SCHOOL RELATED FACTORS

Abstract

ABSTRACT The study examined school related factors as predictors of students self efficacy in computer studies in public senior secondary schools in Oredo Local Government Area of Edo State. Four research questions were raised, four null hypotheses formulated, answered and tested in the study. The research design adopted for the study was the correlational survey design. The population of the study was 3641 which comprises of the total number of all SS2 students in the 14 public senior secondary schools in Oredo Local Government Area of Edo State. The sample size of the study was 187 SS2 students selected from the 14 public senior secondary schools in Oredo Local Government Area of Edo state. The simple random sampling technique was used to represented students adequately in the study. The sample size was 5% of the total populations. A researcher-developed questionnaire instrument titled School Related Factors as Predictors of Students Self Efficacy in Learning of Computer Studies (SRFPSSELCS) was utilized in gathering data for the study, and validated by three experts one in measurements and evaluation, and two in counselling psychology of the Department of Education, Benson Idahosa University for further vetting and necessary inputs and validation of the instrument. The instrument reliability coefficient was established by measuring Internal Consistency of the instrument, data collected were analyzed using the Cronbach Alpha statistics. This was done by calculating the Cronbach Alpha for each of the items on the scale then adding up the coefficients to determine the reliability of the instrument which yielded the co-efficient values of 0.7 for school related factors and .76 for students� self efficacy in computer studies, which therefore establishes the reliability and the internal consistency measures of the scales. The Pearson�s Product Moment Correlation (PPMC) and linear regression was used as the statistical tools for data analysis. The PPMC was used to answer the research questions and the linear regression was used to test the research hypotheses which were at 0.05 alpha levels.The results of the study highlight the vital role of school-related variables in shaping student confidence and motivation which leads to self-efficacy, offering valuable insights for educators, policymakers, and stakeholders involved in computer studies education because the study revealed a moderately high level students� self-efficacy in overcoming challenges related to computer studies. This suggests that while students are generally confident in their abilities, they may face difficulties when confronted with complex problems or setbacks. The study concludes that class size and composition can moderate the impact of these variables, emphasizing the need for differentiated learning strategies and individual support. It was therefore recommended among others that, government should provide professional development programs for teachers:�to equip teachers with the necessary skills and knowledge through ongoing professional development opportunities in computer science pedagogy and effective teaching methods.

Identifiers

Resource ID

urn:uuid:42a6d9eb-4d05-4163-a6ea-202ed7570c4a