EFFECT OF DISTANCE LEARNING ON UNDERGRADUATE STUDENTS’ “IT” SELF-EFFICACY AND ANXIETY LEVELS
~ Harry L. Legum & Brian K. Schmitt & Rolande Murray & Beverly J. O’Bryant/Mary Owens-Southall & Abby Byrnes & Rhonda F. Jeter
Abstract
This study investigated the effect of Distance Learning on undergraduate students’ instructional technology self-efficacy levels, instructional technology anxiety levels and their statistical anxiety levels. A Pre/Posttest/Quasi Experimental research design was used to collect data from 10 face-to- face (control group) and 11 hybrid undergraduate students (experimental group) in two statistics courses in a mid-Atlantic Historical Black University (HBCU). Modes of measurement consisted of the CSU- IT Self-Efficacy Scale, CSU-IT Anxiety Scale and the Statistical Anxiety Rating Scale . Quantitative data were coded numerically, and analyzed using non-parametric Mann Whitney and Wilcoxon Signed Ranks Tests. Qualitative semi-structured interviews were conducted with five randomly selected undergraduate participants (experimental group) to determine their perspectives on the merit of implementing Distance Learning. Results revealed that there was a statistically significant difference in undergraduate students' instructional technology self-efficacy levels, and although approaching significance, there was not a statistically significant difference in undergraduate students' statistical anxiety levels subsequent to the Distance Learning intervention program between the experimental and control groups. In addition, there was not a statistically significant difference in undergraduate students' instructional technology anxiety levels between the experimental and control groups at posttest. Recommendations for future research and implications for educators and students are provided.
Key Words: Pupil, Internet, Lecture Capture, Course Management, Teaching
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