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Full Project – The impact of mobile phone self-efficacy and computer anxiety on distance learners attitude to online courses

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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In the 21^st century electronic age, most of the industries of function in the world has been impacted by the internet and multimedia forms. One undeniable industry is the educational industry. However there are some challenges that the industry faces in that regard. One of them is Computer Anxiety. Computer Anxiety is defined by Howard(1986) as “When a person feels uncomfortable or anxious when using or being expected to interact with a computer.”

This study takes a deep dive into computer anxiety and the impact of the mobile phone self efficacy on the attitude of students on online courses.

Mobile phone self efficacy refers to an individual’s confidence and judgement about having the capability in using mobile phone for a specific task.(Compeau and Higgins, 1995). It is similar to computer efficacy. Only that mobile phone self -efficacy can be studied on a much personal scale.

There is a need to study distance learners’ attitude to courses offered online. It would be a defeated purpose for education if the students receiving the lectures have some level of computer anxiety.

This study aims to examine the impacts of mobile phone self efficacy and the problem of computer anxiety on distance learners who have to take some online courses. The plot would be as follows: A sample size of people would be taken and questions would be asked of them in the direction of them taking online courses. Their answers would then point at their levels of anxiety when interacting with the computer and other multimedia computing devices.

1.2 STATEMENT OF THE RESEARCH PROBLEM

Computer Anxiety is a major problem in administering lectures to distant learners and we want to determine if the mobile phone self efficacy can be used to deter the impacts of computer anxiety. This will enable us to plan for future use of the internet to administer instruction. This would objectively then improve distance learners’ attitude to online learning.

RESEARCH QUESTIONS

The study endeavours to answer the following research questions:

How often do you use the computer in your learning?
Do you feel any level of anxiety when interacting with the computer or mobile phone while taking an online lecture?
Is mobile phone self-efficacy useful in reducing computer anxiety?

1.4 HYPOTHESES/ASSUMPTIONS

In order to answer the research questions, the following testable null hypotheses were formulated:

Computers are used often in receiving educational instruction
There is a level of anxiety when using the computer for educational purposes
Mobile phone self-efficacy is useful in combating computer anxiety.

1.5 OBJECTIVES OF THE STUDY

The aims include:

Determining with some level of accuracy the effect of computer anxiety to students
Finding ways to help with the issue of computer anxiety on students
Improving mobile phone self-efficacy in students as regards to the online learning.

The objectives include:

Examining in detail the field of computer education
Looking at previous work done in the field of compute anxiety and self efficacy
Gathering responses of people to determine their level of anxiety and their level of self-efficacy.

1.7 SCOPE OF THE STUDY

This study would be based on select educators and students in institutions across the state. These educators and students would be given questionnaires towards the hypotheses that have been set.

1.8 SIGNIFICANCE OF THE STUDY

This study is significant in the sense that it explores the benefits of mobile phone self-efficacy as it pertains to computer based education, the drawbacks of ICT in the educational sector in form of computer anxiety and the suggested ways to combat this issue.

1.9 ORGANISATION OF THE PROJECT

The project is organized such that; Chapter One examines and discusses at reasonable length, a background of the independent parameters considered in carrying out the study of mobile phone self-efficacy and computer anxiety in students. In Chapter Two, we have a broad look at the history and related works in terms of ICT and the Education sector and the problems that come with it. Chapter Three explores the methodology employed in carrying out this study. Specifically the methodology of this study will practically be in form of descriptive survey. Chapter Four presents the result of the research carried out. Chapter Five rounds off the project work with the summary, conclusions and recommendations for future works.

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