Do gender and teaching experience influence prospective teachers’ self-efficacy in utilizing computer-based learning media?1

The development of information and communication technology (ICT) in education is very rapid. One of the developments is in the field of education. Teachers’ self-efficacy in utilizing computer-based learning media needs to be raised in this study because currently learning in elementary schools is directed towards the utilization of information and communication technology (ICT), one of which is through computer-based learning media. This research examined prospective elementary school teachers’ self-efficacy in utilizing computer-based media to support learning and the significant differences based on gender and teaching experiences. This research employed a quantitative descriptive approach with an online survey method. The instrument used in this study was adapted from the instrument developed by Wang and Moore-Hayes. The instrument consisted of 15 statements and was developed using a 5-interval Likert scale. The participants were 50 prospective elementary school teachers. The collected data were analyzed using EFA and CFA, descriptive statistics, and the independent sample t-test. The results show that prospective elementary school teachers have a high level of self-efficacy in utilizing computer-based media to support learning. It was found that there are statistically significant differences of prospective elementary school teachers’ self-efficacy in utilizing computer-based learning media based on gender and teaching experiences.