computer self-efficacy online learning readiness computer-related technology dependence


The study investigated undergraduates’ computer self-efficacy, computer-related technology dependence and their online learning readiness. It adopted a correlational study and using simple random sampling technique 129 first year undergraduates were sampled. Major findings indicated that male undergraduates have higher mean scores in computer self-efficacy and online readiness than female students, while females had slightly higher mean scores in computer related technology dependence. Gender significant differences occurred only in computer self-efficacy. Self-efficacy increased significantly with years of experience. However, students’ years of use of computer did not account for significant differences in computer-related technology dependence and their online learning readiness. There was significant relationship between computer self-efficacy, and computer-related technology dependence of undergraduates (r=.323, p<.05). Computer self-efficacy also significantly correlated with students online-readiness (r=.330, p<.05). Positive correlation occurred between students’ computer-related technology dependence and their online readiness (r=.273, p<.05). Computer self-efficacy and computer-related technology dependence predicted students’ online learning readiness. It was recommended that stakeholders should endeavour to provide the computer facilities; train students; build up their computer self-efficacies; and to motivate female undergraduate students in the use o

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