Demographic Factors and Computer Anxiety among Education Officers in Nigeria: Implications for Digital Transformation in Education

Abstract

This study examined the influence of gender, years of service, and their interaction on computer anxiety among education officers using a cross-sectional survey design with 143 respondents from Ogun State, South-West Nigeria. The instrument employed was the Computer Anxiety Scale (CAS). Cross-tabulation results indicated that most officers (83.9%) reported no computer anxiety, while a minority (16.1%) experienced anxiety. Mean scores suggested slightly higher anxiety among females and lower anxiety among officers with longer service; however, two-way ANOVA revealed no significant main effects of gender (F(1,135) = 2.515, p = .115, η_p² = .018), years of service (F(3,135) = .456, p = .714, η_p² = .010), or their interaction (F(1,135) = 3.130, p = .942, η_p² = .003). These results suggest that demographic variables are becoming less predictive of computer anxiety, possibly reflecting digitalization efforts within Nigeria’s education sector. The persistence of anxiety among a minority highlights the need for interventions such as peer mentoring, digital literacy workshops, and confidence-building programmes. The study concludes that computer anxiety among education officers is shaped less by demographic factors while contextual and organizational influences may play a more significant role, with implications for ICT readiness and Nigeria’s digital transformation agenda.