Self Concept and Motivation Variables as Correlates of Acquisition of ICT Competence among Social Studies Students of Obafemi Awolowo University, Ile-Ife, Nigeria
Bibliographic record
Abstract
The study examined the level of ICT competence among Social Studies undergraduates of Obafemi AwolowoUniversity, Ile-Ife, Nigeria. It also investigated the influence of motivation variables as well as the influence of selfconcept on the acquisition of ICT competence. This was with a view to improving ICT competence in higherinstitutions of learning. The study employed survey research design. The population consisted of all Social Studiesstudents of Obafemi Awolowo University, Ile-Ife, Nigeria. Purposive sampling technique was employed in selectingone hundred Social Studies undergraduates. Three research questions emanated from the study. Three instrumentstitled: “Motivational Use Scale” (MUS), ‘Self-Concept Scale’ (SCS) and “ICT Competence Scale” (ICTCS) weredeveloped and used for the study. Data were analysed using simple percentages and chi-square statistics. The resultsamong others, showed that data analysis, microsoft publishing and photoshop had the lowest competence level of36%, 32% and 29% respectively. Also, self concept had a very strong influence on the acquisition of wordprocessing knowledge with significant value of 0.027. It was recommended that students need to be encouraged inthe use of ICT tools.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".