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All Journal Journal of Informatics and Vocational Education ASEAN Journal of Science and Engineering Education (AJSEE)
Adeneye Olarewaju A. Awofala
UNIVERSITY OF LAGOS
Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Engineering Materials Science & Nanotechnology Other

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Nomophobia, Smartphone Addiction, Depression, and Anxiety as Predictors of Internet Addiction among Nigerian Preservice Mathematics Teachers Adeneye Olarewaju A. Awofala; Awele Regina Esealuka
Journal of Informatics and Vocational Education Vol 4, No 3 (2021): Journal of Informatics and Vocational Education
Publisher : Pendidikan Teknik Informatika dan Komputer, Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/joive.v4i3.54910

Abstract

Smartphones and the internet can be very beneficial to their users but if not used properly, also pose great risks to their users. These devices, if used properly, even help in making teaching and learning of perceived ‘tough’ subjects such as mathematics easier. However, smartphone addiction, nomophobia, and internet addiction are now prevalent among modern-day individuals, most especially the younger generation. This poses a problem for the effective teaching and learning of mathematics in Nigeria. This study investigated nomophobia, smartphone addiction, depression, and anxiety as predictors of internet addiction among Nigerian preservice mathematics teachers. The participants consisted of 300 pre-service mathematics teachers randomly selected from the Department of Science and Technology Education, University of Lagos, Nigeria. Seven research questions were answered in the study using the statistical tools of frequency, percentage, mean, standard deviation, Pearson product-moment correlation coefficient, and multiple regression analysis. The results showed a high prevalence of nomophobia and moderate prevalence of smartphone addiction and internet addiction among preservice mathematics teachers. There was a positive relationship between nomophobia, smartphone addiction, anxiety, depression, and internet addiction, of which all were significant predictors of internet addiction. Based on these findings, it was concluded that universities and parents in Nigeria should reduce the prevalence of nomophobia, smartphone addiction, depression, anxiety, and internet addiction in pre-service mathematics teachers in the country.
Examining Sources of Mathematics Self-Efficacy Beliefs of Senior Secondary School Students Adeneye Olarewaju A. Awofala
ASEAN Journal of Science and Engineering Education Vol 3, No 3 (2023): (ONLINE FIRST) AJSEE: December 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ajsee.v3i3.50347

Abstract

Except people have confidence that they can produce desired results they have little motivation to act. Self-referent thought plays a significant part in the psychological working of humans. People’s conception of their efficacy is most powerful in their everyday life and the self-efficacy of a person has been recognized as a vital element for executing tasks successfully. While many studies have shown the predictive power of self-efficacy, fewer efforts have examined the sources underlying self-efficacy beliefs. Sources of self-efficacy in mathematics scale was a multi-dimensional construct comprising: mastery experience; vicarious experience; social persuasions; and physiological and affective states. Senior secondary school students had a moderate level of sources of self-efficacy in mathematics. Gender differences in sources of self-efficacy in mathematics among senior secondary school students were significant and in favor of the male students. However, future studies in Nigeria should investigate the confirmatory factor analytic structure of the sources of self-efficacy in mathematics scale to generalize the findings of this study.
Personal and Contextual Factors as Correlates of Entrepreneurial Intentions among Pre-service Science, Technology, and Mathematics Teachers Adeneye Olarewaju A. Awofala; Oladiran S. Olabiyi; Omolabake T. Ojo; Adenike J. Oladipo; Alfred O. Fatade; Uchenna N. Udeani
ASEAN Journal of Science and Engineering Education Vol 3, No 3 (2023): (ONLINE FIRST) AJSEE: December 2023
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ajsee.v3i3.50501

Abstract

This study through a quantitative paradigm investigated personal and contextual factors as correlates of entrepreneurial intention among 1120 pre-service science, technology, and mathematics teachers. The results showed that personal factors (need for achievement, internal locus of control, risk-taking propensity, and creativity) and contextual factors (perceived structural support, perceived educational support, and perceived relational support) contributed 84.1% to the prediction of entrepreneurial intention among participants. The entrepreneurial intention of pre-service science, technology, and mathematics teachers had a positive correlation with each dimension of personal and contextual factors. In line with these results, both personal (need for achievement, internal locus of control, risk-taking propensity, and creativity) and contextual (perceived structural support, perceived educational support, and perceived relational support) factors be strengthened in pre-service science, technology, and mathematics teachers’ preparation university.
Primary Teachers’ Mathematics Anxiety and Mathematics Teaching Anxiety as Predictors of Students’ Performance in Mathematics Adeneye Olarewaju A. Awofala; Sabainah O. Akinoso; Comfort O. Adeniyi; Sufiyanu H. Jega; Alfred O. Fatade; Abayomi A. Arigbabu
ASEAN Journal of Science and Engineering Education Vol 4, No 1 (2024): (ONLINE FIRST) AJSEE: March 2024
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ajsee.v3i3.51065

Abstract

The study investigated primary teachers’ mathematics anxiety as related to mathematics teaching anxiety and students’ performance in mathematics among 480 primary teachers from twenty public primary schools. The study adopted the quantitative research method within the blueprint of the descriptive survey design. Findings revealed that test anxiety, course anxiety, application anxiety, computation anxiety, social anxiety, content knowledge teaching anxiety, self-confidence teaching anxiety, attitudes toward mathematics teaching anxiety, and teaching knowledge anxiety jointly contributed to a coefficient of multiple regression of 0.501 and a multiple correlation square of 0.251 to the prediction of student's performance in mathematics. By implication, 25.1% of the total variance of the dependent variable (performance in mathematics) was accounted for by the combination of the nine independent variables. Based on this study, it was thus, recommended that future studies in Nigeria and elsewhere should investigate the factor analytic structure of the mathematics teaching anxiety scale among in-service and preservice teachers of mathematics.
Co-Authors Abayomi A. Arigbabu Abayomi A. Arigbabu Adenike J. Oladipo Alfred O. Fatade Awele Regina Esealuka Comfort O. Adeniyi Oladiran S. Olabiyi Omolabake T. Ojo Sabainah O. Akinoso Sufiyanu H. Jega Uchenna N. Udeani