Effectiveness of rational emotive behavior education (REBE) on computer anxiety among school teachers enrolled in e-learning.

BACKGROUND: Reports from past studies indicated that research on anxiety disorder is not extensive and further investigation is needed using different populations. Besides, psychological intervention for computer anxiety has not been given the required empirical attention. Given this, we investigated the effectiveness of rational emotive behavior education on computer anxiety among primary school teachers enrolled in e-learning. METHODS: A pure experimental design was used, which helped to randomly assigned recruited 112 primary school teachers to 2 arms (treatment and control groups). The Computer Anxiety Scale was distributed before, immediately after, and 4 weeks after completion of intervention with 12 sessions that were given to the treatment group. RESULTS: The ANOVA results showed that rational emotive behavior education significantly decreased teachers computer anxiety. The mean computer anxiety score among instructors did not significantly differ by group or gender. Therefore, we recommended that computer educators, policymakers, and rational emotive behavior educators should organize rational and emotive-oriented conferences for schoolteachers.

Enhancing ESL students' academic achievement in expository essay writing using digital graphic organisers: A mixed-methods research.

Students in Nigerian English language classrooms encounter difficulty in writing. However, the utilisation of metacognitive strategies has the potential to aid students in organising their thoughts during writing for better achievement. Therefore, this study aims to examine the effect of digital graphic organisers on secondary school students' achievement in expository essay writing and the students' perceptions of writing challenges and the impact of the strategy. The study adopted a mixed-methods research design consisting of a within-group experimental design and focus group interview. Five research questions and one hypothesis are formulated to guide the study. An intact class size of 38 students is the subject of the study, while an expository essay writing achievement test and a focus group interview were used for data collection. Percentage, mean and standard deviation, and thematic analysis were used in answering the research questions, while a paired sample t-test was used to test the null hypothesis at 0.05 significance. The study found a statistically significant difference between students' mean achievement scores before and after exposure to digital graphic organiser charts when writing expository essays.