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Influence of Socio-Economic Status and Classroom Climate on Mathematics Anxiety of Primary School Pupils
By Adimora D.E.
The study investigated the influence of socio-economic status and classroom climate on mathematics anxiety of pupils in Nsukka Local Government Primary Education Authority of Enugu State, Nigeria. Three research questions and three null hypotheses guided the study. Expost-facto research design was used, the study made use of 103 public primary schools with a population of 12628 primary five pupils in Nsukka Local Government Primary Education Authority of Enugu State, Nigeria. The sample was 432 primary five pupils. The instrument used for the study was a questionnaire with three clusters, SES, CCS and MAS. The Cronbach Alpha Reliability yielded 0.82, 0.79 and 0.89 respectively. Research questions were analyzed using mean and standard deviation while the hypotheses were tested using analysis of variance (ANOVA) Statistics, post-hoc test and t-test analysis at 0.05 probability level. It was found that socio-economic status and classroom climate significantly influence mathematics anxiety of the pupils. It was recommended among others, that caregivers, parents, teachers and school administrators should create enabling physical, emotional, intellectual and social classroom climate to ensure successful teaching and learning and enhanced interest of students in all subjects especially in mathematics. (C) 2015 The Authors. Published by Elsevier Ltd.
An empirical study of online discussion forums by library and information science postgraduate students using technology acceptance model 3
By Adetimirin, A.
E-learning is an important trend globally that is believed to enhance the acquisition of knowledge by students within and outside the classroom to improve their academic pursuit. The Online Discussion Forum (ODF) is one of the tools that are used for e-learning in Nigerian universities. It facilitates interaction among postgraduate students as they can communicate and share information sources with one another to promote learning. However, the optimum use of this forum is determined by anchor factors in TAM 3 such as computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness. A conceptual model based on TAM 3 was proposed and empirically tested. Using a survey research design and an online questionnaire for 121 Library and Information Science (LIS) postgraduate students, the paper demonstrated that computer self-efficacy, perceptions of external control, computer anxiety and computer playfulness have significant influence on the use of ODF. The paper therefore proposes that Online Discussion Forums should be encouraged for learning in postgraduate education.
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