• Educational Cloud Services and the Mathematics Confidence, Affective Engagement, and Behavioral Engagement of Mathematics Education Students in Public University in Benue State, Nigeria

    Joshua Abah (see profile) , Joseph Wuave Anyor, Clement Onwu Iji
    Mathematics, Technology in the classroom, Instructional technology, Higher education
    Item Type:
    Educational Technology, Mathematics Confidence, Affective Engagement, Behavioural Engagement
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    This study was designed to investigate the impact of cloud services on mathematics education students’ mathematics confidence, affective engagement, and behavioral engagement in public universities in Benue State, Nigeria. Ex-post facto research design was adopted for the study. The instrument for the study is the researcher-developed Cloud Services Mathematics Attitude Scale - CSMAS (Cronbach Alpha Coefficient = 0.92). The CSMAS was administered to a sample of 328 mathematics education students drawn from the two public universities having operational cloud service delivery system in Benue State. Mean and standard deviation were used to answer research questions while t-test was used in testing the hypotheses. In-depth analysis of data revealed that there is a positive high level of impact of cloud services on the mathematics confidence (cluster mean = 2.85), affective engagement (cluster mean = 2.87) and behavioral engagement (cluster mean = 2.92) of mathematics education students in public universities in Benue State. The t-test analysis of mean attitude scores established a statistically significant difference between the public universities and between male and female students. The outcome of this study has shown that adoption of cloud services for augmenting learning results in strong positive mentality and confidence among mathematics education students.
    Obviously, allowing students’ choice in the mathematics education process is an important element of engagement and sends important messages relating to power and control. The choice of cloud services by mathematics education students as a sort of technological augmentation has opened up rich avenues to develop highly engaging, student-centered mathematical activities and tasks.
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    Journal article    
    Last Updated:
    1 year ago
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