Influence of Gender and Attitude of Pre-Service Teachers towards On-Line Instruction in a Selected University in South-western Nigeria

Lateef, Adeleke Remilekun; Alaba, Sofowora Olaniyi

doi:10.5539/ass.v9n4p84

Cited by 8 publications

(7 citation statements)

References 20 publications

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“…The primary instrument for data collection in this study was semi-structured focus group interviews. These interviews were guided by a set of predetermined questions, which were derived from existing literature (Fishbein & Ajzen, 1975;Johns & Saks, 2011;Lateef & Alaba, 2013;Theng, 2009;Venkatesh & Davis, 2000). The questions were designed to explore participants' perceptions and experiences with MALL.…”

Section: Tools and Instrumentsmentioning

confidence: 99%

Exploring the Psychological Dimensions of Mobile-Assisted Language Learning (MALL) in English Language Education

Vega,

Basri,

Nur

2023

J. Psychol. Persp.

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This research investigates the psychological aspects influencing student engagement with Mobile-Assisted Language Learning (MALL) in English language education. The study contributes to a deeper understanding of the role that students' attitudes, personalities, expectations, and motivations play in shaping their learning experiences. The research employs a narrative inquiry approach coupled with semi-structured focus group interviews. A purposive sampling method based on individual factors such as gender, age, and culture was used to select participants from Universitas Borneo Tarakan. The qualitative analysis identified key themes and patterns from the students' narratives about their MALL experiences. The findings reveal that positive attitudes towards MALL, genuine interest in language learning, and high expectations significantly enhance student motivation and active participation in MALL activities. Furthermore, robust institutional support emerged as crucial for the successful implementation of MALL programs. These insights suggest that by understanding these psychological dimensions and ensuring adequate institutional support, educators can improve students' experiences with MALL. It has implications for fostering enhanced engagement and success in language learning.

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Section: Tools and Instrumentsmentioning

confidence: 99%

Exploring the Psychological Dimensions of Mobile-Assisted Language Learning (MALL) in English Language Education

Vega,

Basri,

Nur

2023

J. Psychol. Persp.

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“…This body of literature suggests that teachers who perceive the system as useful and easy to use develop better attitudes towards online teaching, and self-efficacy and belief link to attitude formation (Bubou and Job, 2020). Teachers who have technology and communication self-efficacy, are more likely to have positive attitudes towards online teaching (Yildiz Durak, 2018), in which male teachers' readiness for online teaching is higher than their female counterparts (Bubou and Job, 2020); however, Lateef and Alaba (2013) found the opposite and Adebowale et al (2010) found no relationship. UAE students believed that the value of an online course management system would benefit them as equal as a blackboard in studies.…”

Section: Review Of Literaturementioning

confidence: 99%

Academics' attitudes towards online education amidst the Covid-19 outbreak

Dassanayaka

Weerasinghe

Dahanayake

et al. 2022

IJEM

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PurposeThe present scenario of the Covid-19 pandemic, together with technological advancements, has provoked unprecedented turbulence in the education system, notably in universities, disrupting their conventional teaching and learning processes. Despite government support, teachers and students faced numerous challenges in the online teaching and learning process than expected. Extensive research has been undertaken to investigate the context of online education from the perspective of students, but less emphasis has been given to examining the views of teachers. Thus, the study aimed to explore attitudes of academics towards online teaching during the Covid-19 outbreak.Design/methodology/approachThe study was conducted in Sri Lanka, with the population consisting of academics representing all state universities. An email survey was conducted randomly, and 355 academics responded to a Google form, out of which 332 refined questionnaires were used for analysis. Multi-item reflective indicators were used to operationalize the research constructs on a 7-point Likert scale. The face, content, and construct validities were ensured appropriately. The reflective-reflective two-stage hierarchical approach with disjoint option was applied to analyze the data using the Partial Least Squares Structural Equation Modelling (PLS-SEM) model. After rigorous and careful examination of data, the descriptive statistics revealed that the university academics are pretty distressed with their Internet connections and facilities at home to conduct online lectures.FindingsActive student participation was just above the average, while teacher's attitudes towards online education, their willingness to continue it further seem quite unsatisfactory. Teacher readiness for online education appears to be acceptable only to a certain extent. The key findings of the study disclosed that the attitudes towards online teaching are determined by perceived usefulness, teacher readiness, perceived student participation whereas active student participation, a conducive teaching environment and institutional support have no significant impact on attitude towards online teaching. Further, the study contributed to the education literature analyzing online education in the Sri Lankan context.Originality/valueThis study sparked the debate and contributed to the literature exploring the concept from the side of teachers in which attitudes of teachers towards online teaching in Sri Lankan Contest.

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“…Education, a fundamental pillar of personal development, continually evolves in response to technological advancements throughout an individual's lifespan (Sungur & Ateş, 2023;Jovanova-Mitkovska, 2010;Ghavifekr & Rosdy, 2015;Raja & Nagasubramani, 2018;Dos Santos, 2024). The pervasive influence of the internet globally has radically reshaped education, bolstering pedagogical efficacy through the seamless integration of technology (Lateef & Alaba, 2013). That is, the internet has significantly transformed education, enhancing teaching efficiency through technological integration.…”

Section: Introductionmentioning

confidence: 99%

Validation of the adapted attitudes toward online teaching scale for Iranian EFL teachers: A Rasch model analysis

Kianinezhad

2024

Pedapub

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This study addresses a critical gap by adapting and validating an instrument aimed at evaluating the perspectives of Iranian English as a Foreign Language (EFL) teachers in online teaching. Leveraging 'Attitude Toward Online Teaching' scale, the survey involved 160 Iranian EFL teachers. The precise adaptation and analysis methods, centered on the Rasch measurement model, substantially bolstered the scale's analytical rigor. Subsequently, through translation and validation procedures, coupled with Rasch models, affirmed the scale's robust reliability and validity. Establishing validity evidence for the translated scale involved data fitting to the Rasch model, substantiating the cross-cultural validity of both the construct and the Persian test version. Participant responses were pivotal in identifying and eliminating items that did not align well, resulting in a more refined 24-item version which indicates unidimensionality of the scale. Additionally, the discernible differentiation among the scale's categories, evident in the sequence of category thresholds in participant responses, underscores their substantial importance. The consistently high reliability observed across measurement validates the scale's ability to accurately capture attitudes within the Iranian EFL context. This polished Persian adaptation of the instrument emerges as a transformative asset, holding implications for pedagogical practices, curriculum development, and teacher training in online EFL education. It marks a significant stride in advancing EFL education in the digital era, introducing a culturally contextualized measurement tool tailored explicitly to the Iranian EFL setting. Lastly, insights empower stakeholders to refine education strategies, advancing the digital educational landscape.

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Influence of Gender and Attitude of Pre-Service Teachers towards On-Line Instruction in a Selected University in South-western Nigeria

Cited by 8 publications

References 20 publications

Exploring the Psychological Dimensions of Mobile-Assisted Language Learning (MALL) in English Language Education

Exploring the Psychological Dimensions of Mobile-Assisted Language Learning (MALL) in English Language Education

Academics' attitudes towards online education amidst the Covid-19 outbreak

Validation of the adapted attitudes toward online teaching scale for Iranian EFL teachers: A Rasch model analysis

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