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1
Dyck, Jennifer L., and Janan Al-Awar Smither. "Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education." Journal of Educational Computing Research 10, no. 3 (1994): 239–48. http://dx.doi.org/10.2190/e79u-vcrc-el4e-hryv.
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Research in the area of computer anxiety has traditionally concentrated on the younger adult. In this study older adults (55 years and over) were compared to younger adults (30 years and under) on levels of computer anxiety and computer experience. Subjects completed a demographic and computer experience questionnaire, a computer anxiety scale, and a computer attitude scale. Findings indicated that older adults were less computer anxious (as measured by both scales), had more positive attitudes toward computers, and had more liking for computers than younger adults. Older adults also had less computer experience than younger adults. In contrast, however, older subjects indicated less computer confidence than younger subjects. Additionally, for both younger and older adults, higher levels of computer experience were associated with lower levels of computer anxiety, and a more positive attitude toward computers. No gender differences were found for computer anxiety or computer attitudes when computer experience was controlled.
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Proctor, Romina M., and Paul C. Burnett. "Computer Attitude and Classroom Computers." Computers in the Schools 12, no. 3 (1996): 33–41. http://dx.doi.org/10.1300/j025v12n03_05.
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Wahidah. "COMPUTER LITERACY AMONG IAIN LHOKSEUMAWE STUDENTS." JL3T ( Journal of Linguistics Literature and Language Teaching) 4, no. 1 (2018): 28–42. http://dx.doi.org/10.32505/jl3t.v4i1.749.
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Having certain level in computer literacy is very important to educational setting for students. They should have skill and positive attitudes toward computer to achieve effective teaching and learning process. This study aimedto measure the computing skills, knowledge of IAIN Malikussaleh students about computers, also their attitude toward computers. It is also to determine whether students’ characteristics such as field of study, duration of students’ exposure to computers have significant influence on their computer literacy. From the computation it can be seen that the level of IAIN Malikussaleh students’’ computer skills applied was 4.306 of mean from the highest score of 5 with standard deviation 0.82624 in general. This number indicated that IAIN Malikussaleh students’’ level of computer skill is above average. English and Arabic department students possess quite similar ability or skill in term of computer literacy.The most notable result of this result is the respondents’ attitude toward computer. The respondents who possess good computer skills should have positive attitude toward computer. However, the IAIN Malikussaleh students’ attitude toward computer is average.
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Levin, Tamar, and Claire Gordon. "Effect of Gender and Computer Experience on Attitudes toward Computers." Journal of Educational Computing Research 5, no. 1 (1989): 69–88. http://dx.doi.org/10.2190/vepg-500c-2awm-1k15.
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The purpose of this study was to determine the extent to which gender and prior computer exposure (has a computer at home; participated in a computer course; knows how to work with computers) affect students' attitudes toward computers prior to computer instruction in school. An attitude questionnaire including cognitive and affective attitude scales was administered to 222 Israeli pupils in grades 8 through 10 who study in schools where computers have not yet been introduced. The results showed that prior computer exposure (in particular, having a computer at home), had a stronger effect on attitudes toward computers than sex. Pupils owning computers were more motivated to become familiar with computers; felt a stronger need for computers in their lives and had more positive affective attitudes toward computers than pupils who don't have computers at home. Sex differences in affective and cognitive attitudes were also observed where boys had significantly more positive affective attitudes toward computers than girls. They perceived computers as being more “enjoyable,” “special,” “important,” “friendly,” and “cheaper” than girls. Furthermore, boys tended to hold more stereotyped attitudes about who is capable of using computers and had more positive attitudes toward the computer as a medium of instruction than girls.
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Kadijevich, Djordje. "Gender Differences in Computer Attitude among Ninth-Grade Students." Journal of Educational Computing Research 22, no. 2 (2000): 145–54. http://dx.doi.org/10.2190/k4u2-pwqg-re8l-uv90.
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A study of fifty-four female and fifty-nine male Gymnasium (high school) students from four ninth-grade classes oriented toward natural sciences and mathematics surveyed students' attitudes toward computers in relation to gender and computer experience and found that males showed a more positive attitude toward computers than females, even when computer experience was controlled. An additional study of fifty-one females and fifty-four males from the initial sample found that males did show more interest in computer science than females, but these differences could not explain gender differences in computer attitude.
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Kluever, Raymond C., Tony C. M. Lam, Eleanor R. Hoffman, Kathy E. Green, and Dorothy L. Swearingen. "The Computer Attitude Scale: Assessing Changes in Teachers' Attitudes toward Computers." Journal of Educational Computing Research 11, no. 3 (1994): 251–61. http://dx.doi.org/10.2190/484t-cpgx-euhg-qw8p.
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Teachers' attitudes toward computers affect their instructional use of computers and likelihood of profiting from training. The reliability, factorial validity, and fit to a unidimensional model of the Computer Attitude Scale (CAS) was investigated. Pretest and posttest results were collected from 265 teachers who participated in training on classroom applications of computer hardware and software. Four factors were identified: computer anxiety, efficiency, liking, and instructional usefulness. Scale reliability was .94 with post-test subscale reliabilities ranging from .70 to .90. Five items did not fit the multidimensional model. The scale is useful as a computer attitude measure but some item revisions might be considered.
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Rotich, Paul K., Richard K. Ronoh, and Joseph M Mubichakani. "Attitude towards Computers among Primary School Teachers in Kenya: A Case of Siongiroi Divison, Bomet County." International Journal Of Engineering And Computer Science 7, no. 02 (2018): 23596–605. http://dx.doi.org/10.18535/ijecs/v7i2.13.
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In the quest of equipping the pupils with the digital skills required to work in the 21st century knowledge economy, the government of Kenya plans to provide laptops to every primary school class one pupil. If this is to be successful, the question of teacher attitude towards computers is central. This paper presents the results of a survey to study and examine the attitudes of the primary school teachers towards computers. In addition, the study investigated the effects of age, gender, teaching experience, level of education, and computer experience on computer attitude. Data for this study was collected among 114 primary school teachers from Siongiroi Division, Bomet County, Kenya. Measurement tools used was the Computer Attitude Scale (CAS) by Loyd and Gressard (1984). The data acquired was analyzed using descriptive statistics and an analysis of variance (ANOVA).The results indicated that although the teachers have positive attitudes towards computers, they have low confidence level in using the computers. The study also found that the primary school teachers, despite their differences in gender, age, teaching experience and level of education, did not differ significantly (in statistical sense) in their computer attitude. Since teachers portray positive attitudes toward computers, efforts should be geared towards reinforcing the existing positive attitudes. This study highlights the importance of uplifting teachers’ confidence level in using computers
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Teo, Timothy. "Perceived Importance, Enjoyment, and Anxiety as Correlates of Computer Attitudes." Psychological Reports 100, no. 1 (2007): 127–35. http://dx.doi.org/10.2466/pr0.100.1.127-135.
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A sample of 138 students was assessed for their computer attitudes using a Likert-type questionnaire with three subscales: Computer Importance, Computer Enjoyment, and Computer Anxiety. An overall positive attitude towards computers was found. Multivariate analysis of variance revealed no significant differences in computer attitudes by gender although male students reported more positive attitudes towards computers than female students. Implications for educators include managing the perceptions of students that the computers are useful for learning purposes, in addition to using them for leisure and entertainment.
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Nickell, Gary S., and Paul C. Seado. "The Impact of Attitudes and Experience on Small Business Computer Use." American Journal of Small Business 10, no. 4 (1986): 37–48. http://dx.doi.org/10.1177/104225878601000404.
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This study investigates the attitudes of small business owners/managers toward computers and how computers are used in small businesses. A survey of 236 firms revealed that a majority of the respondents are currently using computers. In general, owners/managers have a positive attitude toward computers. Respondents who have taken a computer class, own a microcomputer, or whose businesses are using computers have a more positive attitude toward computers. The most frequent business computer applications were accounting, mailing lists, and storing information. The most frequently reported personal applications were word processing, accounting, and budgeting. Implications for further computerization of small businesses are discussed.
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Brown, Ted, Brett Williams, Shapour Jaberzadeh, et al. "Predictors of attitudes to e‐learning of Australian health care students." Journal of Applied Research in Higher Education 2, no. 1 (2010): 60–76. http://dx.doi.org/10.1108/17581184201000006.
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Computers and computer‐assisted instruction are being used with increasing frequency in the area of health science student education, yet students’ attitudes towards the use of e‐learning technology and computer‐assisted instruction have received limited attention to date. The purpose of this study was to investigate the significant predictors of health science students’ attitudes towards e‐learning and computer‐assisted instruction. All students enrolled in health science programmes (n=2885) at a large multi‐campus Australian university in 2006‐2007, were asked to complete a questionnaire. This included the Online Learning Environment Survey (OLES), the Computer Attitude Survey (CAS), and the Attitude Toward Computer‐Assisted Instruction Semantic Differential Scale (ATCAISDS). A multiple linear regression analysis was used to determine the significant predictors of health science students’ attitudes to e‐learning. The Attitude Toward Computers in General (CASg) and the Attitude Toward Computers in Education (CASe) subscales from the CAS were the dependent (criterion) variables for the regression analysis. A total of 822 usable questionnaires were returned, accounting for a 29.5 per cent response rate. Three significant predictors of CASg and five significant predictors of CASe were found. Respondents’ age and OLES Equity were found to be predictors on both CAS scales. Health science educators need to take the age of students and the extent to which students perceive that they are treated equally by a teacher/tutor/instructor (equity) into consideration when looking at determinants of students’ attitudes towards e‐learning and technology.
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Arici, Ismet. "The Relationship Between the Music Teacher Candidates’ Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy." Journal of Education and Training Studies 6, no. 11 (2018): 215. http://dx.doi.org/10.11114/jets.v6i11.3696.
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Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own.As the use of computers has become widespread and computers have found an important place in education, attitudes about computer-assisted education have become important, as well. Particularly the empowerment of the attitudes of teacher candidates, as the educators of the future, toward computer-assisted education, is a significant gain for education.Computer literacy lessons provided for in education faculties are significant in that they may help teacher candidates to prepare computer-assisted education materials and to use computers effectively in education process.Finding out whether the attitudes toward computer-assisted education have positive impact on exam anxiety in computer lessons, analysing the factors which determine the attitudes, and understanding the reasons for anxiety will be useful in carrying out new researchers in order to make significant contributions to education processes.This research included 46 teacher candidates studying Computer-Assisted Music Teaching in the Department of Music Teaching Education at Marmara University. The students completed the exam anxiety inventory and CAE attitude scale prior to administration of the computer-assisted music education exam. The results of the research indicated a significant negative relationship between the students’ CAE attitude levels and their anxiety levels. Findings of the scales showed that, CAE attitudes were high and anxiety levels were low. Findings of the study indicated that the computer education they received contributed positively to their computer experiences and their attitudes towards CAE.
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Smalley, Nina, Martin Graff, and Danny Saunders. "A revised Computer Attitude Scale for Secondary Students." Educational and Child Psychology 18, no. 3 (2001): 47–57. http://dx.doi.org/10.53841/bpsecp.2001.18.3.47.
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AbstractWith the introduction of information and communications technology (ICT) into the school curriculum, students are now expected to use ICT efficiently within their lessons, regardless of subject, with teachers responsible for this integration. It has therefore become necessary to monitor how students perceive ICT and whether the increased usage within the classroom is leading to the development of positive attitudes. Yet computer technology is developing and changing constantly. These developments have led to the need to modify existing computer attitude scales in order to take account of new developments and to enable teachers and educationalists to assess the value of ICT inclusion within the school timetable as well as the affects of specific computer related projects and initiatives. The Jones & Clarke (1994) Computer Attitude Scale for Secondary Students (CASS) provided the basis by which a tripartite frame of attitudes towards computers could be assessed, these being affective, behavioural and cognitive attitude components. The aim of this study was to develop a psychometrically sound instrument suitable for use with today’s level of computer technology, building upon the work of Jones and Clarke. In this study, 147 12-year-old students participated in the development of a new attitude scale. This instrument was found to be psychometrically sound yielding Cronbach’s alpha for each attitude subscale of .87 (affective), .64 (behavioural) .72 (cognitive) and .91 (total). Test–retest reliability scores were also satisfactory (r = .83, p < .001). Finally a test of criterion validity was deemed to be satisfactory with differences in attitude scores noted for two out of three attitude components and total attitude scores between groups yielding differential scores on levels of computer engagement.
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Chirwa, Andrew S. "Computer Attitude Scale." Journal of Educational Technology Systems 21, no. 1 (1992): 37–44. http://dx.doi.org/10.2190/7y43-81t1-3caa-q2lv.
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A Computer Attitude Scale is reported herein. The instrument is a twenty-nine-item with a reliability of 0.80. It is specifically intended to assess attitudes of high school students toward computer technology. The specificity of this instrument for targeting only a special group of learners, makes it a powerful tool for structuring instruction and evaluating educational programs that incorporate technology into the teaching and learning material in the high school environment.
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Gurbuz, Tarkan, Soner Yildirim, and M. Yasar Ozden. "Comparison of on-Line and Traditional Computer Literacy Courses for Preservice Teachers: A Case Study." Journal of Educational Technology Systems 29, no. 3 (2001): 259–69. http://dx.doi.org/10.2190/ckt8-cbff-h17e-227y.
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This study investigated the effectiveness of two computer literacy courses (one was offered as on-line and the other one was offered through traditional methods). Two courses were compared in terms of their effectiveness on computer attitude of the student teachers and their learning experience about computers. This study also explored the other factors that contributed to changes in attitudes of the student teachers and their beliefs about computers in education. The study used data from 209 (147 female, 62 male) student teachers of which 69 of them attended to the on-line computer literacy course, and 140 of them attended to the traditional computer literacy course. Findings indicate that there is a combined effect of gender, computer literacy course type (traditional vs. on-line), whether any computer-related course was taken before, previous computer attitude and possession of home a computer on student teachers' post-attitude, toward computers. The follow-up study results were also supportive to the results of statistical analysis, and they investigated student teachers' perceptions about the computer literacy course they attended.
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Fisher, Randall. "Senior Managers and Executive Information Systems: Examining Linkages among Individual Characteristics, Attitudes, Computer Use, and Intentions." Psychological Reports 77, no. 3_suppl (1995): 1171–84. http://dx.doi.org/10.2466/pr0.1995.77.3f.1171.
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Fifty executives were interviewed and completed a demographic survey and a measure of cognitive style. Accountants had more positive attitudes toward use of computers. The relationship between the extent of computer training in general and attitude was significant. Attitude was significantly linked to intentions but not to actual use.
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Shashaani, Lily. "Gender Differences in Computer Attitudes and Use among College Students." Journal of Educational Computing Research 16, no. 1 (1997): 37–51. http://dx.doi.org/10.2190/y8u7-amma-wqut-r512.
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In this study we examined the gender gap in computer attitudes and use based on a sample of 202 college students. We surveyed the students' attitudes in relation to gender, experience, and parental encouragement. Students responded differently in regard to attitudes and experience: females were less interested in computers and less confident than males; males were more experienced. Further analysis of the students' responses showed that one semester of computer training improved their attitude toward computers. The results are discussed in terms of students' precollege computer experience and parental behavior.
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N. Navaneethakrishnan, N. Navaneethakrishnan. "Attitude Towards Computer Among Teacher Trainees." International Journal of Scientific Research 3, no. 4 (2012): 127–28. http://dx.doi.org/10.15373/22778179/apr2014/43.
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Needham, Gill. "There is a Significant Relationship Between Computer Attitudes and Library Anxiety Among African American Graduate Students." Evidence Based Library and Information Practice 2, no. 1 (2007): 147. http://dx.doi.org/10.18438/b8ww2j.
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Objective – To investigate whether African American students’ computer attitudes predict levels of library anxiety.
Design – A user study in which two instruments were administered to a group of graduate students to measure computer attitudes and library anxiety.
Setting – The College of Education at an historically black college and university in the United States of America.
Subjects – Ninety-four, predominantly female, African American graduate students, ranging in age from 22-62 years old, and enrolled in either a statistics or a measurement course.
Methods – Two instruments, the Computer Attitude Scale (CAS) and the Library Anxiety Scale (LAS) were administered to all the study participants. The Computer Anxiety Scale contains forty Likert-type items that assess individuals’ attitudes toward computers and their use. It includes four scales which can be administered separately:
1. Anxiety or fear of computers
2. Confidence in the ability to use computers
3. Liking or enjoying working with computers
4. Computer usefulness
The LAS contains forty-three, 5-point, Likert-format items that assess levels of library anxiety experienced by college students. It also has five subscales as follows:
1. Barriers with staff
2. Affective barriers
3. Comfort with the library
4. Knowledge of the library
5. Mechanical barriers
Main results – There were twenty correlations between the library anxiety subscale scores and the computer attitude subscale scores. Four of these correlations were statistically significant. Liking or enjoying working with computers was statistically significantly linked to affective barriers, comfort with the library, and knowledge of the library. There was also a statistically significant association between an attitude of computer usefulness and knowledge of the library.
Conclusion – These findings suggest that in this group of students there is a medium to strong relationship between computer attitudes and library anxiety.
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Mangi, Sehar, Shazma Nandwani, and Amjad Ali Rind. "Measuring the Attitude of Pre-Service Teachers towards the use of Computer in Mathematics at University Level." Global Educational Studies Review VI, no. I (2021): 221–33. http://dx.doi.org/10.31703/gesr.2021(vi-i).23.
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Integration of computers in teaching-learning has been a positive development in the field of education. However, there is a dire need of knowing the use of computers in teaching. Therefore, it is necessary to study the attitude of pre-service teachers related to the use of computers in instructional practices of Mathematics. The current study aims to explore the attitudes of pre-service teachers towards the use of computer in teaching Mathematics. A quantitative approach was used within it descriptive cross-sectional survey research design was adopted. The sample of present the study consists of (n=111) pre-service teachers of teacher training colleges. The reliability of the study was found as Cronbach α=.778. The results revealed that the pre-service teachers have an encouraging attitude towards the usage of computer in Mathematics. Overall, attitudes of pre-service teachers were supporting the idea of technological integration in Mathematic.
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Suryadinningrat, Fickar. "PROFIL TIPE TESTIMONIAL ONLINE PADA PRODUK KOMPUTER TERHADAP SIKAP ATAS IKLAN & SIKAP ATAS PERILAKU MEMBELI." JPPP - Jurnal Penelitian dan Pengukuran Psikologi 1, no. 1 (2012): 85. http://dx.doi.org/10.21009/jppp.011.12.
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Abstract With increasing, product line sales consumers not only in the real world of shopping mall, or the department store now the use of technology enables the consumer can do shopping activity over the internet.With just open, computer facility and typed site desired then transaction activity can be done.Still many consumers have limited in doing online activities shopping. Consumers like shopping buying clothes, sometimes only online electronics and computer. Consumer spending often doing online activities can diperngaruhi by a variety of factors, among other activities, product interesting advertising mounted coquet.Advertising is a process involving communication sponsor certain.Testimonials is part of an advertising, any type testimonials advertising surveyed: experts, celebrity and ordinary people. Testimonials through the ad will impact consumers, to attitude this attitude can be attitude toward advertising, attitude toward brands, attitude toward behavior.This research purposes to perceive the difference between profile type testimonials other experts, artist, and people ordinary online on the computer products with the advertising and attitudes of behavior membeli.metode used in this research is research methods descriptive. These studies have samples 32 responden. From this research result that there are differences type testimonials online at the computer products with the advertising and attitudes of behavior buy.Turns experts has a higher value than artist and ordinary people.even though artist had a low value on advertising and with the attitude of behavior buy.Researchers assumed that experts have preference better in the use of computers on celebrities and ordinary people. Key word : Type Testimonials , Attitude toward advertising, Attitude towards Behavior of buy
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Rushinek, Avi, Sara F. Rushinek, and Joel Stutz. "Relationship of Computer Users' Performance to Their Attitudes toward Interactive Software." Journal of Educational Technology Systems 13, no. 4 (1985): 255–64. http://dx.doi.org/10.2190/0dxe-v5va-h31b-dmyt.
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The present study suggests a method of integrating user performance and attitudes toward the computer system into the quality control procedures (QCP). The objective of this approach is to enable the decision makers to manage by exceptions (MBE) and thus be more effective and more efficient. Accordingly, this study computes the correlations between performance related variables and users' attitudes. The computer facility management will investigate only systems whose users have demonstrated performance or attitudes below a desirable minimum level and thus manage by exception. Likewise, the relationship between performance and attitude will be investigated.
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Nash, John B., and Pauline A. Moroz. "An Examination of the Factor Structures of the Computer Attitude Scale." Journal of Educational Computing Research 17, no. 4 (1997): 341–56. http://dx.doi.org/10.2190/ngdu-h73e-xmr3-tg5j.
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Previous research regarding the popular Computer Attitude Scale (CAS) has indicated that the computer confidence and computer anxiety subscales measure the same trait. This study, utilizing data yielded from 208 educators, obtained estimates of the reliability of the four subscale version of the forty item CAS; provided detailed information regarding the factor patterns of the CAS subscales; and provided evidence about the differential validity of the CAS among four groups with differing intensity of computer usage. Correlations and exploratory factor analysis were used to analyze the data. The results confirm that the confidence and anxiety subscales are a continuum. A new, smaller, subscale was created to reflect this relationship. Further, a new factor, attitudes toward academic endeavors associated with computer training, was named. The CAS may now be interpreted as a thirty-four-item scale addressing computer liking, perceived usefulness of computers, computer confidence/anxiety, and attitudes toward academic endeavors associated with computer training.
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Ames, Pat C. "Gender and Learning Style Interactions in Students' Computer Attitudes." Journal of Educational Computing Research 28, no. 3 (2003): 231–44. http://dx.doi.org/10.2190/m8cu-de21-bjf1-84mn.
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University students' attitudes toward computers were assessed as a function of learning style. Analyses of responses provided by 232 students to a learning style assessment instrument and a computer attitude survey revealed that specific learning styles were associated with an affinity for (liking of), confidence in, and anxiety about the use of computers. Within those learning styles, gender differences were discovered when students manifested a clearly dominant style. The findings indicate that computer-based or computer-assisted instruction may not be appropriate for all students and that curriculum modifications to account for learning style differences may increase the effectiveness of and reduce the aversion to computers in the classroom. Additional research into the relationship between learning styles and computer attitudes may also provide assistance relative to increasing the enrollment of females in technology-oriented courses of study.
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Hassona, Farida M., Aziza Z. F. Ali, and Shaimaa M. Nageeb. "Nursing Students’ Computer Self-Efficacy and Attitudes toward Its Use in The Health Care Setting: A Comparative Study." Evidence-Based Nursing Research 1, no. 4 (2020): 9. http://dx.doi.org/10.47104/ebnrojs3.v1i4.90.
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Context: The use of technology and computers in health care has been reported to improve nurses' decision-making and competencies, which in turn increase the quality of health-care practice.
Aim: of this study is to assess and compare nursing students’ computer self-efficacy and attitudes toward its use in a health care setting in the Faculty of nursing – Benha and Hail Universities.
Methods: A descriptive comparative cross-sectional study design was used to achieve the current study aim. The study conducted in the Faculty of Nursing - Banha University, Egypt, and Faculty of Nursing – Hail University, Kingdom of Saudi Arabia. Quota sampling of 219 students was chosen as follows; 190 students from the Faculty of Nursing - Banha University and 29 students from the Faculty of Nursing – Hail University. A structured self-administered questionnaire covering sociodemographic data, the pretest for attitudes toward computers in healthcare, and computer self-efficacy scales were the tool used to collect the study data.
Results: 33% of nursing students from Benha University were have a realistic view of current computer capabilities in health care. In contrast, 28% of nursing students from Hail had a very positive view of computer use in health care. Nursing students at Hail University have the highest mean score compared to Benha nursing students (79.45±15.85 & 61.2±7.25, respectively) in their attitudes toward computer and computer self-efficacy. Benha nursing students have moderate computer self-efficacy compared with Hail nursing students who have a high computer self-efficacy level. A highly statistically significant relationship was detected between students' attitudes toward computers and computer self-efficacy (p-value=0.000). Also, there was a highly positive, statistically significant correlation between the demographic variables of nursing students and both students’ attitudes toward computers in health care and computer self-efficacy (p-value =0.00).
Conclusion: Nursing students in both universities have a positive attitude toward computer use. A significant difference between the mean scores of the two groups in their attitude toward computer and self-efficacy was detected, with a highly statistically significant correlation between both students’ attitudes and their self-efficacy. Also, a significant relationship revealed between the studied students’ demographics and their attitude and self-efficacy. Future studies are recommended to evaluate existing technologies in terms of acceptance, effectiveness, and efficiency in real-life settings and to examine its effect on patient outcomes. Nurse educators should design training courses and educational programs to enhance computer self-efficacy beliefs among nursing students.
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Ural, Evrim, and Orhan Ercan. "THE EFFECTS OF WEB-BASED EDUCATIONAL SOFTWARE ENRICHED BY CONCEPT MAPS ON LEARNING OF STRUCTURE AND PROPERTIES OF MATTER." Journal of Baltic Science Education 14, no. 1 (2015): 7–19. http://dx.doi.org/10.33225/jbse/15.14.07.
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Current study aimed to examine the effects of web-based instructional material enriched by concept maps, the academic achievement of 7th graders in “Structure and Properties of Matter" unit. The study utilized a quasi-experimental model with pretest-posttest control group design. A sample of the study was composed of 58 students. “Structure and Properties of Matter" unit was taught to the experimental group with computer assisted teaching method, while the same unit was taught to control group by using traditional teaching methods. “Structure of Matter Achievement Test”, “Science and Technology Attitude Scale” and “Computer Attitude Scale” were used as data collection tools. The results showed that web-based teaching method was more effective compared to traditional teaching methods in increasing academic achievement in science and technology classes and there is no statistically significant difference in both group attitudes towards Science and Technology Class or computers. Key words: academic achievement, concept maps, computer attitude, structure of matter, science and technology attitude.
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Mills, Tina Y. "An Examination of the Relationship between Accountants' Scores on Field Independence and Use of and Attitude toward Computers." Perceptual and Motor Skills 84, no. 3 (1997): 715–20. http://dx.doi.org/10.2466/pms.1997.84.3.715.
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This study examined the performance of 127 accountants on the Group Embedded Figures Test and assessed the accountants' use of and attitude toward using computers to complete job-related tasks. The data support Bernardi's (1993) finding that there has been a shift over time in scores on field independence among accountants. Comparison of field-independence scores by computer use and attitudes support Bernardi's (1993) hypothesis of an association between the shift in field independence and accountant's use of and attitude toward computers.
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Hudiburg, Richard A. "Psychology of Computer Use: VII. Measuring Technostress: Computer-Related Stress." Psychological Reports 64, no. 3 (1989): 767–72. http://dx.doi.org/10.2466/pr0.1989.64.3.767.
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The Computer Technology Hassles Scale was developed to measure technostress or computer-related stress. The Computer Technology Hassles Scale was based on the idea that certain interactions with computer technology are perceived by people to be stressful or a “hassle.” Subjects rated a list of 65 “hassles” as to severity, using a graded response. To ascertain the relation of the Computer Technology Hassles Scale to other measures, the subjects were given the Perceived Stress Scale, a measure of global stress. Subjects were also given a measure of computer attitudes, the Computer Attitude Scale. Demographic data on each subject were also collected. The correlational analyses showed that scores on the Computer Technology Hassles Scale were significantly correlated with scores on the Perceived Stress Scale and the number of hours of computer use but not with attitudes toward computers. These results suggest that the Computer Technology Hassles Scale taps a dimension of psychological stress and that increased computer use for some people leads to increased computer-related stress.
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Nickell, Gary S., and John N. Pinto. "The computer attitude scale." Computers in Human Behavior 2, no. 4 (1986): 301–6. http://dx.doi.org/10.1016/0747-5632(86)90010-5.
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Selwyn, Neil. "Students' attitudes toward computers: Validation of a computer attitude scale for 16–19 education." Computers & Education 28, no. 1 (1997): 35–41. http://dx.doi.org/10.1016/s0360-1315(96)00035-8.
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Kinnear, Adrianne. "Introduction of Microcomputers: A Case Study of Patterns of use and Children's Perceptions." Journal of Educational Computing Research 13, no. 1 (1995): 27–40. http://dx.doi.org/10.2190/na0h-1rv6-lflu-23h0.
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Children's attitudes toward and perceptions of the use of computers were monitored in two upper primary classrooms over a nine-month period, following the introduction of computer use. Unstructured use during non-class hours became the dominant pattern in both classrooms, with boys dominating the access and use in one of these classrooms. The resulting reduced computer use by girls contributed to the boys' and teachers' perceptions that girls are less interested in computers. Girls tended to be less positive than boys about the usefulness of computers in the classroom and their attitude scores were even more polarized after the year's experiences. The research highlights the potential role that patterns of computer use in classrooms may play in the formulation of children's attitudes toward and perceptions of computers.
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Colley, Ann M., Matthew T. Gale, and Teri A. Harris. "Effects of Gender Role Identity and Experience on Computer Attitude Components." Journal of Educational Computing Research 10, no. 2 (1994): 129–37. http://dx.doi.org/10.2190/8na7-daey-gm8p-eun5.
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The effects of prior experience and gender stereotyping upon the computer anxiety, confidence and liking of 144 male and female students who had just commenced their studies at university were examined. Males were found to have lower computer anxiety, higher confidence and greater liking than females. When the effects of prior experience and gender stereotyping were removed however, no significant sex difference on these measures remained. The pattern of associations between experience, gender stereotyping variables and computer attitude measures differed for males and females. Greater experience at home was associated with lower anxiety for both sexes, with higher confidence for males and with greater liking for females. The influence of other family members also differed for the two sexes. The attitudes of both males and females were more positive if they had a brother who used computers, but the influence of father's use was positive for males only, while the influence of mother's use was positive for females only. For females but not males, higher scores on the Masculinity scale of the Bern Sex Role Inventory were associated with more positive computer attitudes. The results demonstrate the importance of experience, particularly in a home context, and of gender stereotyping in determining how males and females perceive computers.
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Mohammed, Umar. "PSYCHOSOCIAL FACTORS INFLUENCING STUDENTS ATTITUDE TOWARDS COMPUTER BASED TEST." International Journal of Advanced Research 9, no. 10 (2021): 1060–66. http://dx.doi.org/10.21474/ijar01/13650.
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In recent times, the educational landscape of Nigeria has witnessed an increasing adoption of the computer-based test (CBT) for students assessment, especially in tertiary institutions. Perhaps, the phenomenon has been utilized for various purposes in the world of work. However, insinuations suggest a disparity in students attitudes towards the adoption of the system for exam purposes. Thus, the present research aims to examine computer anxiety and self-esteem as socio-psychological constructs contributing to the variation in students attitudes towards CBT in tertiary institutions. Two hypotheses were formulated to guide the study. A convenience sample of one hundred and ninety-five undergraduates pooled from various faculties in three public tertiary institutions in the Kogi state participated in the study. The respondents completed a self-report measure of attitude towards CBT, a computer anxiety scale, and the Rosenberg self-esteem scale. The result revealed that computer anxiety positively predicted the respondents attitude towards CBT. However, self-esteem negatively correlated with the students attitudes towards CBT. The study concludes that computer anxiety positively determines students attitudes towards adopting CBT for assessment purposes.
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Kay, Robin. "Addressing Gender Differences in Computer Ability, Attitudes and Use: The Laptop Effect." Journal of Educational Computing Research 34, no. 2 (2006): 187–211. http://dx.doi.org/10.2190/9blq-883y-xqma-fcah.
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The impact of gender on computer related attitudes, ability, and use has been actively documented, but little research has been done examining how to modify and reduce imbalances. The purpose of this study was to explore the effect of ubiquitous computing (24-hour access to a laptop and the Internet) on gender differences in pre-service teachers with respect to computer attitudes, ability, and use. Regarding computer attitudes, gender differences before the laptop program were observed in only one of the four constructs assessed: future intentions to use computers (behavioral attitude). There were no significant differences in attitude between males and females after the laptop program. With respect to computer ability, males reported having stronger skills in five of the ten ability constructs assessed before the laptop program (operating systems, database software, creating a web page, and programming). There were no significant gender differences in ability after the laptop program, with the exception of programming which continued to favor males. It is speculated that the gender equalization effect observed in this study could have a significant impact on the extent to which technology is used by future students, especially given recent trends in promoting the use of technology in the classroom.
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Gairola, Ravi Shankar. "Attitudes of senior secondary school students towards computer applications in relation to their study habits." European Journal of Educational Technology 3, no. 1 (2020): 14–23. http://dx.doi.org/10.46303/ejetech.2020.2.
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The present study aimed to analyze the attitude of senior secondary school students towards computer application in relation to their study habits. A sample of 150 student of senior secondary school in Yamuna Nagar District in India was taken through stratified sampling technique. In the present study for assessment of attitudes of senior secondary school students towards computer application in relation to their study habits Computer Attitude Scale developed and standardized Study Habit and Attitudes scale developed and standardized was used. In order to accomplish the objectives of the present study, the descriptive survey method was considered appropriate for gathering data. T-test was used by the researcher for making the comparison. The result revealed that the attitude towards computer application and study habits are not interrelated, both are independent. Residential background and Gender of students does not affect the attitude and study habits.
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Hudiburg, Richard A. "Psychology of Computer Use: XVII. The Computer Technology Hassles Scale: Revision, Reliability, and Some Correlates." Psychological Reports 65, no. 3_suppl2 (1989): 1387–94. http://dx.doi.org/10.2466/pr0.1989.65.3f.1387.
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The reliability of the Computer Technology Hassles Scale, a measure of computer-related stress, and correlates of this measure were investigated. A questionnaire requested demographic data and exposure to computer information, the 69-item Computer Technology Hassles Scale, Perceived Stress Scale, a global measure of stress, the Computer Attitude Scale, and the somatic complaint items from the Hopkins Symptom Checklist. A total of 100 students responded to two administrations, given 2 months apart, of the questionnaire. Test-retest reliability was .64. Correlations of scores on the Computer Technology Hassles Scale with perceived stress were .26 (Time 1), .18 (Time 2) and with somatic complaints .15 (Time 2) and .36 (Time 2). Correlations of the scale with attitudes toward computers were –.08 (Time 1), .03 (Time 2) and with computer anxiety was –.11 (Time 2).
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Levine, Tamar, and Smadar Donitsa-Schmidt. "Commitment to Learning: Effects of Computer Experience, Confidence and Attitudes." Journal of Educational Computing Research 16, no. 1 (1997): 83–105. http://dx.doi.org/10.2190/qq9m-4yg0-pxy2-hmmw.
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Based on attitude-behavior theory which suggests that beliefs about an object lead to an attitude toward it, and that attitudes are an important precursor of behavior, this study proposes a causal model relating measures of computer-experience (degree of computer use at home and in school), computer-related attitudes (dispositions concerning the computer as an important, interesting, educational, and stereotypical tool), computer-related confidence (degree of confidence when using a computer), and commitment to computer learning (difference between self-perceived current level of computer-application knowledge and perceived level of desired knowledge). The model hypothesizes that computer experience positively affects perceived computer self-confidence and computer related attitudes. The model further hypothesizes that computer attitudes and computer confidence reciprocally affect one other in a positive way, and that both positively affect commitment to computer learning. Questionnaires were administered to 309 seventh to twelfth grade students. The theoretical model was tested by structural equation analysis (LISREL). Contrary to prediction, when attitudes were held constant, computer confidence was found to have a negative effect on commitment to learning. All other causal effects, including reciprocity were confirmed. The contribution and relevance of these findings to future educational research are discussed.
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Li, Lung-Yu, and Long-Yuan Lee. "Computer Literacy and Online Learning Attitude toward GSOE Students in Distance Education Programs." Higher Education Studies 6, no. 3 (2016): 147. http://dx.doi.org/10.5539/hes.v6n3p147.
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<p>The purpose of this study was to explore graduate students’ competencies in computer use and their attitudes toward online learning in asynchronous online courses of distance learning programs in a Graduate School of Education (GSOE) in Taiwan. The research examined the relationship between computer literacy and the online learning attitudes of these students. Data were collected via a survey through 252 GSOE students in Taiwan. Results revealed a significant positive relationship between computer literacy and online learning attitude among the students. Higher computer literacy was correlated with higher online learning attitude. However, no statistically significant difference was found in online learning attitude by gender or by age group. Suggestions and managerial implications were discussed in the study, and would provide contribution both to the body of knowledge in the filed of education management.</p>
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KRISHNAN, N. NAVANEETHA. "Attitude Towards Computer Among D.T.Ed Students: An Empirical Study." Indian Journal of Applied Research 4, no. 4 (2011): 141–42. http://dx.doi.org/10.15373/2249555x/apr2014/41.
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Sari, Arif. "Impact of Determinants on Student Performance towards Information Communication Technology in Higher Education." International Journal of Learning and Development 2, no. 2 (2012): 18. http://dx.doi.org/10.5296/ijld.v2i2.1371.
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New teaching and learning techniques are developing day by day with the support of information technology and the Internet. Many universities take the advantage of support of information technologies on teaching and learning environments. Each individual’s physical, mental and emotional skills are different. It is emphasized that, more importance are given to individuals performances while they are in groups in those places where the traditional teaching approaches is dominated. At this point, individual performance of individuals and their different learning abilities could not be evaluated alone and left in the background. In these places, it is also stated the importance of learning in groups but not individually. The attitude of an individual towards the computer could be defined as a positive or negative view of the individual on the computer technology or the computer-supported applications. In the development of the attitude of the students, their personal characteristics, perception of computers, frequency of their use of computers, their sex, age and previous experiences play an important role. Some experts find it striking that when attitudes towards the computers are investigated, the researches are concentrated more on teachers and teachers-to-be, while studies on establishing the attitude of students are limited in number. For that reason, this study focuses on impact of determinants of student performance and evaluates this performance through an exploratory research.
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in, Amirudd, Grace T. Pontoh, and Endang Sriningsih. "Determinants of Attitudes of Computer Users: an Approach to the Technology Acceptance Model and Social Cognitive Theory." Webology 18, SI03 (2021): 92–111. http://dx.doi.org/10.14704/web/v18si03/web18022.
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This work desires to observe and analyze (1) the computer anxiety consequence, self-adequacy of technology, perceived playfulness and understood ease of use the approach of using computers; (2) the consequence of computer anxiety, computer self-adequacy, and perceived playfulness, on the attitude of using computers mediated by. This study is a significant research and uses survey methods with data collection techniques using questionnaires and data analyzed using AMOS statistical software. The outcomes demonstrated that (1) computer self-adequacy, perceived playfulness and had a serious influence on the mentality of utilizing computers; (2) computer anxiety doesn’t have a straight influence on the attitude of using a computer; and (3) computer self-efficacy, computer anxiety and perceived playfulness have a serious influence on the potential of using computers across whole variable anticipated usability. This research can give to the development of science and technology with the Technology Acceptance Model and Social Cognitive Theory which theoretically can provide evidence and support for the progress of research in the scope of behavioral accounting, can form a positive attitude of students in the learning process so as to produce outstanding graduates who are able to accept technological developments.
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Weber, Bernhard, Barbara Schneider, Stefan Hornung, Tilman Wetterling, and Jürgen Fritze. "Computer attitude in psychiatric inpatients." Computers in Human Behavior 24, no. 4 (2008): 1741–52. http://dx.doi.org/10.1016/j.chb.2007.07.006.
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Karim, Darvesh. "Exploring Head and Deputy Headteachers’ Attitude Towards Using Computers in Education." International Journal of Information and Communication Technology Education 8, no. 2 (2012): 20–32. http://dx.doi.org/10.4018/jicte.2012040102.
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Attitude plays a very significant role in acceptance of any idea or innovation. Research has established the significance of computers and the attitude of headteachers which can either be a hindering or a facilitating factor for computer integration in education. To explore this phenomenon in a Pakistani context, this study was conceptualised, while the subsidiary aim was also to explore the relationship between demographic characteristics of the participants and their attitude. A survey questionnaire was adopted to gather data with a sample of 185 headteachers to assess the four perceived factors’ impact; educational, social, training needs and self-confidence. The results show that the participants’ perceived attitude towards computers in education is positive while their perceived social impact of computers and their self-confidence found to be lower than the educational and training needs. Correlation analyses revealed significant associations between the headteachers’ attitude and the use of computers and prior training. In sub-scales model, prior training contributes to the training needs’ model while use of computer, contributed to the self-confidence model.
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Munger, Gail F., and Brenda H. Loyd. "Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance." Journal of Educational Computing Research 5, no. 2 (1989): 167–77. http://dx.doi.org/10.2190/r1hl-lg9j-1yn5-aq4n.
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In education, computers and calculators historically have been associated with mathematics and the sciences, and are frequently incorporated into these areas of the curriculum. This may have serious implications for females because of the long history of reported sex differences in achievement and attitudes in mathematics and related disciplines. This study of sixty high school students examines the relationship between mathematics performance and students' attitudes toward technology (computers and calculators), and whether the relationship is similar for males and females. A practice form of the General Educational Development (GED) test was used to measure mathematics performance. Students' attitudes toward computers were assessed by the Computer Attitude Scale, and attitudes toward calculators were assessed by a 4-item measure developed by the authors. In general, students with more positive attitudes toward computers and calculators were found to perform better than students with more negative attitudes.
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Varga, Attila, Éva Bácsné Bába, Gergely Ráthonyi, and Anetta Müller. "The Attitudes of Pete Program Applicants Towards Information and Communication Technologies." Applied Studies in Agribusiness and Commerce 13, no. 1-2 (2019): 75–80. http://dx.doi.org/10.19041/apstract/2019/1-2/8.
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As information and communication technology has permeated all aspects of life education cannot be considered an exception either. The schools of the 21st century require the use of the latest digital devices whose effectiveness is greatly determined by the motivation, ICT-related attitude, and the respective competences of teachers managing and directing the given teaching and learning process. Since P.E. also requires the use of information and communication devices it would be crucial that prospective teachers develop a positive attitude toward such equipment. The present research aims at exploring the attitudes of students applying to P.E. teacher programs at the Eszterházy Károly University toward such instruments and approaches. Additional research objectives include the exploration of potential correlation between the sex of the applicants and the respective attitudes. Our inquiry utilized the questionnaire method and the computer-based attitude scale was completed by a sample of 130 applicants in the 2016/2017 and the 2017/2018 academic years. Our research concluded that both men and women maintain a positive attitude toward the use of digital devices, or the tools of information and communication technology. Students representing both sexes consider the computer as a valuable learning device promoting the efficiency of the knowledge acquisition process. Furthermore, a significantly greater proportion of male respondents stated that they were capable of repairing computer problems emerging during use than that of their female counterparts. At the same time men are less apprehensive to use computers during instruction and this attitude appears to be an indispensable requirement for the application of ICT devices in class. The research can contribute to a deeper exploration of the given field along with performing a gap filling function as such examination has not yet been conducted among applicants to P.E. programs provided by higher education institutions in Hungary.
JEL Classification: Z2, I23
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MUKHLIF, Majida Ibrahim. "USING COMPUTER AS A LEARNING TOOL AND ENGLISH TEACHERS’ ATTITUDES ." RIMAK International Journal of Humanities and Social Sciences 04, no. 02 (2022): 13–22. http://dx.doi.org/10.47832/2717-8293.16.2.
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The implementation and utilization of ICT in education has become an important for all countries in the globalization era. Technology applications have significantly contributed to improve and develop educational institutions. Therefore, the issue of using computer became an important and confronting large numbers of English language teachers in the worldwide. This study investigated and evaluated the attitudes of English language teachers in Iraqi secondary schools towards using computer tool in their classes. As well, the study explores the relationship between both teachers’ competence and access to computer and teachers’ attitude. The study findings are showed that the majority of English language teachers have positive attitude towards using computer in their teaching. Moreover, the analysis revealed that the males had more positive attitude than females. Furthermore, the study proved the low access and competence of English teachers have affected using the computer in the classroom.
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Jiao, Qun G., and Anthony J. Onwuegbuzie. "The Impact of Information Technology on Library Anxiety: The Role of Computer Attitudes." Information Technology and Libraries 23, no. 4 (2017): 138–44. http://dx.doi.org/10.6017/ital.v23i4.9655.
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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.
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Ward, Thomas J., Simon R. Hooper, and Kathleen M. Hannafin. "The Effect of Computerized Tests on the Performance and Attitudes of College Students." Journal of Educational Computing Research 5, no. 3 (1989): 327–33. http://dx.doi.org/10.2190/4u1d-vqrm-j70d-jeqf.
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The purpose of this study was to determine whether a computerized test which incorporates traditional test taking interfaces has any effect on examinees' performance, anxiety level, or attitudes toward the computer. Examinees were randomly assigned to take a class exam either on computer or in the traditional paper-and-pencil manner. Following testing, examinees were administered a questionnaire designed to measure examinees' anxiety level and attitudes. Results indicated no differences in test performance but a significant difference in anxiety level with those tested by computer having a higher anxiety level. The results also indicated a negative attitude toward computer testing. Seventy-five percent of the computer tested group either strongly agreed or agreed that computer testing was more difficult than traditional methods. It is suggested that the increased anxiety and negative attitudes toward the computer may be explained by the novelty of the experience and the anxiety level and negative attitude may dissipate with continued exposure.
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Alanazy, Salim M. "Factors Affecting Faculty Attitude for Adopting Online Learning at Aljouf University, Saudi Arabia." Journal of Education and Learning 7, no. 1 (2017): 154. http://dx.doi.org/10.5539/jel.v7n1p154.
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This study aims to take an initial step toward investigating the readiness of faculty members for adopting online learning at Aljouf University, a Saudi newly established university. Participants (n=156) were asked to complete a Web-based questionnaire that starts with eight demographic questions and has four other parts: attitude toward online learning, computer self-efficacy, attitude toward technology, and computer anxiety. The results demonstrate that faculty members show positive attitudes toward online learning (M=3.03, SD=0.45). They also showed a slight high computer self-efficiency (M=2.92, SD=0.40), positive attitudes toward technology (M=3.10, SD=0.33), and a low level of computer anxiety (M=1.05, SD=0.38). Finally, the results reveal that among the demographic variables, only the nationality of the participants and their experience with online learning had a significant effect on their attitude toward online learning. The study concluded with providing a number of recommendations for application and future studies.
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Tsai, Meng-Jung, and Chin-Chung Tsai. "Student Computer Achievement, Attitude, and Anxiety: The Role of Learning Strategies." Journal of Educational Computing Research 28, no. 1 (2003): 47–61. http://dx.doi.org/10.2190/pl27-tc1q-08b2-rmcl.
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People are living in a society with numerous applications of computer technology; hence, achieving the goal of computer literacy is currently implemented in schools at various levels. In general, computer literacy includes basic knowledge and skills of computer technology (computer achievement), computer attitudes, and computer anxiety. This study viewed students' learning strategies as an important variable related to their computer literacy. Through collecting research data from 75 Taiwanese eighth graders enrolled in a computer course, this study revealed that students with higher-order metacognitive skills in monitoring their comprehension, selecting main ideas, and using resources helpful for learning tended to have higher computer achievement, better computer attitudes, and lower computer anxiety. In particular, the strategy of finding and using other study aids seemed to help the students have better attitudes and lower anxiety of learning computers.
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Gurer, Melih Derya, and Seyfullah Tokumaci. "Factors Affecting Engineering Students’ Achievement in Computer Programming." International Journal of Computer Science Education in Schools 3, no. 4 (2020): 23–34. http://dx.doi.org/10.21585/ijcses.v3i4.74.
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Literature indicated that attitude toward programming, programming self-efficacy, gender, and students’ department has been related to achievement in computer programming. However, there is a need for further studies investigating to what extent these factors explain programming achievement in a model. This study aimed to investigate the effects of programming self-efficacy, attitude towards programming, gender, and students’ department on their perceived learning. A correlational study design was adopted for this study. The sample of the study was 742 students of an engineering faculty at a state university inTurkey. To collect data, Programming Self-Efficacy Scale, Computer Programming Attitude Scale, and Perceived Learning Scale were used. To analyze data, descriptive statistics e.g. mean and standard deviation, and Pearson Correlation tests were administered. In addition, to determine the factors affecting perceived learning, multiple regression analysis was employed. The results indicated that the engineering faculty students’ attitudes towards programming, programming self-efficacy and perceived learning were at high level. In addition, significant correlations between perceived learning and predictive variables were found. Finally, it was concluded that gender, attitude towards programming and programming self-efficacy significantly predicted perceived learning. The results of the study provide a deeper understanding of how students’ learning was affected in programming courses.