Determinants Of Accounting Anxiety In Business Students

The identification of the level of anxiety, especially in accounting among business students, have not been directly explored and recognized. This empirical study was conducted to ascertain any significant determinants of accounting anxiety among business students. An online survey questionnaire was administered to all registered students at Bentley College, the largest business University in New England. A new accounting anxiety rating scale (AARS) was developed based on a modified computer anxiety rating scale (CARS) by Broome and Havelka (2002). A total of 1,112 responses were received and analyzed, indicating a response rate of 30 percent, which is relatively significant considering similar online survey responses. ANOVA tests were applied to determine the significance in accounting anxiety, controlling for four variables, academic majors, degree levels, experience and gender. The results show that there are significant differences in accounting anxiety levels in all four tests among students with different academic majors, degree levels, work experiences and significant difference in accounting anxiety between male and female students, contrary to recent and similar study of computer anxiety in business students

Technology as a scapegoat

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Pre-service teachers' attitudes towards computer use: A Singapore survey

The aim of this study is to examine the attitudes towards use of computers among pre-service teachers. A sample of 139 pre-service teachers was assessed for their computer attitudes using a Likert type questionnaire with four factors: affect (liking), perceived usefulness, perceived control, and behavioural intention to use the computer. The results of this study showed no gender or age differences among pre-service teachers on computer attitudes. However, there were significant differences for computer attitudes by the subject areas that pre-service teachers had been trained during their university education: Humanities, Sciences, Languages and General (Primary). Correlation analyses revealed significant associations between years of computer use and level of confidence, and computer attitudes. Implications for teacher training and suggestions for further research are provided

Determinants Of Computer Anxiety In Business Students

An empirical study was performed to identify significant determinants of computer anxiety among business students.  The results indicate that there are significant differences in computer anxiety levels among students with different academic majors, among students that have taken a different number of computer courses, and among students that have learned a different number of software applications or programming languages.  The study found no significant difference in computer anxiety between male and female students, contrary to earlier studies.  In fact, female students had an overall lower level of computer anxiety than did their male counterparts

The Effects of Computer Anxiety and Self-Efficacy on L2 Learners’ Self-Perceived Digital Competence and Satisfaction in Higher Education

Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students’ academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners’ self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants’ digital literacy level, learner satisfaction, computer anxiety and self-efficacy respectively. Statistical analysis of the results revealed an overall adequate level of students’ digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners’ digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course

Computer anxiety and attitudes toward using Internet in English language classes among Iranian postgraduate student teachers

This study was designed to investigate the level of computer anxiety and the overall attitudes of Iranian postgraduate student teachers toward using the Internet in English language classes. Using a stratified random sampling, 160 participants (64 males and 96 females) were selected to take part in the study. These respondents were English language teachers who were pursuing their studies in Teaching English as a Second Language (TESL), English Literature, and Linguistics in public universities of Malaysia. A three-part questionnaire consisting of demographic information, Computer Anxiety Rating Scale (CARS) and Internet Attitude Scale (IAS) was administered in the data collection process. A pilot test was also conducted to achieve the reliability of the instruments. In order to strengthen the results, a semi- structured interview was conducted as well. The results indicated that the level of computer anxiety and the attitudes of the respondents toward using the Internet were of a moderate level. The findings of the independent-sample t-test showed significant mean differences between males and females and their level of computer anxiety and also their attitudes toward using the Internet. In addition, findings of the Pearson correlation coefficient revealed a significant negative relationship between computer anxiety and the participants' attitude toward using the Internet in their English language classes. Meanwhile, responses gauged through interview also supported the above findings. In conclusion, to eliminate the computer anxiety of teachers and encourage them to use the Internet technology in their classes, they should be equipped with sufficient technology skills through training programmes which can convince them about the usefulness of technologies in their instruction and create positive attitudes when using technology in the teaching and learning process