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Bala, Rajni
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Humanities Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring Computer Anxiety among Prospective Teachers in Himachal Pradesh, India Bala, Rajni
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 3 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i3.329

Abstract

This study explores computer anxiety among prospective teachers, defined as the fear or apprehension some individuals experience when using technology. The primary objectives were to assess the overall level of computer anxiety and to examine differences based on gender and academic stream. Utilizing a descriptive survey method, the research involved 100 participants enrolled in a B.Ed. program, comprising 59 females and 41 males, with 53 from the science stream and 47 from the humanities stream. Data were collected using a self-developed Computer Anxiety Scale (CAS) with a reliability coefficient of 0.81. The results indicated a moderate level of computer anxiety across all participants, with no significant differences observed based on gender or academic stream. These findings suggest that while prospective teachers exhibit moderate computer anxiety, this anxiety is consistent regardless of gender or academic background. The study highlights the need for targeted interventions to reduce computer anxiety and enhance technological competence among future educators.
Understanding Gender Dynamics in Teacher Educators' Computer Self-Efficacy Bala, Rajni
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 3 No. 6 (2024): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v3i6.357

Abstract

This study examines computer self-efficacy among teacher educators, defined as the confidence in one's ability to effectively utilize computer technology for educational purposes. The main aim is to investigate gender differences in self-efficacy across three competency levels: basic, intermediate, and advanced. Utilizing a quantitative research approach, a self-constructed questionnaire containing 35 items was distributed to a purposive sample of 100 teacher educators, which included 61 female and 39 male participants. T-tests were employed to analyze the differences in self-efficacy scores between genders. The findings indicate no significant difference in self-efficacy at the basic competency level (t = 0.8391). In contrast, female educators displayed significantly higher self-efficacy scores in intermediate (t = 4.1417) and advanced competencies (t = 4.2159). Furthermore, female educators achieved an average score of 142.62 on the overall computer self-efficacy scale, notably exceeding the average score of 117.28 for male educators (t = 5.0717). Thus, the study reveals important gender dynamics in computer self-efficacy among teacher educators. It indicates that female educators tend to have greater confidence in their computer skills as they advance in competency levels. This highlights the need to address gender disparities in professional development initiatives and suggests that further research should explore the underlying factors that influence self-efficacy in technology use among educators.
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