Computer self- Efficacy, Computer Attitude and Internet Identification As Determinants of Internet Use Among Librarians in Public Universities in Western Nigeria

Abstract The study examined the extent to which computer self-efficacy, computer attitude and Internet identification determined the use of Internet among librarians in public universities in Western Nigeria. The study adopted the descriptive research design of the ex-post facto type. The target population for the study were librarians in public universities in Western Nigeria. One hundred and seventeen librarians participated in the study. Computer self-efficacy inventory, Computer attitude inventory, Internet identification inventory and Internet use inventory were used to obtain data. Four hypotheses were tested at 0.05 level of significance. Data were analysed using descriptive statistics, Pearson product moment correlation and multiple regression. Combination of computer self-efficacy, computer attitude and Internet identification had significant positive relationship with Internet use (R= ∙ 509, p \u3c 0.05) and contributed 25.9% of the variance in Internet use. Internet identification ( β = ∙ 464, t = 4.946, P \u3c 0.05) and computer self-efficacy ( β = ∙ 200, t = 2.370, P \u3c 0.05) were found to be significant predictors of Internet use. Internet use among librarians had significant positive relationship with Internet identification ( r = ∙ 455, P \u3c 0.05) and Computer self- efficacy ( r = ∙309, P \u3c 0.05) but had no significant relationship with computer attitude (r = ∙ 098, P \u3e 0.05). Computer self-efficacy, computer attitude and Internet identification significantly determined the use of Internet among librarians in public universities in Western Nigeria. It is therefore recommended that the administrators of university libraries take these factors into account when making organisational policies that would improve and sustain the use of Internet among librarians. Key words: Computer self-efficacy, computer attitude, Internet identification, Internet use, librarians, universities, Nigeria

Model of the Increase of Accurate Computer Learning Achievement on Islamic Banking and Accounting Students Program

The result of preliminary study in SMK N 1 Kudus, indicates that there is 35,26% of twelfth graders of Islamic Banking and Accounting students who have not completed final exam of the semester. In addition, the results of the students final exam of the semester decreased by 16,67 % when compared with the results of midterms. The purpose of this study is to determine the effect of computer anxiety, computer knowledge, computer attitude, and self efficacy in improving Accurate computer learning achievement. This study is a quantitative study. The population and sample of the study are 156 twelfth graders of Islamic Banking and Accounting students program SMK N 1 Kudus. The methods used to collect data were documentation and questionnare. Data in this research is analyzed using descriptive statistics, correlation analysis, and path analysis with AMOS 22. The result showed that computer knowledge and self efficacy have no effect on computer Accurate learning achievement. Computer anxiety has negative effect on self efficacy 34,6%. While the computer attitude has positive effect on self efficacy 30,1%. However, computer knowledge has no effect on self efficacy. Computer anxiety has negative effect on computer knowledge 32,6% and computer attitude 30,2%. Based on the results of the study it can be concluded that self efficacy is influenced by computer anxiety and computer attitude. Computer anxiety have negatif effect on computer knowledge and computer attitude. Suggestion given in this research is the students can increase computer anticipation in order to reduce the level of computer anxiety by improving practice both at school and training institute.     Keywords: Computer Anxiety, Computer Knowledge, Attitude Computer, Self Efficacy, Accurate Computer Learning Achievement

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

The study investigated attitudes towards computer and computer anxiety 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, and perceived usefulness component, behavioural intention component, gender, and computer anxiety made statistically significant contributions to the variance in pre-service STM teachers’ computer self-efficacy. 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 pre-service STM teachers

Four Ways Technology Has Negatively Changed Education

Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology

Statistical Literacy and Attitudes Towards Statistics of Romanian Undergraduate Students

Statistical literacy is the capacity to challenge statistics encountered in everyday life (Gal, 2002) and has become a key competence for the entire work-force in today’s data-driven society. However, teaching statistics to non-economists has some particularities determined by their anxiety towards the subject. In order to have a better approach in teaching Statistics to this type of audience, the paper provides an analysis regarding students’ initial level of statistical literacy, the attitudes and beliefs towards Statistics, in the case of undergraduate students of the “Applied Modern Language” program under Bucharest University of Economic Studies. Using the models developed by Gal (2002) and Watson (2003), the results prove that basic statistical literacy skills like graph analysis or table reading are sound, while mathematical level is well below average, correlated with a high anxiety regrading mathematics and preconceptions about complexity of statistics

An investigation of the validity of course-based online assessment methods: The role of computer-related attitudes and assessment mode preferences

The use of e-assessment methods raises important concerns regarding the reliability and validity of these methods. Potential threats to validity include mode effects and the possible influence of computer-related attitudes. While numerous studies have now investigated the validity of online assessments in non-course-based contexts, few studies have addressed this issue in an educational context. The present study helps fill this research gap by investigating whether university students' computer-related attitudes and assessment mode preferences were related to performance on a course-based online assessment task. Overall, students' attitudes and preferences bore no greater relationships to performance on the online than offline module assessment tasks. This provides support for the validity of course-based online assessment methods and should help alleviate educators' concerns and encourage more widespread adoption of these methods, helping address the issue of their slow uptake to date. Suggestions for follow-up studies to corroborate and extend the current findings are offered

Statistical Literacy and Attitudes Towards Statistics of Romanian Undergraduate Students

Statistical literacy is the capacity to challenge statistics encountered in everyday life (Gal, 2002) and has become a key competence for the entire work-force in today’s data-driven society. However, teaching statistics to non-economists has some particularities determined by their anxiety towards the subject. In order to have a better approach in teaching Statistics to this type of audience, the paper provides an analysis regarding students’ initial level of statistical literacy, the attitudes and beliefs towards Statistics, in the case of undergraduate students of the “Applied Modern Language” program under Bucharest University of Economic Studies. Using the models developed by Gal (2002) and Watson (2003), the results prove that basic statistical literacy skills like graph analysis or table reading are sound, while mathematical level is well below average, correlated with a high anxiety regrading mathematics and preconceptions about complexity of statistics

Love and enjoyment in context: four case studies of adolescent EFL learners

This study explores the foreign language learning emotions of four EFL adolescent students in Romania and the ways in which their emotions emerge in their sociocultural context. Multiple qualitative methods were employed over a school semester, including a written task, semi-structured interviews with the learners and their teachers, and lesson observations. It was found that, while all four participants reported experiencing positive emotions in language learning, a distinction was identified in the intensity and stability of their emotions. Two participants expressed a strong and stable emotion of love towards English, while the other two participants experienced enjoyment in their English language learning without an intense emotional attachment to English. Unlike enjoyment, love was found to be the driving force in the learning process, creating effective coping mechanisms when there was a lack of enjoyment in certain classroom situations and motivating learners to invest greater effort into language learning in and out of the classroom. The findings thus revealed that, unlike enjoyment, love broadened cognition and maintained engagement in learning. The study emphasises the role of strong, enduring positive emotions in teenage students’ language learning process