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

Oct 15, 2026

For Nigeria to attain Vision 20: 2020, school curricula must align with technological development. The study examines how computer attitude, computer anxiety, and gender act as determinants of computer self-efficacy among 2,100 pre-service science, technology, and mathematics (STM) teachers from the University of Lagos using a descriptive survey and quantitative methods. Data were analyzed with descriptive statistics plus t-tests, Pearson correlation, and multiple regression. Results show significant correlations and significant contributions to variance in computer self-efficacy, and the study recommends reducing computer anxiety to support positive e-learning experiences.

LanguageEnglish

CategoryExam

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Introduction

Background and relevance to technology integration

Teachers’ attitudes and determinants of computer self-efficacy

Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre service Science, Technology, and Mathematics Teachers’efficacy Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology, and Mathematics Teachers’Computer Self-efficacy Adeneye O. A. Awofala [aawofala@unilag.edu. ng](aawofala@unilag.edu. ng) University of Lagos, Akoka, Nigeria Oladiran S. Olabiyi [solabiyi@unilag.edu. ng](solabiyi@unilag.edu. ng) University of Lagos, Akoka, Nigeria Awoyemi A. Awofala [awofalaaa@tasued.edu. ng](awofalaaa@tasued.edu. ng) Tai Solarin University of Education, Ijagun, Nigeria Abayomi A. Arigbabu [arigbabuaa@tasued.edu. ng](arigbabuaa@tasued.edu. ng) Tai Solarin University of Education, Ijagun, Nigeria Alfred O. Fatade [fatadeao@tasued.edu. ng](fatadeao@tasued.edu. ng) Tai Solarin University of Education, Ijagun, Nigeria Uchenna N. Udeani [uudeani@unilag.edu. ng](uudeani@unilag.edu. ng) University of Lagos, Akoka, Nigeria Abstract For Nigeria to attain her Vision 20: 2020, the school curricula must change in line with the development in technology. Teachers should be able to adapt technology into the teaching and learning process . Three non-intellectual elements that affect the degree of integration of technology into teaching and learning are attitude toward computer, computer anxiety and computer self-efficacy. The study investigated attitudes towards computer, computer anxiety and gender 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; perceived usefulness component; behavioural intention component; gender; and computer anxiety made statistically significant contributions to the variance in pre-service STM teachers' computer selfefficacy. 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. This will enable positive e-learning experiences to be created for pre-service STM teachers . Keywords Computer attitude ; computer self-efficacy; computer anxiety ; pre-service STM teacher A.Awofala, O. Olabiyi, A. Awofala, A. Arigbabu, A. Fatade & U. Udeani Education Review [http://greav.ub.edu/der/](http://greav.ub.edu/der/ 51)[ 51](http://greav.ub.edu/der/ 51) Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology, and Mathematics Teachers’Computer Self-efficacy I. Introduction Computers are progressively more pervasive, affecting various facets of our societal and work lives, as well as several of our time-out undertakings. As more jobs consist of human-computer interaction, computer skills and knowledge have become more clearly associated with both work-related and individual attainment. The teaching and learning process has been transformed by the coming together of a range of high-tech, instructional, and didactic developments in modern periods (Aktağ, 2015; Huang & Kinshuk, 2013; Sam, Othman & Nordin, 2005) . Technology is provoking the frontiers of the pedagogical configurations that have conventionally eased learning. Modern improvements in computer technology and the flow of personal computers, productivity soft

FAQs

What factors were investigated as determinants of pre-service STM teachers’ computer self-efficacy?

The study investigated computer attitude, computer anxiety, and gender as determinants of computer self-efficacy among pre-service science, technology, and mathematics (STM) teachers.

What research method and sample size were used?

A quantitative research approach within a descriptive survey design was used, with 2,100 pre-service STM teachers from the University of Lagos.

What did the findings show about relationships between the variables?

The study found significant correlations between computer attitudes, computer anxiety, and computer self-efficacy, and significant gender differences in attitude, computer self-efficacy, and computer anxiety.

Oct 15, 2026

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