Computer Attitudes Research Articles

When first-order barriers are high: A comparison of second- and third-order barriers to classroom computing integration

This study examines the role of second- and third-order barriers to classroom computing integration among fourth- and fifth-grade teachers in an urban, low-income school district (i.e., where computing resources are limited, or first-order barriers are high). We examine the impact of teachers' (N = 114) computer anxiety, computer attitudes, and computer feature comfort (i.e., second-order barriers) on their intention to use computer features in their classrooms. We also assess the role of teachers’ participation in training sessions aimed at fostering their design thinking (i.e., third-order barriers). Our results indicate that computer feature comfort and summer institute attendance are the strongest predictors of computing integration in cases where first-order barriers are high. Findings also suggest that tackling third-order barriers may help teachers overcome second-order barriers. Implications for future training interventions are discussed.

PENGARUH COMPUTER ATTITUDE, COMPUTER SELF EFFICACY, DAN TRUST TERHADAP MINAT MENGGUNAKAN SOFTWARE AKUNTANSI PADA KARYAWAN LPD SE-KOTA DENPASAR

The Influence of Computer Attitude, Computer Self Efficacy, and Trust on the Interest of Using Accounting Software at LPD in Denpasar. Denpasar City is one of city in Bali that still makes the LPD (Lembaga Perkreditan Desa) a business entity that can improve people’s welfare. Denpasar City’s LPD is a financial institution that utilizes accounting software in processing data and transactions. The use of accounting software in the Denpasar City’s LPD is very operational in accommodating all information and producing reports quickly and accurately so that they can be useful in decision making. This study aims to determine the effect of whether Computer Attitude, Computer Self Efficacy, and Trust towards the Interest Using Accounting Software. The theory used in this study is the theory of Technology Acceptance Model (TAM). This study was carried out in all LPD in the city of Denpasar. The population in this study were employees who using accounting software. Based on the population, sample were selected through simple random sampling, while 60 employees taken as sample by using of formula Slovin. The data collected by documentation and questionnaires. The data analysis technique used are descriptive statistics and multiple linear regression analysis. The results of this study are: 1) computer attitude do not have impact on interest using accounting software. 2) computer self efficacy has a positive and significant impact on the interest using accounting software 3) trust has a positive and significant impact on the interest using accounting software. 4) computer attitude, computer self efficacy, and trust have a positive and significant impact simultaneously on the interest using accounting software. Keywords: Computer attitude, computer self efficacy, trust, and the interest of using accounting software

ICT Usage and Attitudes Among EAC Undergraduate Students—A Case Study

Information and communication technology (ICT) has reshaped the traditional education system into a flexible and efficient e-learning context. However, computer usage, attitudes, and some other critical factors are the primary concern to implement e-learning in developing countries. This paper applies computer attitude scale and proposes a prediction model based on multiple linear regression to discover the key factors affecting computer attitudes for the implementation of the ICT-based learning environment. To identify the principal factors, we collect the data sets by the active participation of more than 900 undergraduate students from three different universities of East African Community countries in one year period. The experimental results reveal that the students are using technology in their daily lives, however, they are not using it to support their daily study. Qualitative evidence indicates that the university has lower requirements for using computers, and the restrictive rules to use technologies. In addition, the universities are in a shortage of necessary computer hardware and software. Besides, the factors which are affecting the attitudes toward computers are the urban or rural origin of the student, English language level, and parental encouragement.

The impact of secondary history teachers’ teaching conceptions on the classroom use of computers

During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers’ beliefs as well; most of them have studied undefined categories of teachers and focused on explaining the frequency of technology in classrooms. The present study centres on secondary history teachers’ teaching conceptions as a precursor to the ways in which they use computing technology in the classroom. The research is a qualitative study examining the theoretical assumption that teachers’ conceptions of teaching and learning guide their pedagogical action. Semi-structured interviews were conducted with 10 Chilean history teachers, and their didactic sequences were filmed extensively. The research found patterns among educational uses of technology in relation to teaching conceptions (defining the latter based on three conceptual groups: direct instruction or individual or social construction of knowledge) in terms of the allotment of time and the manner of teacher technology use, and less sharply defined patterns were also noted in student technology use and teacher–student–technology interactions.

MEASURING ATTITUDE TOWARDS COMPUTER OF SECONDARY SCHOOL TEACHERS- AFFECTIVE DOMAIN

The present study examines Cognitive and Affective Computer Attitudes of Secondary Teachers 300 teachers (170 male and 130 female – belonging to Urban area – 160 and Rural area – 140) were randomly selected from Colleges of Education affiliated to North Maharashtra University, Jalgaon. Computer attitudes scale (Cognitive and Affective) developed by D.Kumaran and K. Selvaraju was used for data collection. The result indicate that – (a) Teachers have a favourable computer attitude. (b) Sex and subject of specialization (faculty) have no significant influence on cognitive computer attitude, affective computer attitude and computer attitude. (c) Urban teachers have more favourable cognitive computer attitude, affective computer attitude and computer attitude than Rural teachers. (d) In urban group, male teachers have more favourable affective computer attitude and computer attitude than those of female teachers, whereas both male and female teachers do not differ in respect of cognitive computer attitude.

Computer-Based Testing: Score Equivalence and Testing Administration Mode Preference in a Comparative Evaluation Study

The empirical evidences show that two identical Computer-Based Testing (henceforth CBT) and Paper-and-Pencil-Based Testing (henceforth PBT) do not always result in the same scores. Such conclusions are referred to as “the effect of testing administration mode” or “testing mode effect”. Moderators such as individual differences (e.g., prior computer experience or computer attitude) have been investigated [4] to see if they influence test takers’ performance. The Guidelines for Computer-Based Tests and Interpretations [1] recommended eliminating the possible effects of some moderator variables on test takers performance. This research was conducted to provide the required empirical evidences on the existence of distinctive effects caused by changing administration mode from conventional PBT to modern CBT. The relationship between testing mode preference on test takers’ CBT performance was also examined. Two equivalent tests and two questionnaires were used. Using descriptive statistics and ANOVA, the findings demonstrated that two CBT and PBT sets of scores were comparable. Additionally, prior testing mode preference and gender had no significant effect on test takers’ CBT score, and they were not considered the variables that might affect the performance on CBT.

An Investigation of the Students Attitude towards Introductory Computer Course at Bauchi Metropolitan Universities: An Undergraduates Survey

This study investigates the students‟ attitude on the introductory computer course at Bauchi Metropolitan University. Bauch State is one of the 36 States in Nigerialocated in the North East Region of the country with only Two Public Universities, ATBU and BASUG. Inboth universities it is mandatory for students to undertake introductory computer course in their first year entry to the university and this research was conductedwith the aim to find out the students attitude toward the computer course as part of the requirement to their studies. This study uses a sample of 300 undergraduate students (male=188, female=110) students. Primary data were utilized where questionnaire was employ as the tool of data collection. Computer attitude related questionnaire was developed and administered to the respondents and retrieved. Frequencies and Percentages was used to analyzed the respondents demographic information and questions asked while the chi-square X2 analysis was employ to test the stated hypothesis. The result of this study shows that students had positive attitude toward introductory computer course as the calculated chi-square X2c 0.253 which is less than the tabulated chi-square X2t of 3.841i.e. X2c < X2t therefore the study conclude that students had significant and positive attitude toward introductory computer course at Bauchi metropolitan university and we recommends that priority attention in terms of computer practical session should be given to students to increase their likeness of the computer and adequate arrangements should be made by universities to ensure students have access to computer and the internet whenever needed within the campus area and this will also mould a positive attitude for students.

The Impact of Information Technology on Library Anxiety: The Role of Computer Attitudes

Over the past two decades, computer-based technologies have become dominant forces to shape and reshape the products and services the academic library has to offer. The applicationo of library technologies has had a profound impact on the way library resources are being used. Although many students continue to experience high levels of library anxiety, it is likely that the new technologies in the library have led to them experiencing other forms of negative affective states that may be, in part, a function of their attitude towards computers. This study investigates whether students' computer attitudes predict levels of library anxiety.

コンピュータに対する高校生・大学生の態度 : 10年間の比較

コンピュータに対する高校生・大学生の態度 : 10年間の比較

Dropout in an Online Training for Trainee Teachers

Abstract High dropout rates are still a problem with online training. It is strongly suggested that learner characteristics influence the decision to persist in an online course or to drop out. The study explored the differences in domain-specific prior knowledge, motivation, computer attitude, computer anxiety, and learning skills between dropouts and active learners who enrolled in a vocational online training about media pedagogy for teachers. The data were collected from 575 trainee teachers from which three groups were formed: (a) students who only registered (n = 72) and (b) students who started learning but failed to complete any of the course modules (n = 124) and (c) active students who completed at least one module (n = 379). A dropout rate of 34.1% was observed. In general, only small effects were found. Students dropping out were older, had less prior knowledge, and lower skills in arranging an adequate learning environment.

Cognitive Loads and Training Success in a Video-Based Online Training Course

Background:According to research based on cognitive load theory, the way of presenting information in an instructional environment is essential to the learning outcome. By avoiding unnecessary extraneous load caused by badly designed instructions and other sources, learners are more likely to successfully construct knowledge. In addition, learner characteristics are known to affect learning.Objective:This study explores the effects of learners’ online learning experience, domain-specific prior knowledge, computer attitude and computer anxiety on their perceived intrinsic, extraneous and germane load and on their learning outcome in a video-based training course about media design for employees.Method and Results:Learning outcome was assessed by ratings of subjective learning success, ratings of professional competence, the number of completed modules and performance. None of the learning outcome variables could be modelled when entering learner characteristics in a regression analysis, but all could be modelled using the cognitive load ratings.Conclusion:Thus, extraneous, intrinsic and germane load were the most important factors for explaining the learning outcome. This result points to the importance of instructional design and particularly to managing cognitive load in online training scenarios.

Student computer attitudes, experience and perceptions about the use of two software applications in Building Engineering

ABSTRACTThe purpose of this study was to examine students’ computer attitudes and experience, as well as students’ perceptions about the use of two specific software applications (Google Drive Spreadsheets and Arquimedes) in the Building Engineering context. The relationships among these variables were also examined. Ninety-two students took part in this study. Results suggest that students hold favourable computer attitudes. Moreover, it was found a significant positive relationship among students’ attitudes and their computer experience. Findings also show that students find Arquimedes software more useful and with higher output quality than Google Drive Spreadsheets, while the latter is perceived to be easier to use. Regarding the relationship among students’ attitudes towards the use of computers and their perceptions about the use of both software applications, only a significant positive relationship in the case of Arquimedes was found. Findings are discussed in terms of its implications for practice and further research.

English Professors’ Attitudes towards the Use of ICT in Moroccan Universities

<em>Computers offer several opportunities that encourage the promotion of teaching and learning experiences. The implementation of computer technologies in education has become the main goal of many educational reforms throughout the globe. The Moroccan kingdom, like many other nations, has understood the importance of using computers in schools and universities. For this reason, the Moroccan government has launched numerous projects aiming at the diffusion of Information and Communication Technologies (ICT) in education system. This paper examined the attitudes of professors of English toward the use of computers in teaching practices. The Theory of Diffusion of Innovation ( Rogers, 1995) served as the theoretical framework. A survey questionnaire, “Computer Attitude Scale” (CAS), was distributed to the EFL professors during the university year 2015-2016. The CAS that was developed by Loyd and Gressard ( 1984) was utilized to collect data regarding professors’ attitudes. These attitudes were assessed based on four components: anxiety, confidence, liking and usefulness. Descriptive analysis of percentages, means, and standard deviations were used to analyse the collected data. The study revealed that Moroccan professors of English language posses positive attitudes toward the implementation of computer technologies in instructional practices.</em>

Computer self-efficacy and computer attitude as correlates of internet use of secondary school students’ in Nigeria

The Internet as a useful tool that supports teaching and learning is not in full use in most secondary schools in Nigeria hence limiting the students from maximizing the potentials of Internet in advancing their academic pursuits. This study, therefore, examined the extent to which computer self-efficacy and computer attitude influence Internet use among senior secondary school students (SS1 and SS11) in public secondary schools in Lagos State, Nigeria. This study utilized the descriptive survey research design of the ex-post-facto type. Instruments used to collect data were Computer Self-Efficacy (CSE) (r=0.73), Computer Attitude (CATT) (r=0.85), and Internet Use (IU) (r=0.78)) scales. Data were analyzed using descriptive statistics, Pearson’s Product Moment Correlation and Multiple regressions at 0.8 level of significance. The relative contributions of the independent measures of Internet use were: CSE (β= .319, t=7.712), and ATC (β=-.099, t=3.085). The Computer Self-Efficacy, and Computer Attitude of senior secondary school students significantly influenced Internet use (F (3,559) = 60.064) respectively.Keywords: Computer Self-efficacy, computer attitude, secondary school students, internet use

Replacing Paper-Based Testing with an Alternative for the Assessment of Iranian Undergraduate Students: Administration Mode Effect on Testing Performance

There have been studies on comparability of test results in Computer-Based Testing (Henceforth CBT) and Paper-Based Testing (Henceforth PBT) considering key factors associated with test results in different countries with different languages and technological backgrounds. The main purpose of the current study was to discover the equivalency of test scores on PBT and CBT in the English achievement test in Payame Noor University (PNU) among undergraduate students. It also intended to investigate if there was any relationship between computer attitude and testing performance on CBT. Based upon the quantitative and qualitative data, some major findings were revealed. Firstly, there was statistically significant difference between two sets of mean scores. Furthermore, based on descriptive results, in comparing the results of computerized and paper-based tests, students showed better performance on PBT than CBT. The results of this study support the necessity of doing comparability studies in higher educational contexts before substituting CBT for PBT or including it in the system. Then, computer attitude had not any interaction with testing performance on CBT among Iranian undergraduate students in PNU. Finally, the results of interview supported the quantitative findings, i.e. participants mostly showed high preference for computerized test and liked CBT more than PBT but due to some justifications and habit of taking tests traditionally, they performed better on PBT.

Factors Influencing the Behavioural Intention to Use Statistical Software: The Perspective of the Slovenian Students of Social Sciences

Background:The aim of the paper is to investigate the main factors influencing the adoption and continuous utilization of statistical software among university social sciences students in Slovenia. Based on the Technology Acceptance Model (TAM), a conceptual model was derived where five external variables were taken into account: statistical software self-efficacy, computer attitude, statistics anxiety, statistics learning self-efficacy, and statistics learning value.Material and methods:The model was applied to the purposive sample of 387 university social sciences students in Slovenia who have been introduced to IBM SPSS Statistics during statistics courses. Data were analysed using Structural Equation Modeling (SEM).Results:The results indicated that all external variables considered in the model directly or indirectly affect the behavioural intention to use statistical software and are therefore relevant for our study. The most influential factors are found to be statistics anxiety and statistics learning value. The latter one plays a central role in our extended TAM, as its impact is stronger when compared with other external variables.Conclusions:The findings from our empirical study are useful for statistics educators. The recommendations proposed can improve the educational process in order to strengthen students’ attitudes towards statistics and to decrease the level of statistics anxiety.

Learner Attrition in an Advanced Vocational Online Training: The Role of Computer Attitude, Computer Anxiety, and Online Learning Experience

Abstract Online learning has gained importance in education over the last 20 years, but the well-known problem of high dropout rates still persists. According to the multi-dimensional learning tasks model, the cognitive (over)load of learners is essential to attrition when dealing with five challenges (e.g. technology, user interface) of an online training (Tyler-Smith, 2006). The experienced load might depend on learner characteristics. The study explored the extent that learners dropping out from a vocational video-based online training about media design for employees of micro, small and medium-sized enterprises differ from working learners’ online learning experience, computer attitude, and computer anxiety. The data were collected from 72 of 128 registered employees who completed a questionnaire before starting the course to analyze differences between the dropout group (submitted no solutions to online training tasks; n = 19) and the active learner group (submitted at least one of 13 task solutions; n = 53). No differences were found in online learning experience, but the dropout group reported more negative attitudes towards computers and a higher level of computer anxiety than the active learner group.

PENGARUH PERBEDAAN GENDER TERHADAP PRESEPSI DAN KEPEMINATAN PEMAKAIAN PERANGKAT KOMPUTERISASI

<p>The objective of this study is to investigate whether computer attitude influences<br />perceived usefulness. This study also investigates whether gender influence relation between perceived usefulness and behavioral intention. The subject is of this study is student from three private university or college of Kota Madya Batam, Kepulauan Riau. There are 150 respondents. The result of study support hypothesis of the study of that the computer attitude influence perceived usefulness. This study also support hypothesis that gender influence relation between perceived usefulness and behavioral intention.</p>

MEASURING EFFECT OF CULTURALLY RESPONSIVE LEARNING ENVIRONMENT FOR COMPUTING EDUCATION IN AFRICAN CONTEXT

A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education. Key words: computer attitude, computer achievement, object-oriented concepts, Oware game, indigenous knowledge, integrationist approach.

Computer Attitude of Prospective Teachers in Relation to Emotional Intelligence

Computer Attitude of Prospective Teachers in Relation to Emotional Intelligence