Abstract
The aim of the study was to develop and validate an instrument suitable to measure attitudes towards the use of computer in learning mathematics (ATCLM). A total of 214 (132 = males: 82 = females) teacher trainees participated in the study. Factor Analysis (FA) was performed on 47 items relating to the use of computer in learning mathematics using Principal Component Analysis with Varimax (orthogonal) rotation. With Eigen values greater than 1, FA retained 13 factors with the first accounting for 15.56% of the variability and a total of 62.39% of the variance for the entire set of variables. To examine the strength of relationship among the items, the Kaiser Meyer Olkin (KMO) and Bartlett’s test were used. The KMO measure of sampling adequacy was 0.78 whiles the Bartlett’s test of sphericity was significant with x2 = 3510.253 (p< 0.0001). A factor loading cut-off point of 0.40 was used as the inclusion criterion for factor interpretation. Based on these, seven factors namely: Confidence in Mathematics (CM), Confidence with Computer (CC), Mathematics Anxiety (MA), Computer Anxiety (CA), Value of using Computer for Learning Mathematics (VCLM), Interest in using Computer for Learning Mathematics (ICLM), and Anxiety in using Computer for Learning Mathematics (ACLM). Cronbach’s alpha values for the 7 scales ranged from .735 to .880.
Highlights
Information and Communication Technology (ICT) have become one of the fundamental building blocks of modern society
Various new models of education are evolving in response to the new opportunities that are becoming available by integrating ICT into the teaching and learning environment
Exploratory Factor Analysis (EFA) was performed on 47 items relating to the use of computer in learning mathematics using Principal Component Analysis with Varimax rotation
Summary
Information and Communication Technology (ICT) have become one of the fundamental building blocks of modern society. ICT plays a critical role in the educational systems [2]. To this end, various new models of education are evolving in response to the new opportunities that are becoming available by integrating ICT into the teaching and learning environment. Teachers’ roles in the integration process are to create an effective, efficient atmosphere and a multimedia environment with the help of technologies. These environments are important for teacher-student interaction and communication [3]
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