INFLUENCE OF TECHNOPHOBIA ON ACADEMIC ACHIEVEMENT IN DISTANCE LEARNING FOR GRADE SIX STUDENTS IN ABU DHABI, UNITED ARAB EMIRATES

Abstract

Purpose: This study explores the impact of technophobia, negative emotions like anxiety and frustration towards technology, on the academic performance of sixth-grade students in Abu Dhabi, UAE, during distance learning. It also assesses whether gender moderates this relationship. Methodology: Drawing on Bandura’s Self-Efficacy theory, data from 636 students, 474 male and 162 female, were collected via questionnaires. The collected data underwent analysis using both SPSS and Structural Model equation through SMART-PLS. Contributions: The study reveals that technophobia significantly hampers academic achievement in distance learning, irrespective of gender. These findings highlight the need for MOE and stakeholders to develop policies that better support students, especially the younger ones, in their distance education experiences, offering valuable insights for future studies and recommendations.