COMPUTER ANXIETY, COMPUTER SELF-EFFICACY, AND PERCEIVED TEACHERS’ TEACHING STYLE AS PREDICTORS OF STUDENTS’ E- LEARNING READINESS AT THE SECONDARY SCHOOL LEVEL IN ANAMBRA STATE.

Abstract

Computer anxiety,computer self-efficacy, and perceived teachers’ teaching style are strong indicators that could influence students’ e-learning readiness. The assumption that these variables could jointly predict students’ e-learning readiness has not been established in the field of educational research. The study aimed to explore students’ computer anxiety, computer self-efficacy, and perceived teachers’ teaching style as predictors of e-learning readiness at the secondary school’s level in Anambra State. Four research questions and three null hypotheses were formulated for the study. The study adopted a predictive correlational design. The population comprised of 21,204 SS II students from which a sample of 870 was drawn using multi-stage sampling procedure. Standardized research instruments such as; E-learning Readiness Scale (ERS), Teachers’ Teaching Styles Survey (TTSS), Computer Self-efficacy measure (CSM), and Computer Anxiety Rating Scale(CARS)were used for data collection. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability indices were found to be 0.64, 0.71, 0.82 and 0.74 for CARS, CSM, TTSS, and ERS respectively. These scores made the instruments fit for the study. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. The research question 2 was answered using unstandardized β. The research question 3 was answered using adjusted R2. The research question 4 was answered using standardized β. The null hypothesis 1 was tested using F-test for regression model. The null hypothesis 2 was tested using t-test for adjusted R2. The null hypothesis 3 was tested using t-test for β at .05 level of significance. Findings relatively showed that students’computer anxiety mostly predicted e-learning readiness, perceived teachers’ teaching style is the second most predicted e-learning readiness, while computer self-efficacy is the third most predicted e-learning readiness. Also, the analysis of variance indicated that the students’ computer anxiety, computer self-efficacy, and perceived teachers’ teaching style jointly and significantly predicted their e-learning readiness. Based on these findings, it was recommended that students should consider computer anxiety, self- efficacyandperceived teachers’ teaching style as positive innovative approaches that could hence their information and communication skills for future academic advancement since the constructs had jointly predicted their e-learning readiness.