Computer Anxiety Among Science and Technology Teachers

Abstract

Computer technology has the capacity to affect the efficiency and productivity of teachers. This paper investigated computer anxiety among science and technology teachers in Minna and llorin metropolis, Niger and Kwara States, respectively. The purpose of this study was to determine the anxiety level of science and technology educators and their attitude toward participation in computer-based training and the use of computers in the classroom. Two research questions were formulated and two null hypotheses were tested at 0.05 level of significance. The design of the study was a survey research design. The sample of the study consisted of 456 science and technology teachers drawn from secondary school teachers in the two metropolis. The instruments used for data collection were Learning Style Inventory, Computer Anxiety Scale (COMPAS) and a closed form of the participant inventory constructed by the researchers. Data were analyzed using frequency count, percentage, mean and analysis of variance (ANOVA). Results revealed that majority of the educators had positive attitude toward participation in computer-based training and the use of computers in the classroom. However, there were some differences between their opinions about computer-based training and computer implementation in classrooms. Less than one-quarter of the teachers were experiencing some level of computer anxiety. There was significant difference between computer anxiety and highest educational qualification. Recommendations made among others were that science and technology education administrators should provide educators with more opportunities to get hands-on experience with computers.