the qualitative phase was an in-depth interview. A total of 141 senior secondary II students (the equivalent of grade 11) from three purposively selected schools in Lagos State education district V were sampled. The Electrochemistry Achievement Test and revised Science Anxiety Scale which had reliability coefficients of 0.78 and 0.95, respectively, were the instruments used to collect quantitative data, while the students’ perception about CTCA interview guide was used to collect the qualitative data. The two experimental groups were taught using CTCA in a face-to-face class and blended learning mode, while the control group was taught using the traditional lecture method. Treatment lasted five weeks after which posttest and retention test (four weeks after posttest) were conducted. Quantitative data were analyzed using one-way MANCOVA, the qualitative data were analyzed using framework analysis. The results showed that each of the CTCA groups outperformed the lecture group on measures of achievement (F(2,136) = 72.05; p < 0.01) and anxiety (F(2,136) = 11.87; p < 0.01). CTCA was also found not to have a significant differential impact on the experimental groups based on gender. By these results, it was inferred that irrespective of the learning platforms (online or physical), CTCA has the potency to improve students’ understanding of chemistry concepts compared to the traditional lecture method. Therefore, within the limitations of the study, it was concluded that CTCA is a viable teaching approach for reducing learning anxiety and promoting meaningful learning of chemistry concepts. Open doors for future exploration were also highlighted.

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Section: Anxiety and Chemistry Learningmentioning

confidence: 99%

Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry

et al. 2023

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“…Technology (computer) has advanced in recent times and prints are giving way to the use of electronic library resources for information search and utilization especially in the academic environment, this rapid technological change has a great impact on and poses challenges to the education system most important individuals with computer anxiety (Agboola, Bamigboye & Owolabi, 2019). The effect computer anxiety has on a student is gross which in turn influence their electronic library use, and several factors that can influence computer anxiety among undergraduate students such as feelings of frustration, potential embarrassment, disappointment, fear of the unknown and experiencing a feeling of helplessness (Tuncer 2012;Popoola & Adedokun, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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2023

LIPR

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The study investigated the relationship between computer anxiety and electronic library use among library and information science undergraduates in universities in Southern Nigeria. One research question guided the study while one research hypothesis was tested at 0.05 level of significance. The correlational research design was adopted for the study. The population of the study was 10,345 library and information science (LIS) undergraduates from ten federal, seventeen state and eight private universities in Southern Nigeria. The study adopts purposive and quota sampling technique to determine the sample size of 1, 017 used for the study. Two instruments: "Undergraduates" Computer Anxiety Questionnaire (UCAQ)" and "Undergraduates" Electronic Library Use Questionnaire (UELUQ)" were used for data collection. The overall reliability indexes for the two instruments were .90 and .89 respectively using Cronbach"s alpha. Pearson"s Product Moment Correlation Coefficient (PPMC) and simple linear regression was used to analyze the data. The findings indicated that there was a very low positive relationship between LIS undergraduates" computer anxiety and their electronic library use. The study further exemplified that there was a significant relationship f (df; 1,981) = 34.44, p<0.05 between computer anxiety and electronic library use among LIS undergraduates. However, it was recommended that LIS undergraduates should engage themselves in computer skills training regularly in order to have the needed proficiency in the different aspects of computer as this will ensure a continued and more effective utilization of electronic library resources. Also, university library management should have a wellstructured electronic library use training and retraining for LIS undergraduates regularly through seminars, workshops, conferences to acquire and improve on the needed skills towards electronic library information resources usage.

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“…Understanding the prevalence and characteristics of these platforms is essential for assessing their suitability and effectiveness in supporting teaching and learning activities (Popoola & Adedokun, 2023;Quadri et al, 2014). Additionally, evaluating the usability and accessibility of existing web-hosted e-learning platforms provides valuable insights into the challenges and opportunities associated with their implementation (Yebowaah & Plockey, 2018;Linjawi & Alfadda, 2018).…”

Section: Introductionmentioning

confidence: 99%

Assessing The Efficiency of Web-Hosted E-Learning Platforms in Afghanistan Academic Settings

Amiri,

Quraishi,

Hakimi

et al. 2024

edutrend

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This study investigates the utilization and effectiveness of web-hosted e-learning platforms within the academic environment of Herat University. Adopting a quantitative research design, data were collected through a structured questionnaire administered to students and faculty members across various disciplines. The sample comprised 190 respondents from the Faculty of Medical, Education, Computer Science, Economics, and Law. Analysis involved descriptive statistics and chi-square tests using SPSS 26 software. Findings revealed diverse platform preferences, with HELMS emerging as the most commonly used platform. Overall, participants expressed high satisfaction levels with platform usability and perceived effectiveness in facilitating student engagement and interaction. Challenges related to cost, internet connectivity, and technical issues were identified, impacting the learning experience. Recommendations include enhancing platform usability through user-friendly interfaces and comprehensive training, as well as addressing technical and connectivity challenges. The study contributes to understanding the current landscape of e-learning at Herat University and provides insights for improving educational practices and policies.

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Computer self-efficacy, computer anxiety, cognitive skills, and use of electronic library resources by social science undergraduates in a tertiary university in Nigeria

Cited by 6 publications

References 31 publications

Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry

Face-to-Face and Blended: Two Pedagogical Conditions for Testing the Efficacy of the Culturo-Techno-Contextual Approach on Learning Anxiety and Achievement in Chemistry

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Assessing The Efficiency of Web-Hosted E-Learning Platforms in Afghanistan Academic Settings

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