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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 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Teachers’efficacy  \nAttitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology, and Mathematics  \nTeachers’Computer Self-efficacy  \nAdeneye O. A. Awofala  \n[aawofala@unilag.edu. ng](aawofala@unilag.edu. ng)  \nUniversity of Lagos, Akoka, Nigeria  \nOladiran S. Olabiyi  \n[solabiyi@unilag.edu. ng](solabiyi@unilag.edu. ng)  \nUniversity of Lagos, Akoka, Nigeria  \nAwoyemi A. Awofala  \n[awofalaaa@tasued.edu. ng](awofalaaa@tasued.edu. ng)  \nTai Solarin University of Education, Ijagun, Nigeria  \nAbayomi A. Arigbabu  \n[arigbabuaa@tasued.edu. ng](arigbabuaa@tasued.edu. ng)  \nTai Solarin University of Education, Ijagun, Nigeria  \nAlfred O. Fatade  \n[fatadeao@tasued.edu. ng](fatadeao@tasued.edu. ng)  \nTai Solarin University of Education, Ijagun, Nigeria  \nUchenna N. Udeani  \n[uudeani@unilag.edu. ng](uudeani@unilag.edu. ng)  \nUniversity of Lagos, Akoka, Nigeria  \nAbstract  \nFor 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 .  \nKeywords  \nComputer attitude ; computer self-efficacy; computer anxiety ; pre-service STM teacher  \nA.Awofala, O. Olabiyi, A. Awofala, A. Arigbabu, A. Fatade & U. Udeani  \nEducation Review [http://greav.ub.edu/der/](http://greav.ub.edu/der/ 51)[ 51](http://greav.ub.edu/der/ 51)  \nAttitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology, and Mathematics Teachers’Computer Self-efficacy  \nI. Introduction  \nComputers 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","cbCainm4x3ZVvd54","https://ap.wps.com/l/cbCainm4x3ZVvd54","pdf",391095,17,"English","# Introduction\n## Background and relevance to technology integration\n## Teachers’ attitudes and determinants of computer self-efficacy","[{\"question\":\"What factors were investigated as determinants of pre-service STM teachers’ computer self-efficacy?\",\"answer\":\"The study investigated computer attitude, computer anxiety, and gender as determinants of computer self-efficacy among pre-service science, technology, and mathematics (STM) teachers.\"},{\"question\":\"What research method and sample size were used?\",\"answer\":\"A quantitative research approach within a descriptive survey design was used, with 2,100 pre-service STM teachers from the University of Lagos.\"},{\"question\":\"What did the findings show about relationships between the variables?\",\"answer\":\"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.\"}]","Attitudes toward Computer, Computer Anxiety and Gender as determinants of Pre-service Science, Technology, and Mathematics Teachers’ Computer Self-efficacy | PDF",1792091912,43]