A study of the interaction between computer related factors and anxiety in a computerized testing situation (a case study of national open university, nigeria)
Computerized testing is becoming popular even in many developing countries like Nigeria. The level of
anxiety in a computerized testing situation tends to affect candidates’ performance. Studies that
investigated factors affecting anxiety in a computerized testing situation appear to be scarce. This study
therefore investigated the interaction between some students-related factors (age, gender, year of study,
ownership of computer, computer anxiety and computer experience) and test anxiety in a computerized
testing situation. The study adopted a correlation design with test anxiety in a computerized testing
situation as dependent variable while the student related factors constituted independent variables. Three
scales namely: Test Anxiety Scale (r = 0.84), Computer Anxiety Scale (r = 0.84) and Computer Experience
Scale (r = 0.81) were used as instruments for data collection. Data collected were analysed using
Frequency, Percentages, Pearson Product Moment Correlation (PPMC) coefficient and Multiple
Regression analysis. The results of the analysis showed that those with higher computer experience had
significant contributions to the variation in test anxiety in a computerized testing situation. Students should
therefore be encouraged to have their own computers and use them often in order to reduce test anxiety in
a computerized testing situation.
This study used multilevel analysis to determine the predictive value of selected intrinsic factors (gender,
computer ownership, mathematics background and computer experience) and institutional type (an
extrinsic factor) on undergraduates’ Self Efficacy in Java Computer Programming (SEiJCP) in South –
West, Nigeria. The study adopted a correlational design. Purposive Sampling was used to select 254
computer science undergraduates from four universities (three federal-owned and one state-owned) in
south-west, Nigeria. Three research questions were answered. Two research instruments namely,
Computer experience scale (r = 0.84) and Java Programming Self Efficacy Scale (JPSES, r = 0.96) were
used to collect data. Data were analysed using descriptive statistics, and null and linear growth model
(LGM) procedures. The intercorrelation coefficients among the extrinsic factor, intrinsic factors and
SEiJCP were moderate. Null model shows that the variations in SEiJCP accounted for by insitutional level
differences was 99.0%. The fixed part of the LGM of intrinsic factors showed that only mathematical
backgroung contributed significantly (p < 0.05) to the prediction of SEiJCP. The random part of the LGM
showed no significant contributions of the interactions of the intrinsic factors, to the prediction of SEiJCP.
About 60.0% of the student level variation in SEiJCP is explained by the differences in intrinsic factors.
The institution – level variable had large predictive value on programming self efficacy. Computer science
departments should increase the number of mathematics courses in their curriculum.
José Carlos Sánchez Prieto, Susana Olmos Migueláñez and Francisco J. García-Peñalvo.
Research Group in InterAction and eLearning (GRIAL)
IUCE
University of Salamanca
The Influence of Participant Personality in Usability TestsCSCJournals
This paper presents the results of a study investigating the impact of participant personality on usability testing. Data were collected from 20 individuals who participated in a series of usability tests. The participants were grouped into 10 introverts and 10 extroverts, and were asked to complete a set of four experimental tasks related to the usability of an academic website. The results of the study revealed that extroverts were more successful than introverts in terms of finding information as well as discovering usability problems, although the types of problems found by both groups were mostly minor. It was also found that extroverts spent more time on tasks but made more mistakes than introverts. From these findings, it is evident that personality dimensions have significant impacts on usability testing outcomes, and thus should be taken into consideration as a key factor of usability testing.
This study used multilevel analysis to determine the predictive value of selected intrinsic factors (gender,
computer ownership, mathematics background and computer experience) and institutional type (an
extrinsic factor) on undergraduates’ Self Efficacy in Java Computer Programming (SEiJCP) in South –
West, Nigeria. The study adopted a correlational design. Purposive Sampling was used to select 254
computer science undergraduates from four universities (three federal-owned and one state-owned) in
south-west, Nigeria. Three research questions were answered. Two research instruments namely,
Computer experience scale (r = 0.84) and Java Programming Self Efficacy Scale (JPSES, r = 0.96) were
used to collect data. Data were analysed using descriptive statistics, and null and linear growth model
(LGM) procedures. The intercorrelation coefficients among the extrinsic factor, intrinsic factors and
SEiJCP were moderate. Null model shows that the variations in SEiJCP accounted for by insitutional level
differences was 99.0%. The fixed part of the LGM of intrinsic factors showed that only mathematical
backgroung contributed significantly (p < 0.05) to the prediction of SEiJCP. The random part of the LGM
showed no significant contributions of the interactions of the intrinsic factors, to the prediction of SEiJCP.
About 60.0% of the student level variation in SEiJCP is explained by the differences in intrinsic factors.
The institution – level variable had large predictive value on programming self efficacy. Computer science
departments should increase the number of mathematics courses in their curriculum.
José Carlos Sánchez Prieto, Susana Olmos Migueláñez and Francisco J. García-Peñalvo.
Research Group in InterAction and eLearning (GRIAL)
IUCE
University of Salamanca
The Influence of Participant Personality in Usability TestsCSCJournals
This paper presents the results of a study investigating the impact of participant personality on usability testing. Data were collected from 20 individuals who participated in a series of usability tests. The participants were grouped into 10 introverts and 10 extroverts, and were asked to complete a set of four experimental tasks related to the usability of an academic website. The results of the study revealed that extroverts were more successful than introverts in terms of finding information as well as discovering usability problems, although the types of problems found by both groups were mostly minor. It was also found that extroverts spent more time on tasks but made more mistakes than introverts. From these findings, it is evident that personality dimensions have significant impacts on usability testing outcomes, and thus should be taken into consideration as a key factor of usability testing.
Understanding User’s Acceptance of Personal Cloud Computing: Using the Techno...Maurice Dawson
Personal Cloud Computing (PCC) is a rapidly growing technology, addressing the market demand of individual users for access to available and reliable resources. But like other new technologies, concerns and issues have surfaced with the adoption of PCC. Users deciding whether to adopt PCC may be concerned about the ease of use, usefulness, or security risks in the cloud. Negative attitudes toward using a technology have been found to negatively impact the success of that technology. The purpose of this study was to understand users’ acceptance of PCC. The population sample consisted of individual users within the United States between 18 and 80 years of age. The theoretical framework utilized in this study was based on the technology acceptance model (TAM). A web survey was conducted to assess the measurement and understanding of patterns demonstrated by participants. Our results shows that in spite of the potential benefits of PCC, security and privacy risks are deterring many users from moving towards PCC.
Internet causes some challeges as well as it gives adolescents some opportunities. One of the most important negative effect of Internet usage is Problematic Internet Using (PIU). PIU can be defined as “use of the Internet that creates psychological, social, school, and/or work difficulties in a person's life”. The main aim of the present study is to investigate the differentiation situation of PIU levels with respect to gender, age, Internet usage time, having a tablet, computer, smartphone, Internet access at home and purpose of Internet usage. Analyses are created with t-test and one-way variance analysis (ANOVA). The Results has shown that PIU level is higher for boys, older age, have higher Internet usage time, Internet access at home, a computer, a smartphone and use the Internet for entertainment. In addition, groups using the Internet for entertainment have higher PIU level than those who do not use Internet for these purposes. Backwords, the groups using the Internet for doing homework/school project, searching a subject for his/her own personal interest and for reading have lower PIU level than those who do not use the Internet for these purposes. Theoretical and practical implications of these findings are discussed
This presentation is about UTAUT and UTAUT 2. In this slide also discuss briefly about UTAUT and changes made in UTAUT 2. It also discuss about how it can be applied in the classroom and the strength and weakness of using it.
Usability engineering of games a comparative analysis of measuring excitement...ijujournal
Usability engineering and usability testing are concepts that continue to evolve. Interesting research studies and new ideas come up every now and then. This paper tests the hypothesis of using an EDA-based physiological measurements as a usability testing tool by considering three measures; which are observers‟ opinions, self-reported data and EDA-based physiological sensor data. These data were analyzed comparatively and statistically. It concludes by discussing the findings that has been obtained from those subjective and objective measures, which partially supports the hypothesis.
Usability engineering of games a comparative analysis of measuring excitement...ijujournal
Usability engineering and usability testing are concepts that continue to evolve. Interesting research studies and new ideas come up every now and then. This paper tests the hypothesis of using an EDA-based physiological measurements as a usability testing tool by considering three measures; which are observers‟ opinions, self-reported data and EDA-based physiological sensor data. These data were analyzed comparatively and statistically. It concludes by discussing the findings that has been obtained from those subjective and objective measures, which partially supports the hypothesis.
The scope of this presentation is to present the design considerations and the implementation of a set of tools which aim to support the authoring and delivery of science education lessons that follow an inquiry-based teaching strategy (namely, the 5E model) incorporating appropriate (PISA 2012 Problem Solving Framework compatible) assessment activities within the various phases of the inquiry teaching model. From this perspective, the proposed tools target to overcome the summative nature of PISA 2012 problem solving competence assessment and its disconnection from the school science teaching practice. These tools have been developed in the framework of a major European Initiative, namely the, Inspiring Science Education (ISE) Project (http://inspiring-science-education.org/).
The realitiesof climate change are gradually dawning on everyone including children. The need for a
disaster reduction education requires the use of mobile technologies to identify some of the impact of
climate change within an environment and create awareness on the dangers associated with climate
change. Since the pre-service teachers will teach the primary school pupils, it is aptthat the use of mobile
technologies should constitute part of their preparation while in training. This paper examined pre-service
teachers’ perception of using mobile technologies in teaching climate change in the primary school. One
hundred and fifty (150) pre-service teachers in two Colleges of Education in the erosion disaster zones of
Anambra and Imo States in the south eastern state of Nigeria were used for the study. Three research
questions guided the study. The study utilized a survey approach to collect and analyze the data. The
results from the study show that the pre-service teachers were confident that the use of mobile devices will
createsignificant climate change awareness.However, the pre-service teachers saw the need for using
mobile devices fin their preparation.Suggestions were made towards ensuring the integration of mobile
technology literacy in the pre-service teacher education curriculum.
Understanding User’s Acceptance of Personal Cloud Computing: Using the Techno...Maurice Dawson
Personal Cloud Computing (PCC) is a rapidly growing technology, addressing the market demand of individual users for access to available and reliable resources. But like other new technologies, concerns and issues have surfaced with the adoption of PCC. Users deciding whether to adopt PCC may be concerned about the ease of use, usefulness, or security risks in the cloud. Negative attitudes toward using a technology have been found to negatively impact the success of that technology. The purpose of this study was to understand users’ acceptance of PCC. The population sample consisted of individual users within the United States between 18 and 80 years of age. The theoretical framework utilized in this study was based on the technology acceptance model (TAM). A web survey was conducted to assess the measurement and understanding of patterns demonstrated by participants. Our results shows that in spite of the potential benefits of PCC, security and privacy risks are deterring many users from moving towards PCC.
Internet causes some challeges as well as it gives adolescents some opportunities. One of the most important negative effect of Internet usage is Problematic Internet Using (PIU). PIU can be defined as “use of the Internet that creates psychological, social, school, and/or work difficulties in a person's life”. The main aim of the present study is to investigate the differentiation situation of PIU levels with respect to gender, age, Internet usage time, having a tablet, computer, smartphone, Internet access at home and purpose of Internet usage. Analyses are created with t-test and one-way variance analysis (ANOVA). The Results has shown that PIU level is higher for boys, older age, have higher Internet usage time, Internet access at home, a computer, a smartphone and use the Internet for entertainment. In addition, groups using the Internet for entertainment have higher PIU level than those who do not use Internet for these purposes. Backwords, the groups using the Internet for doing homework/school project, searching a subject for his/her own personal interest and for reading have lower PIU level than those who do not use the Internet for these purposes. Theoretical and practical implications of these findings are discussed
This presentation is about UTAUT and UTAUT 2. In this slide also discuss briefly about UTAUT and changes made in UTAUT 2. It also discuss about how it can be applied in the classroom and the strength and weakness of using it.
Usability engineering of games a comparative analysis of measuring excitement...ijujournal
Usability engineering and usability testing are concepts that continue to evolve. Interesting research studies and new ideas come up every now and then. This paper tests the hypothesis of using an EDA-based physiological measurements as a usability testing tool by considering three measures; which are observers‟ opinions, self-reported data and EDA-based physiological sensor data. These data were analyzed comparatively and statistically. It concludes by discussing the findings that has been obtained from those subjective and objective measures, which partially supports the hypothesis.
Usability engineering of games a comparative analysis of measuring excitement...ijujournal
Usability engineering and usability testing are concepts that continue to evolve. Interesting research studies and new ideas come up every now and then. This paper tests the hypothesis of using an EDA-based physiological measurements as a usability testing tool by considering three measures; which are observers‟ opinions, self-reported data and EDA-based physiological sensor data. These data were analyzed comparatively and statistically. It concludes by discussing the findings that has been obtained from those subjective and objective measures, which partially supports the hypothesis.
The scope of this presentation is to present the design considerations and the implementation of a set of tools which aim to support the authoring and delivery of science education lessons that follow an inquiry-based teaching strategy (namely, the 5E model) incorporating appropriate (PISA 2012 Problem Solving Framework compatible) assessment activities within the various phases of the inquiry teaching model. From this perspective, the proposed tools target to overcome the summative nature of PISA 2012 problem solving competence assessment and its disconnection from the school science teaching practice. These tools have been developed in the framework of a major European Initiative, namely the, Inspiring Science Education (ISE) Project (http://inspiring-science-education.org/).
The realitiesof climate change are gradually dawning on everyone including children. The need for a
disaster reduction education requires the use of mobile technologies to identify some of the impact of
climate change within an environment and create awareness on the dangers associated with climate
change. Since the pre-service teachers will teach the primary school pupils, it is aptthat the use of mobile
technologies should constitute part of their preparation while in training. This paper examined pre-service
teachers’ perception of using mobile technologies in teaching climate change in the primary school. One
hundred and fifty (150) pre-service teachers in two Colleges of Education in the erosion disaster zones of
Anambra and Imo States in the south eastern state of Nigeria were used for the study. Three research
questions guided the study. The study utilized a survey approach to collect and analyze the data. The
results from the study show that the pre-service teachers were confident that the use of mobile devices will
createsignificant climate change awareness.However, the pre-service teachers saw the need for using
mobile devices fin their preparation.Suggestions were made towards ensuring the integration of mobile
technology literacy in the pre-service teacher education curriculum.
The present study was conducted at Lucknow District in Uttar Pradesh. The purpose of this study is to document how being perform in extra-curricular activities can influence development in academics, social skills, and high school completion. In this paper we study the possible influence of extracurricular activities on student’s performance of eighth-and ninth graders. 120 students of age group between 13 to 16 years comprised the sample of the study. Self-made questionnaire for school students were administered. Data was analyzed in term of percentage and t-test analysis. The statistical analysis revealed that all the 6 types of extracurricular activities, viz. Yoga, Horse riding, Sport activities, Dance, Music and Indoor and outdoor activities together showed significant role in some extracurricular activities and Student’s performance of Government and Private School. Students who participate in extracurricular activities generally benefit from the many opportunities afforded them. Benefits of participating in extracurricular activities included having better grades, having higher standardized test scores and higher educational attainment, attending school more regularly, and having higher a higher self-concept. Those who participate in out-of-school activities often have higher grade point averages, a decrease in absenteeism, and an increased connectedness to the school. Finally, we discuss the possible influence of extracurricular activities on student’s performance and whether such participation is advisable.
Research paper writing is an important part of all academic course and the students require to write a research paper during their educational period. Research paper writing is not an easy job
Importance of extra curricular activitiesAnimesh Jain
Why should educational institutes focus on extra curricular activities like Cultural fests, Sports Fests, Technical and Managerial Fests, Seminars, Conferences and Workshops.
Similar to A study of the interaction between computer related factors and anxiety in a computerized testing situation (a case study of national open university, nigeria)
College of Doctoral StudiesExpanded Comparison.docxjoyjonna282
College of Doctoral Studies
Expanded Comparison Matrix
Article 1
Article 2
Article 3
Title/Author(s)
Individual and Situational Predictors of Workplace Bullying: Why Do Perpetrators Engage in Bullying of Others?
Hauge, Skogstad, & Einarsen, (2009)
Does Trait Anger, Trait Anxiety or Organizational Position Moderate the Relationship Between Exposure to Negative Acts and Self-Labeling as a Victim of Workplace Bullying?
Vie & Einarsenm, (2010)
Developmental stage of performance in reasoning about school bullying.
Joaquim, (2014)
Persistent GCU library link
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http://web.ebscohost.com.library.gcu.edu:2048/ehost/detail?vid=21&hid=123&sid=2c49d06c-c95e-48b4-aeaa-8eecbf8a7e59%40sessionmgr113&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=psyh&AN=2010-22566-006
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Purpose of the study
What is the author’s rationale for selecting this topic? Does he build a strong case?
The purpose of the study is to examine why perpetrators bully co-workers.
The assumption has been that stressful workplace conditions lead to bullying. Less research has been devoted to why perpetrators engage in bullying. This study addresses a gap in the literature by exploring individual and situational variables that contribute to bullying in the workplace.
Yes, the researchers provide a strong justification for their research, identifying what has been studied and what needs to be studied (a gap in the literature).
The aim of this study was to examine whether the relationship between exposure to negative acts and self-labeling as a victim of bullying was moderated by trait anger and trait anxiety or by the target’s organizational position.
The assumption has been that self-labeling does not bare a relationship with anger, anxiety or position. Previous research has been conducted to prove that the above factors are directly correlated with the study. This study is to be used as a conjecture to previous studies.
The research somewhat builds a strong justification for their research. Their main goal was to disprove a method that has been justified in the past.
The purpose of the study is to determine, at what cognitive developmental stages ) do urban
High school and middle school students reason about bullying.
The assumption being that students are between primary and formal cognitive developmental stages.
Which level of cognition plays a role in school bullying.
Research Question(s)
What question(s) does the author present?
What individual and situational variables predict bullying of others in the workplace?
Specifically, they administered a survey asking respondents to indicate whether they had exposed others to bullying in their workplace during t ...
Academic Performance, Relationship with Gender and Mode of Admissioniosrjce
In this paper, we examine the impact of gender, mode of admission, parental higher institutional
status, family home status and campus residential status on students’ level of academic performance using the
concept and application of multinomial logistic regression model. The statistical analysis is carried out on a
random sampling of 289 students from all the schools/faculty in FUTA. Information required for the analysis
was obtained through the administration of questionnaire to answer the research questions and thereafter
applied chi–square and multinomial logistic regression methodology was employed. The result showed that,
gender and mode of admission significantly affect the level of performance and that more male student are more
likely to have a high performance compared to the female counterpart. Also students who reside on campus tend
to have a high performance compared to those who reside off campus.
MULTILEVEL ANALYSIS OF FACTORS PREDICTING SELF EFFICACY IN COMPUTER PROGRAMMINGIJITE
This study used multilevel analysis to determine the predictive value of selected intrinsic factors (gender,
computer ownership, mathematics background and computer experience) and institutional type (an
extrinsic factor) on undergraduates’ Self Efficacy in Java Computer Programming (SEiJCP) in South –
West, Nigeria. The study adopted a correlational design. Purposive Sampling was used to select 254
computer science undergraduates from four universities (three federal-owned and one state-owned) in
south-west, Nigeria. Three research questions were answered. Two research instruments namely,
Computer experience scale (r = 0.84) and Java Programming Self Efficacy Scale (JPSES, r = 0.96) were
used to collect data. Data were analysed using descriptive statistics, and null and linear growth model
(LGM) procedures. The intercorrelation coefficients among the extrinsic factor, intrinsic factors and
SEiJCP were moderate. Null model shows that the variations in SEiJCP accounted for by insitutional level
differences was 99.0%. The fixed part of the LGM of intrinsic factors showed that only mathematical
backgroung contributed significantly (p < 0.05) to the prediction of SEiJCP. The random part of the LGM
showed no significant contributions of the interactions of the intrinsic factors, to the prediction of SEiJCP.
About 60.0% of the student level variation in SEiJCP is explained by the differences in intrinsic factors.
The institution – level variable had large predictive value on programming self efficacy. Computer science
departments should increase the number of mathematics courses in their curriculum.
Multilevel Analysis of Factors Predicting Self Efficacy in Computer ProgrammingIJITE
This study used multilevel analysis to determine the predictive value of selected intrinsic factors (gender, computer ownership, mathematics background and computer experience) and institutional type (an
extrinsic factor) on undergraduates’ Self Efficacy in Java Computer Programming (SEiJCP) in South – West, Nigeria. The study adopted a correlational design. Purposive Sampling was used to select 254 computer science undergraduates from four universities (three federal-owned and one state-owned) in
south-west, Nigeria. Three research questions were answered. Two research instruments namely, Computer experience scale (r = 0.84) and Java Programming Self Efficacy Scale (JPSES, r = 0.96) were
used to collect data. Data were analysed using descriptive statistics, and null and linear growth model (LGM) procedures. The intercorrelation coefficients among the extrinsic factor, intrinsic factors and SEiJCP were moderate. Null model shows that the variations in SEiJCP accounted for by insitutional level
differences was 99.0%. The fixed part of the LGM of intrinsic factors showed that only mathematical backgroung contributed significantly (p < 0.05) to the prediction of SEiJCP. The random part of the LGM showed no significant contributions of the interactions of the intrinsic factors, to the prediction of SEiJCP.
About 60.0% of the student level variation in SEiJCP is explained by the differences in intrinsic factors. The institution – level variable had large predictive value on programming self efficacy. Computer science departments should increase the number of mathematics courses in their curriculum.
MULTILEVEL ANALYSIS OF FACTORS PREDICTING SELF EFFICACY IN COMPUTER PROGRAMMING IJITE
This study used multilevel analysis to determine the predictive value of selected intrinsic factors (gender,
computer ownership, mathematics background and computer experience) and institutional type (an
extrinsic factor) on undergraduates’ Self Efficacy in Java Computer Programming (SEiJCP) in South –
West, Nigeria. The study adopted a correlational design. Purposive Sampling was used to select 254
computer science undergraduates from four universities (three federal-owned and one state-owned) in
south-west, Nigeria. Three research questions were answered. Two research instruments namely,
Computer experience scale (r = 0.84) and Java Programming Self Efficacy Scale (JPSES, r = 0.96) were
used to collect data. Data were analysed using descriptive statistics, and null and linear growth model
(LGM) procedures. The intercorrelation coefficients among the extrinsic factor, intrinsic factors and
SEiJCP were moderate. Null model shows that the variations in SEiJCP accounted for by insitutional level
differences was 99.0%. The fixed part of the LGM of intrinsic factors showed that only mathematical
backgroung contributed significantly (p < 0.05) to the prediction of SEiJCP. The random part of the LGM
showed no significant contributions of the interactions of the intrinsic factors, to the prediction of SEiJCP.
About 60.0% of the student level variation in SEiJCP is explained by the differences in intrinsic factors.
The institution – level variable had large predictive value on programming self efficacy. Computer science
departments should increase the number of mathematics courses in their curriculum.
Influence of year of study on computer attitude of business education student...IJITE
The purpose of this study was to examine the attitude to computer among Business Education students in
Lagos State tertiary institutions. The effect of year of study of the Business Education students on
their attitude to computer was studied. Four institutions of higher learning (two universities and two
Colleges of Education) in Lagos State were selected for the study. The sample comprised of 520 Business
Education students. The subjects responded to a computer attitudinal scale and a questionnaire
comprising items on the biodata of respondents. The study adopted the expost-facto research approach as
none of the variables was manipulated. The data collected were analysed using mean, standard deviation
and ANOVA. The statistical package for social sciences (SPSS) software was used to carry out the
analysis. The result revealed the following: year of study had significant effect on the Business
Education students’ attitude to Computer. Useful recommendations as they affect government policies,
delivery of Business Education in our tertiary institutions as well as Business Education students were
made.
In this introductory lecture titled, "conceptualising and measuring human anxiety on the Internet" the audience is explained what new or interesting the dissertation has to offer and how it is connected to the human-computer interaction fields and to the society in general.
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Session Overview
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A study of the interaction between computer related factors and anxiety in a computerized testing situation (a case study of national open university, nigeria)
1. International Journal on Integrating Technology in Education (IJITE) Vol.3, No.1, March 2014
DOI :10.5121/ijite.2014.3103 43
A Study of the Interaction Between Computer-
Related Factors and Anxiety in a Computerized
Testing Situation (A Case Study of National Open
University, Nigeria)
1Owolabi J. And 2Dahunsi O.R.
1
Federal College of Education (Technical), Akoka, Lagos, Nigeria
2
National Open University, Nigeria (NOUN)
ABSTRACT
Computerized testing is becoming popular even in many developing countries like Nigeria. The level of
anxiety in a computerized testing situation tends to affect candidates’ performance. Studies that
investigated factors affecting anxiety in a computerized testing situation appear to be scarce. This study
therefore investigated the interaction between some students-related factors (age, gender, year of study,
ownership of computer, computer anxiety and computer experience) and test anxiety in a computerized
testing situation. The study adopted a correlation design with test anxiety in a computerized testing
situation as dependent variable while the student related factors constituted independent variables. Three
scales namely: Test Anxiety Scale (r = 0.84), Computer Anxiety Scale (r = 0.84) and Computer Experience
Scale (r = 0.81) were used as instruments for data collection. Data collected were analysed using
Frequency, Percentages, Pearson Product Moment Correlation (PPMC) coefficient and Multiple
Regression analysis. The results of the analysis showed that those with higher computer experience had
significant contributions to the variation in test anxiety in a computerized testing situation. Students should
therefore be encouraged to have their own computers and use them often in order to reduce test anxiety in
a computerized testing situation.
KEYWORDS
Computer-Related, Factors, Anxiety, Computerised, Testing.
1. INTRODUCTION
Anxiety refers to a negative emotional response such as worry, fear, apprehension and agitation.
According to Scovel (1978), it is a state of apprehension, a vague or sometimes undefined fear.
Akman-Yesilel (2012) submits that anxiety is a term used for several disorders that cause
nervousness, fear, apprehension and worrying. According to him, these disorders affect the way
we feel and behave. Zhang (2004) see it as a cognitive behaviour rising from self doubt and self
depreciation. Anxiety is in various forms. State anxiety is characterised as a temporary change in
a person’s emotional state due to an outside factor, and it is experienced in relation to some
particular event or act (Akman-Yesilel, 2012). Unlike state anxiety which is temporary and
experienced in relation to a particular event or act; trait anxiety is more permanent and deeply
2. International Journal on Integrating Technology in Education (IJITE) Vol.3, No.1, March 2014
44
rooted in individual’s personality. According to Akman-Yesilel (2012), people suffering from this
disorder tend to view the world as a dangerous and terrible place. Computer anxiety has been
identified as a concept-specific anxiety because it is a feeling that is associated with interaction
with computer. Computer anxiety therefore refers to a negative emotional response due to actual
or imaginary interactions with computer-based technology and performance on tasks that involve
the use of computers. Test anxiety is another anxiety that could be said to be content-specific.
Students who have test anxiety feel uneasy, apprehensive or nervous as a result of fear of failing
an examination.
According to Spielberg and Vagg (1995), test anxiety has been defined as one element of general
anxiety composed of cognitive attentional processes that interferes with competent performance
in academic or assessment situations. Duesk (1980) defined it as an emotional state that has
physiological and behavioural concomitant and that is experienced in formal testing or other
evaluative situations. Test anxiety can take different forms. According to Powers (2001), it can
take the form of (i) worry (unwanted negative thoughts about ones performance) or (ii)
emotionality (physiological symptoms such as increased heart rate and sweaty palms). But
according to Umruh and Lowe (2010), there are four components of test anxiety which are:
worry, cognitive interference, emotionality and lack of self confidence. There is however a
general concession that worry and emotionality are the two major components of test anxiety that
causes distress to both the cognitive and affective domains. According to Lufi, Okasha and Cohen
(2004); worry is cognitive distress while emotionality is affective distress.
There have been conflicting reports about the relationship between test anxiety and computer
based testing. According to Johnson and Johnson (1981), no relationship exists between computer
anxiety, type of test (either computer or paper and pencil) and performance. Contrarily, Vispoel,
Rocklin and Wang (1994), found that students generally preferred computerised testing to paper
and pencil formats. There is a concern that test performance is linked to computer anxiety.
Shermis and Lombard (1998) concluded that examinees feel they may perceive a loss of control
over the testing environment which can increase testing anxiety and reduce performance on
subsequent tasks.
Computerised testing is becoming popular in Nigeria. Apart from the National Open University
of Nigeria (NOUN), some universities now use Computer based testing for post Unified Tertiary
Matriculation Examinations. Some professional and International examinations also use
computerised testing. Besides, the Joint Admission and Matriculation Board now gives
candidates the option of choosing either to sit for the Paper Pencil Test (PPT) or the Computer
Based Test (CBT). The percentage of candidates that opted for the CBT in the 2013/2014 Unified
Tertiary Matriculation Examinations (UTME) is an indication that majority of the candidates are
apprehensive of Computerised testing. Out of a total of 1,664,110 candidates who applied for the
examination, 1,629,102 (97.9 %) opted for the Paper Pencil Test, while only 15,008 (2.1 %) opted
for the CBT (JAMB, 2013 )
The situation represented by the statistics above showed that all is not well yet, especially at this
period when computer is replacing the manual method in virtually all transactions and should be a
point of concern for educators especially the computer educators. In particular, the computer
educators should be concerned about discovering factors which are likely to influence anxiety in a
computerised testing situation, with a view to offering practicable and effective suggestions on
how to address the problem.
3. International Journal on Integrating Technology in Education (IJITE) Vol.3, No.1, March 2014
45
Computer experience and computer anxiety have been found to be inversely related, while age is
related directly to computer experience (Lian, 2000). On the year of study and test anxiety,
Akman Yesilel (2012) found a significant relationship between test anxiety and year of study.
Studies investigating computer related factors that could influence anxiety in a computerised
testing situation especially in Nigeria are however scarce. Now that computerised testing is
becoming more and more popular in our country, such studies are direly needed. It is on this note
that this study sought to investigate the influence of selected student related factors (age, gender,
year of study, computer experience, computer ownership and computer anxiety) on anxiety in a
computerised testing situation.
1.1. Purpose of the Study
This study will investigate:
1. The relationship between gender, age, year of study, computer experience, computer
ownership, computer anxiety on test anxiety in a computerised testing situation among
National Open University of Nigeria (NOUN) students.
2. The combined influence of the six predictor variables (gender, age, year of study,
computer experience, computer ownership and computer anxiety) on National Open
University of Nigeria students’ test anxiety in a computerised testing situation.
3. The relative influence of the six predictor variables (gender, age, year of study, computer
experience, computer ownership and computer anxiety) on National Open University of
Nigeria students’ test anxiety in a computerised testing situation.
1.2. Research Questions
The following research Questions were answered:
1. What is the relationship between the six predictor variables (age, gender, year of study,
ownership of computer, computer anxiety and computer experience) and test anxiety of
students of National Open University of Nigeria in a computerized testing situation?
2. What is the composite effect of the six predictor variables (age, gender, year of study,
computer ownership, computer anxiety, and computer experience) on National Open
University of Nigeria students’ test anxiety in a computerized testing situation?
3. What are the relative effects of the predictor variables (age, gender, year of study,
computer ownership, computer anxiety, and computer experience) on National Open
University of Nigeria students’ test anxiety in a computerized testing situation?
2.0. METHODOLOGY
2.1. Research Design
This is a descriptive survey research, which sets out to investigate the relationships among age,
gender, year of study, computer ownership, computer anxiety and computer experience and test
anxiety in a computerized testing situation. It also investigates the combined and relative
contributions of the predictor variables (age, gender, year of study, computer ownership,
computer anxiety and computer experience) to the variance in test anxiety in a computerized
testing situation.
4. International Journal on Integrating Technology in Education (IJITE) Vol.3, No.1, March 2014
46
2.2. Population of the Study
The target population of this study is the National Open University (NOUN) students in Lagos
State, Nigeria.
2.3. Sample and Sampling Techniques
The study adopted purposive sampling. Out of the two major centres in Lagos State (Apapa
and Ikeja), Apapa was used for the trial testing of the instrument used for the study. The Ikeja
centre was therefore selected for the study. At the Ikeja centre, those in 400, 500, 600 and
700 levels that had experience in computerized testing were selected for the study. A total of
424 questionnaires were distributed to the students that were available and signified their
willingness to participate in the study. 385 returned the completed questionnaire, 39 did not.
The return rate was therefore 90.8%.
2.4. Research Instruments
Three instruments were used in the study, namely:
1. Test Anxiety Scale 2. Computer Anxiety Scale 3. Computer Expérience Scale
2.5. Validity of the Instrument
The three scales were adapted by the researchers. Three other people validated it. The
corrections from their constructive criticisms were effected before the trial testing.
2.6 Reliability of the Instrument
The instruments were trial tested on one hundred (100) NOUN students in Apapa Centre. The
Cronbach alpha was used to determine the reliability coefficients of the scales with the aid of
Statistical Package for Social Sciences (SPSS) version 17.0. The reliability coefficients of the
scales were as follows:
Table 1: Reliability Coefficients of Test Anxiety, Computer Anxiety and Computer Experience Scales
S/N Scale Reliability
1 Test – anxiety scale 0.84
2 Computer anxiety scale 0.84
3 Computer experience scale 0.81
The high reliability coefficients as shown in the table above shows that the scales were fit for the
study in Nigeria.
2.7 Method of Data Collection
The researchers engaged five research assistants (one from each of the five schools used). One
research assistant was used for each of Education, Law, Science, Arts and Social Science and
5. International Journal on Integrating Technology in Education (IJITE) Vol.3, No.1, March 2014
47
Business Schools. They handled the administration of the questionnaire for their respective
schools.
3.RESULT
The results and relevant discussions are presented below in accordance with the
hypotheses raised.
Background Information of Respondents
The composition of the respondents by age, gender, year of study and computer experience are as
follows: Majority of the NOUN students that participated were 26 - 40 years old (55.3%), 27.0
% were between age 16 - 25 years of age. A few of them (17.6%) were 41 – 60 years of age.
On their gender, majority were males (54.6%), females were also sizeable in number (45.5%). On
their years of study, 39.0% were 400 levels, 21.6% were 500 levels, 23.2% were 600 levels, and
16.4% were 700 levels. 66.5% own a computer while 33.5% did not have a computer.
Table 2: Correlation Matrix Showing the Relationship between Noun Students’ Test Anxiety in a
Computerized Testing Situation and the Predictor Variables.
Age Gd YS CO CA CE TA
Age 1.000
Gd .005 1.000
YS .295** -.007 1.000
CO 0.032 0.030 0.067 1.000
CA -0.037 -0.198** -0.084 0.028 1.000
CE -0.070 0.020 0.053 -0.182 -0.373** 1.000
TA -0.042 -0.134 -0.014 0.103 0.517** -0.345 1.000
Mean 1.87 1.52 2.10 1.30 1.10 17.32 14.39
S.D .639 .500 1.137 .466 .327 5.037 3.802
KEY: Gd = Gender, YS = Year of Study, CO = Computer Ownership, CA = Computer Anxiety, CE = Computer
Experience, TA = Test Anxiety, SD = Standard Deviation.
** = correlation is significant at the 0.01 level (2 tailed)
*= correlation is significant at the 0.05 level (2 tailed)
Table 3a: Multiple Regressions of the Predictor Variables on Test Anxiety in a Computerized Testing
Situation.
Parameter Value
Multiple Regression ® 0.581
R – Square 0.338
Adjusted R – Square 0.326
Std Error of Estimate 3.0604
6. International Journal on Integrating Technology in Education (IJITE) Vol.3, No.1, March 2014
48
Table 3b: Multiple Regression ANOVAs Table
Model Sum of square Df Mean square F Sig.
Regression
Residual
Total
2195.008
4298.518
6493.527
6
331
337
365.835
12.986
28.170 .000a
a. Predictors: (constant), age, gender, year of study, computer ownership, computer
anxiety and computer experience
b. Dependent variable: test anxiety in a computerized testing situation.
Table 4: Coefficients Indicating Relative Effects of the Predictor Variables on NOUN Students’ Test
Anxiety in a Computerized Testing Situation.
Model Unstandardized
Coefficients
Standardized
coefficient
P – Value Remark
B Std. Error Beta T
Constant 14.511 2.062 7.039 .000
Age -.314 .325 -.046 -.966 .335 N.S
Gd -.575 .403 -.066 -1.426 .155 N.S
YS .115 .181 .030 .635 .526 N.S
CO .909 .429 .097 2.120 .035 S
CA .320 .035 .459 9.140 .000 S
CO -.186 .055 -.170 -3.412 .001 S
KEY: Gd = Gender, YS = Year of Study, CO = Computer Ownership, CA = Computer Anxiety, CE =
Computer Experience, TA = Test Anxiety, SD = Standard Deviation.
a. Dependent Variable: Test Anxiety.
The Pearson Product Moment Correlation Matrix showed that four of the predictor variables out
of six had statistically significant relationship with test anxiety in a computerized testing
situation. Specifically, the relationship between computer anxiety and test anxiety in a
computerized testing situation is fairly high and statistically significant (r = 0.517, p < 0.05). This
implies that those with high computer anxiety have high test anxiety in a computerized testing
situation. The relationship between ownership of computer and test anxiety in a computer testing
situation is positive, weak but statistically significant(r = 0.103, P < 0.05). In the analysis,
computer ownership is coded 1 while non – ownership is coded 2, this implies that those that do
not own computer had higher anxiety. The correlations between gender (r = -0.134, P < 0.05),
computer experience (r = -0.345, P < 0.05) and test anxiety in a computerized testing situation are
negative, weak and statistically significant. For gender, male was coded 1 while female was
coded 2, negative relationship between gender and test anxiety in a computer testing situation
therefore implies that male students possessed higher test anxiety compared to their female
counterparts. Computer experience was seen to relate negatively with test anxiety in a
computerized testing situation. The implication is that those with higher computer experience had
lower test anxiety in a computerized testing situation compared to their counterparts.
7. International Journal on Integrating Technology in Education (IJITE) Vol.3, No.1, March 2014
49
The multiple regression correlation coefficient (R) showing the linear relationship between the six
predictor variables (age, gender, year of study, computer ownership, computer anxiety and
computer experience) and test anxiety of NOUN students in a computerized testing situation is
0.581. The adjusted R square value is 0.326. This implies that the variation in test anxiety in a
computerized testing situation accounted for by the stated predictor variables (sex, age, year of
study, computer ownership, computer anxiety and computer experience) is 32.6%.
As shown in table 3b above, further verification using multiple regression ANOVA produced F –
ratio = 28.170, P < 0.05. This implies that there is a significant linear relationship between the
above stated predictor variables (age, gender, year of study, computer ownership, computer
anxiety and computer experience) and test anxiety in a computerized testing situation.
Table 4 above showed the relative effects of the predictor variables (age, gender, year of study,
computer ownership, computer anxiety and computer experience) on NOUN students’ test
anxiety in a computerized testing situation indicated by standardized Beta (β) weights. Computer
anxiety contributed most, directly and significantly to test anxiety in a computerized testing
situation (β = 0.459, t = 9.140, P < 0.05). The contribution of computer ownership is next to that
of computer anxiety (β = 0.097, t = 2.120, P < 0.05). The contribution of computer ownership is
also positive and statistically significant though weak. The contribution of year of study is also
positive but weak. It is also statistically not significant (β = 0.030, t = 0.635, P > 0.05). The
contribution of computer experience to test anxiety in a computerized testing situation is negative,
weak but statistically significant (β = -0.170, t = 3.412, p < 0.05). The contributions of age and
gender are negative, weak and statistically insignificant.
4. DISCUSSION OF FINDINGS
The study revealed that computer anxiety related significantly with test anxiety in a computerized
testing situation. The implication is that those with high computer anxiety also have high test
anxiety in a computerized testing situation. Reduced computer anxiety would imply reduced test
anxiety in a computerized testing situation. This agrees with some studies by Gressard and Loyd,
(1986) and Fletcher and Deeds (1994). In both studies computer anxiety, lack of confidence and
lack of enjoyment influence both acceptance of computers and their use as a teaching and
learning tool. For improved performance in a computerized testing situation frantic efforts should
therefore be made to reduce the level of computer anxiety of NOUN students. The study also
showed that those that own computer had lower test anxiety in a computerized testing situation.
This could be because ownership of computer encourages frequent usage which in turn decreases
anxiety and also test anxiety in a computerized testing situation.
The result showed that the combined contribution of the six predictor variables (age, gender, year
of study, computer ownership, computer anxiety and computer experience) to variance in test
anxiety in a computerized testing situation is 32.6%. The linear relationship between the predictor
variables and test anxiety in a computerized testing situation is also statistically significant. These
predictor variables are therefore relevant in the prediction of NOUN students’ test anxiety in a
computerized testing situation. This is also in agreement with studies that have shown that
computer anxiety, lack of confidence and lack of enjoyment influence both acceptance of
computer and their use as a teaching and learning tool (Gressard & Loyd, 1986; Fletcher &
Deeds, 1994).
8. International Journal on Integrating Technology in Education (IJITE) Vol.3, No.1, March 2014
50
The study revealed that the contributions of computer anxiety and computer ownership contribute
significantly to the variation in NOUN students’ test anxiety in a computerized testing situation.
The implication is that for an effective computerized testing, the candidates should each possess
their own personal computers and should also be helped to overcome computer anxiety.
5. CONCLUSION
The findings from this study showed that reduced computer anxiety as well as computer
ownership would reduce test anxiety in a computerized testing situation. With the popularisation
of CBT, students should be encouraged to own personal computer. For improved performance in
a computerized testing situation frantic efforts should therefore be made to reduce the level of
computer anxiety of the NOUN students. Periodic free training could be given to students to help
eliminate the problem of test anxiety in a computerised testing situation.
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9. International Journal on Integrating Technology in Education (IJITE) Vol.3, No.1, March 2014
51
Authors
Josiah Owolabi, is currently a Principal Lecturer and the Head of Mathematics/Statistics
Department at the Federal College of Education (Technical), Akoka, Lagos, Nigeria. He
holds a B.Sc(Ed) and M.Sc in Mathematics. He is currently a research student at the
Institute of Education, University of Ibadan, Nigeria. His previous work experience
before the present appointment includes teaching Mathematics, Further Mathematics
and Computer in a secondary School.Josiah has about 20 publications in local and
international Journals. He had also authored/co-authored three textbooks in Mathematics
and one in Computer Studies. His research interests are: Mathematics and Computer Education.
E-mail: josiahowolabi@yahoo.com
Dahunsi Oludamilola Oluseun Ruth works as a database administrator (DBA) at the
National Open University of Nigeria (NOUN) headquater, Victoria Island, Lagos, Nigeria.
Her work experience includes collating and generating students result, providing technical
supports for students using administrative portal and Facilitation Monitoring. She is also
involved in invigilating nursing clinical examination and providing technical support for e-
examination. Before her employment at NOUN, her previouus work experience include:
Technical assisstant at the Apostolic Faith Mission Electronic Department, Assistant
Lecturer Computer science, Federal Polytechnic Nekede Owerri, Imo State, among others.