Computer efficacy, use and phobia: Contributions to Nigerian undergraduates' academic performance in a computer graphics course
University of Edinburgh, United Kingdom; University of Lagos, Nigeria; Instructional Technology, Olabisi Onabanjo University, Nigeria; University of Nigeria Nsukka, Nigeria
This study investigated the extent to which computer efficacy, computer use, and computer phobia predicted the level of students' academic performance in a Computer Graphics course. One hundred eighty-nine undergraduates of the Faculty of Education, Olabisi Onabanjo University, Nigeria, served as the sample for this study. The study sample responded to four instruments: Computer Self-Efficacy Scale (CSES), Computer Use Scale (CUS), Computer Phobia Scale (CPS) and Computer Performance Test (CPT). Pearson Product Moment Correlation, Multiple Regression and Analysis of Variance statistical tools were used to investigate the predictive capacity of the independent on the dependent variables. The findings revealed the three independent variables, when taken together, were effective in predicting students' academic performance in a Computer Graphics course. Meanwhile, each of the variables also contributed to the prediction of students' academic performance in a Computer Graphics course with computer use making the highest and a significant contribution to the prediction of the outcome measure (students' academic performance in a Computer Graphics course). On the basis of these findings, it was suggested higher education institutions in developing countries should make a major paradigm shift from the traditional instructional environment to promoting paperless classrooms and facilitate students' intense use of computer technologies by making assignments and projects writing, seminar presentations, display of course outlines and reference materials, and academic enquiries more computer-oriented.