The Computer Attitude Scale: Assessing Changes in Teachers' Attitudes toward Computers

1994 ◽  
Vol 11 (3) ◽  
pp. 251-261 ◽  
Author(s):  
Raymond C. Kluever ◽  
Tony C. M. Lam ◽  
Eleanor R. Hoffman ◽  
Kathy E. Green ◽  
Dorothy L. Swearingen
Keyword(s):  
Computer Anxiety ◽  
Attitude Scale ◽  
Computer Hardware ◽  
Attitudes Toward Computers ◽  
Multidimensional Model ◽  
Computer Attitude ◽  
Scale Reliability ◽  
Instructional Use ◽  
Post Test ◽  
Teachers Attitudes

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.

Age Differences in Computer Anxiety: The Role of Computer Experience, Gender and Education

1994 ◽  
Vol 10 (3) ◽  
pp. 239-248 ◽  
Author(s):  
Jennifer L. Dyck ◽  
Janan Al-Awar Smither
Keyword(s):  
Older Adults ◽  
Computer Anxiety ◽  
Attitude Scale ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Younger Adults ◽  
Gender And Education ◽  
Positive Attitudes ◽  
Computer Confidence

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.

Psychology of Computer Use: XVII. The Computer Technology Hassles Scale: Revision, Reliability, and Some Correlates

1989 ◽  
Vol 65 (3_suppl2) ◽  
pp. 1387-1394 ◽  
Author(s):  
Richard A. Hudiburg
Keyword(s):  
Perceived Stress ◽  
Computer Technology ◽  
Computer Anxiety ◽  
Demographic Data ◽  
Attitude Scale ◽  
Attitudes Toward Computers ◽  
Stress Scale ◽  
Hopkins Symptom Checklist ◽  
Related Stress ◽  
Test Retest Reliability

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).

Teacher Educators´ Attitudes Toward Computers: A Study Among Teacher Educators in Teacher´ – Training Colleges in Johor, Malaysia

2012 ◽  
Author(s):  
Abang Ahmad Ridzuan ◽  
Kian Sam Hong ◽  
Aliza Ahmad
Keyword(s):  
Teacher Training ◽  
Information And Communication Technologies ◽  
Computer Use ◽  
Teacher Educators ◽  
Attitude Scale ◽  
Computer Assisted ◽  
Attitudes Toward Computers ◽  
Computer Attitude ◽  
Positive Attitudes ◽  
Teacher Training Colleges

Guru memikul tanggungjawab yang berat dalam memastikan pelajar mengalami suasana pembelajaran yang memerangsangkan. Teknologi maklumat dan komunikasi, khususnya komputer, merupakan alat yang strategik memperkayakan suasana pembelajaran. Pensyarah maktab merupakan barisan depan yang sepatutnya mampu membimbing guru pelatih mengintegrasikan penggunaan komputer dalam proses pembelajaran. Pensyarah yang cekap menggunakan komputer dan memiliki sikap positif terhadap komputer diharap akan dapat menjana ilmu dan kemahiran mereka kepada guru pelatih agar dapat dipraktikkan dalam sistem persekolahan. Tujuan kajian ini adalah untuk mengenalpasti tahap penggunaan komputer dan sikap terhadap komputer dikalangan pensyarah maktab perguruan berdasarkan ciri–ciri demografi terpilih. Kajian ini juga melihat perhubungan antara komponen sikap afektif seperti minat, keyakinan dan kebimbangan terhadap penggunaan komputer dengan penggunaan komputer dalam urusan pendidikan. Kajian ini menggunakan soal selidik untuk memperolehi data demografi, tahap penggunaan komputer dan sikap terhadap komputer yang diperlukan daripada sampel. Computer Attitude Scale oleh Lyod dan Gressard telah digunakan untuk mengukur sikap terhadap komputer. Kajian ini melibatkan seramai 224 pensyarah dari tiga buah maktab perguruan di Johor, Malaysia. Dapatan kajian menunjukkan para pensyarah menggunakan komputer pada tahap sederhana dalam mengendalikan kursus yang mereka ajar. Penggunaan komputer yang kerap adalah pada penyediaan soalan dan pengubalan soalan peperiksaan. Penggunaan yang paling kurang ialah pada Pengajaran Berpandukan Komputer. Pensyarah yang tidak mempunyai pengalaman menggunakan komputer menunjukkan perkaitan yang signifikan dengan sikap jarang menggunakan komputer berbanding dengan mereka yang mempunyai pengalaman lebih setahun. Secara amnya, pensyarah mempunyai sikap positif dan kurang bimbang menggunakan komputer untuk pengajaran dan pembelajaran. Ketiga–tiga domain sikap (minat, keyakinan, kebimbangan) menunjukkan perhubungan yang signifikan dengan penggunaan komputer. Keyakinan dan minat mempunyai hubungan yang positif terhadap penggunaan komputer manakala kebimbangan mempunyai hubungan yang negatif terhadap penggunaan komputer. Kata kunci: Pensyarah maktab perguruan; sikap; komputer; maktab perguruan Teachers shoulder the heavy responsibility of ensuring that students experience a meaningful learning environment. Information and communication technologies, in general, and computers, in particular has been put forward as a strategic tool for enhancing these learning environments. Teacher educators, as frontliners of the teacher preparation process, should themselves be well versed in the fields of integrating computers into the learning processes. Teacher educators who use computers regularly and have positive attitudes towards computers it is hoped, will rub on some of their knowledge, skills and enthusiasm to future teachers who will enter the school system. The purpose of this study is to determine the level of computer use and attitude towards computer among teacher educators. Differences in computer use among teacher educators based on selected demographic data are also investigated. This study also looks at the relationship between attitude towards computers, namely liking, confidence and anxiety with computer use for educational purposes among teacher educators. A questionnaire was designed to obtain the necessary demographics, levels of computer use and attitudes of the sample toward computers. The Computer Attitude Scale by Lyod and Gressard was used to measure the attitudes toward computers. The sample consisted of 224 teacher educators at three teacher–training colleges in Johor, Malaysia. Findings indicate that the teacher educators used computers moderately in the course of their work. Teacher educators mosfly used the computers for preparing exercises and examination questions. Computer assisted instruction was seldom utilized. Teacher educators without experience in using computers exhibit significantly less computer use as compared to those with more than a year of computer use experience. In general, the teacher educators have positive attitudes and low anxiety toward using computers for teaching and learning. The three attitude domains (liking, confidence and anxiety) were significantly related to computer use. Confidence and liking were positively related to computer use while anxiety was negatively related to computer use. Key words: Teacher educator; attitudes; computer; teacher training college

An Examination of the Factor Structures of the Computer Attitude Scale

1997 ◽  
Vol 17 (4) ◽  
pp. 341-356 ◽  
Author(s):  
John B. Nash ◽  
Pauline A. Moroz
Keyword(s):  
Factor Analysis ◽  
Computer Anxiety ◽  
Computer Training ◽  
Attitude Scale ◽  
Perceived Usefulness ◽  
Computer Usage ◽  
Computer Attitude ◽  
Differential Validity ◽  
Computer Confidence ◽  
Item Scale

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.

Computer Attitude Scale

1984 ◽  
Author(s):  
Brenda H. Loyd ◽  
Clarice Gressard
Keyword(s):  
Attitude Scale ◽  
Computer Attitude

Gender and Attitudes toward Computers and Calculators: Their Relationship to Math Performance

1989 ◽  
Vol 5 (2) ◽  
pp. 167-177 ◽  
Author(s):  
Gail F. Munger ◽  
Brenda H. Loyd
Keyword(s):  
High School Students ◽  
Attitude Scale ◽  
Mathematics Performance ◽  
Attitudes Toward Computers ◽  
School Students ◽  
Negative Attitudes ◽  
Positive Attitudes ◽  
Students Attitudes ◽  
Attitudes Toward Calculators ◽  
The Relationship

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.

The Study of Relationship Between Pre-Service Teachers' Self-Efficacy Beliefs and Attitudes Towards the Teaching Profession

2021 ◽  
pp. 23-32
Author(s):  
Şenol Şen
Keyword(s):  
Preservice Teachers ◽  
Regression Analysis ◽  
Self Efficacy ◽  
Efficacy Beliefs ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Sense Of Efficacy ◽  
Correlational Research ◽  
Teachers Attitudes ◽  
The Relationship

The purpose of this study was to examine the relationship between preservice teachers' attitudes towards the teaching profession (ATP) and teachers' self-efficacy beliefs (TSEB). In particular, the study aimed to understand the effect of preservice teachers' self-efficacy beliefs (TSEB), age, gender and discipline on their attitudes towards the teaching profession (ATP). The study was conducted with a correlational research design. Sample for the study comprised 157 preservice teachers attending a public university. Attitude Scale towards the Profession of Teaching (ASPT) and the Teachers' Sense of Efficacy Scale (TSES) were used as tools for data collection. The data were analyzed using correlation and multiple regression analysis techniques. The results showed that there were positive and significant relations between the variables selected for the study. Regression analysis revealed that preservice teachers' selfefficacy beliefs (TSEB) have a positive and significant effect on their attitudes towards teaching profession (ATP).

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