Effects of Learning Styles, Programming, and Gender on Computer Anxiety

AbstractThis study investigated the effects of learning styles, programming, and gender on computer anxiety. Fifty-eight undergraduate preservice teachers (36 females, 22 males) participated. Kolb’s Learning Styles Inventory, a modified version of Spielberger’s Anxiety Scale, and a written and hands-on measure of BASIC programming were used. Programming instruction was found to significantly reduce computer anxiety, but with no significant difference by type of learning style. The one-day intensive format reduced computer anxiety significantly less than the four-week distributed format. Females significantly outperformed males on the hands-on component of the exam. The two types of learning styles that were least represented (Convergers and Divergers) were found to reduce computer anxiety the least and to perform the poorest on both aspects of the exam.

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