AMJD Volume. 13, Issue 2 (2025)

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Contributor(s)

Michael A. Adewusi, Adeneye O. A. Awofala, Gbolahan E. Awofala & O.V. Fakuade
 

Keywords

Attitude Cybersecurity Knowledge Mathematics Practice Preservice teacher
 

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Preservice mathematics teachers' knowledge, attitude, and practice of cybersecurity

Abstract: Associations betwixt knowledge, attitude, and practice (KAP) are extensively documented in the international literature that relates to health and construction occupations. While few investigations had been carried out on KAP of cybersecurity in the international literature, such studies are scarce in Nigeria. Therefore, this study investigated the predictive association betwixt knowledge, attitude, and practice of cybersecurity among preservice mathematics teachers in Nigeria through a cross-sectional, correlational research design. The sample included 550 preservice mathematics teachers in one coeducational public university in Nigeria and data were collected using one psychometrically sound instrument (Cronbach alpha=0.97). Three research questions were stated and answered using Pearson product moment correlation, multiple regression analysis, and independent samples t-test at 5% level of significance. The results showed that there was a significant relationship between knowledge and attitude (r = 0.98, p<0.05), between knowledge and practice (r = 0.27, p<0.05), and between attitude and practice of cybersecurity (r = 0.16, p<0.05). The ANOVA regression analysis revealed a significant association between knowledge, attitude, and practice of cybersecurity (F(2, 547) = 163.67, p=0.000) and knowledge and attitude produced a joint contribution of 37.4% to the prediction of cybersecurity practice. The attitude showed the highest contribution (β=3.23) and followed by knowledge (β=3.02). The regression equation is: Practice = 19.03 + 3.81 attitude + 3.22 knowledge. Gender had a significant influence on preservice mathematics teachers’ knowledge (t548=-4.74, p=0.00) and attitude (t548=-4.42, p=0.00) toward cybersecurity in favour of males. However, gender had no significant influence on preservice mathematics teachers’ practice of cybersecurity (t548=-1.25, p=0.21). In conclusion, effort should be made to explore how cybersecurity education can be integrated across subjects or courses, not just mathematics.
 
 
 

African Multidisciplinary Journals of Development, 2025 | All Articles