Purpose-This study examined the influence of computer anxiety on the academic performance of junior secondary school students (JSS) in Computer Studies in Nigeria. The study specifically examined whether there is any correlation between the computer anxiety of students and their performance in Computer Studies. Method-The sample consisted of one thousand, two hundred JSS 3 students from sixty selected secondary schools in the 12 selected states from each of the six geopolitical zones in Nigeria. The research instrument that was used in the study was computer anxiety scale which was validated by the Guidance and Counseling lecturers and Educational Measurement and Evaluation experts. Cronbach's alpha technique was used to determine the reliability of the computer anxiety scale and 0.87 coefficient was achieved. The students' second term results of the 2018/ 2019 session were used to measure their academic performance in Computer Studies. Independent t-test and Pearson Product Moment Correlation were used to analyze the data collected. Results-The result of the study showed that most of the students used in the study were mildly anxious when dealing with computer; there is no significant difference in the computer anxiety of male and female junior secondary school students in Nigeria; and there is a significant negative relationship between computer anxiety and Computer Studies performance of junior secondary school students' in Nigeria. 371 Conclusion-The study concludes that students' anxious feelings of operating computer do negatively affect their performances in the computer studies. Recommendation-Based on the findings, the researcher recommends amongst others that Computer Studies' teachers should indulge the students in constant use of computer for assignments and web-browsing so as to enhance their confidence and reduce anxiety in Computer Studies classroom. Practical Implication-The results of the study reflect the need for the Nigerian Government to provide enough computer sets to schools so that each students will be entitled to a computer during their training.
UAT). Four research questions and one hypothesis guided the study. The researchers used a descriptive survey design. The population of the study comprised 1,500 students at UAT, in the 2020/2021 academic session. The questionnaire was the instrument used for data collection. The questionnaire was validated by educational technology experts. Cronbach's alpha was used to establish the reliability of the instrument which yielded 0.98. The instrument was administered by the researchers to all the students and was able to retrieve 1,342, which comprised 100 to 400 level students. Data were analyzed with frequency count, simple percentages, and statistical product and service solutions version 23 was used to generate the mean, standard deviation while Pearson's product-moment correlation coefficient was used to test the hypotheses at 0.05 significant levels. The findings revealed that the level of usage of DR is low as only 4% of the students made use of DR daily. The study established that the students made use of the Internet resources, e-books, and online educational videos on YouTube, e-journals, and e-newspapers. It was also revealed that the students had a positive perception of the impacts of DR usage on their academic performance. Lastly, the test of the hypothesis one showed that there is a significant relationship between DR usage and the academic performance of undergraduate students at UAT. This implies that the increase in the DR usage do definitely increase the performance of the students at UAT. Result from hypothesis two revealed that there is a significant effect of DR usage on academic performance of students at UAT. Based on the findings, the researchers recommended that the university library management should create more awareness on the use of DR by conducting workshop, seminars, and through the use of social media platforms like Facebook, Twitter, and WhatsApp and hands-on training on the use of these resources should be actively promoted.
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