IMPACT OF TECHNOPHOBIA ON COLLEGE OF EDUCATION STUDENTS' PERFORMANCE IN COMPUTER SCIENCE EDUCATION IN KWARA STATE

Abstract

This study investigated the impact of technophobia on the academic performance of colleges of education students 
in computer science education in Kwara State, Nigeria. The sample consisted of 60 colleges of education students 
from the six selected colleges in Kwara State. A validated technophobia scale was used to collect data, with a 
reliability coefficient of 0.87. Students' academic performance in computer science education was measured using 
their semester results. Independent t-test and Pearson Product Moment Correlation were used to analyze the data. 
The results showed that most students experienced moderate levels of technophobia; there was no significant 
difference in technophobia levels between male and female students; and a significant negative relationship existed 
between technophobia levels and computer science education performance. The study concludes that technophobia 
negatively affects students' performance in computer science education. The researcher recommends that computer 
science education lecturers encourage students to frequently use computers for assignments and web-browsing to 
enhance their confidence and reduce technophobia. The results highlight the need for the Nigerian Government to 
provide sufficient computer sets to colleges of education to ensure that each student has access to a computer during 
training.