ENC 2102 Keiser University Week 4 Human Computer Interaction Essay Now
that you have created a thorough outline, you should continue to expand
the material in essay format using proper APA style. Additionally, you
will need to show competency in constructing a research-based
argumentative piece of writing. To meet that goal, you will need to
meet the following requirements:
1200-1350 words.
Format using 7th edition APA requirements
Use
at least four sources, including the source from your text, two sources
from Keiser’s e-Library, and one additional credible source.
No block quotes should be included.
Use integrated quotes only.
No visuals should be used. Narrative material only.
No more than 20% of the paper should be from quoted source support.
Use 3rd person objective point of view only. Avoid 1st and 2nd person point of view.
Use argumentative and academic language only.
Demonstrate critical thinking and critical analysis skills. Connecting Kids and Computers
Rebecca McMahon Giles
Childhood Education; Winter 2006/2007; 83, 2; ProQuest
pg. 108
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
RESEARCH PAPERS
A STUDY ON USE OF COMPUTER AMONG HIGHER SECONDARY
STUDENTS AS RELATED WITH THEIR COMPUTER ANXIETY,
INTERNET ATTITUDE AND SELF-EFFICACY IN COMPUTER
By
V. VINAITHEERTHAN *
JOMY JOHNSON **
* Director, School of Teacher Education and Research, SRM University, Chennai.
** Research Scholar, School of Teacher Education and Research, SRM University, Chennai.
ABSTRACT
The present attempt is to study the use of computer and its possible relationship to Internet attitude, self-efficacy in
computer and computer anxiety among higher secondary students. The present study aims at finding the levels of use of
computer, Internet attitude, Self-efficacy in computer and computer anxiety among higher secondary students. The
investigators have randomly selected 802 higher secondary students from higher secondary schools as sample. From
the study, it is evident that use of computer, computer anxiety, internet attitude and self-efficacy in computer is average
in higher secondary students. The results show that there is a relationship between use of computer and internet attitude
of higher Secondary students. The results reveals no relationship between Use of computer and Computer anxiety & Use
of computer and self-efficacy in computer of higher Secondary students. This reveals that the use of computer, internet
attitude and self-efficacy in computer of higher secondary students needs to be improved. Computer anxiety of higher
secondary students needs to be reduced.
Keywords: Higher Education Students, Use of Computers, Computer Anxiety, Internet Attitude, Self-Efficacy in Computer.
INTRODUCTION
efficacy in computer, then there may be a chance for
Now a day the world is changing rapidly with the
them to make use of computer easily. Internet attitude of
technological advancement. So students must cater
higher secondary students may have far reaching effects
with the needs of the society. Information Technology is
when it comes to decisions as to use of computer. It is
the most developing science. So the students must know
believed that if they possess high Internet attitude, then
the application of the Information Technology in daily life.
there may be a chance for them to make use of
This awareness depends upon the use of computer
computer easily. So the present attempt is to study the
among the higher secondary students. The issue of
use of computer among higher secondary students as
student’s computer anxiety may have far reaching
related with their computer anxiety, Internet attitude and
effects when it comes to decisions as to how use of
self-efficacy in computer.
computer is integrated into the classroom. It is believed
Review of related literature
that if they possess less computer anxiety, then there may
Abanamie, Mohanmed. A., (2002) Major Professor: Conic
be a chance for them to make use of computer easily.
M. Forde conducted a study on “Attitudes of High School
Self-efficacy as defined by Bandura (1995) as people’s
Students in Saudi Arabia toward Computers”. Ph.D.,
beliefs about their capabilities to produce designated
Missisippi State University. The purpose of this study was to
levels of performance that exercise influence over events
investigate the attitudes of male and female high school
that affect their lives. Self-efficacy in computer as defined
students in Riyadh, Saudi Arabia, toward computers. The
by Venkatesh V (1996) as a judgment of one’s capability
findings of this study indicated generally that gender did
to use a computer to produce designated levels of
not influence students’ attitude towards computers in this
performance. It is believed that if they possess self-
study. However, on the subscale items, female students
i-manager’s Journal on School Educational Technology, Vol. 5 l
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RESEARCH PAPERS
had greater confidence in their abilities to learn and use
“Computer anxiety, self-efficacy, computer experience:
computers than that demonstrated by their male
an investigation throughout a computer science
counterparts. Furthermore, female students showed a
degree”. Considerable research has focused on the
higher degree of computer liking than their male
relationship between computer experience, computer
counterparts. Place of residence did not influence
anxiety and self-efficacy. These factors have been used
students attitudes toward computers. Students from
both individually and in combination as predictors in the
middle and high social class families had positive
social sciences and business studies. However, very few
attitudes towards computers and higher computer
studies investigate their effects in the area of computer
confidence. Students from middle and high social class
science. This study focuses on capturing these factors
families also perceived computers as being useful, and
across the four years of a computer science course at
showed a higher computer liking. Students from high-
Trinity College, Dublin. It shows that as computer
income parents were more likely to have higher attitude,
experience increases self-efficacy also increases while
higher liking and a favourable attitude towards computer
computer anxiety decreases with increasing experience.
than students from low-income parents. Students whose
Dharma Raja, B. William, Anandan, K., Mohan, S., (2000)
fathers or mothers held higher academic degrees had
conducted a study on “Computer Anxiety, Computer
more confidence, perceived usefulness, and a positive
Attitude and Achievement in Computer Science among
attitude towards computers than students whose fathers
Rural and Urban Higher Secondary Students”. objectives
or mothers held less than a high school degree. High
are i) To study the computer anxiety, computer attitude
school students enrolled in school in Riyadh, Saudi
and achievement in computer science of the rural and
Arabia, appeared, to have a favourable and positive
urban higher secondary students; (ii) to find the
overall attitude towards computers. Students who had
correlation between computer anxiety and
computer experience had more positive attitude
achievement in computer science; and (iii) to find out the
towards computers than those students did not Students
correlation between computer anxiety, computer
who started using computers in elementary and middle
attitude and achievement in computer science among
school held a more favourable attitude toward
rural and urban higher secondary students. Computer
computers than those who started to use computers in
Anxiety Scale (CANS) developed by Marcoxliakes et al.,
high school. Also students whose teachers first taught
(1985) and improved by Jennifer L. Dyck et al., (1997) and
them to use computers in elementary school held a
16-19 Computer Attitude Scale (CATS) by Nell Selwyn
higher degree of positive attitude toward computers than
(1997) were administered for the collection of the data.
those students whose teachers first taught them to use a
Statistics like Mean, SD, CR and correlation were applied
computer in high schools.
for data analysis. The findings are in general, (i) students
Albion, Peter R., (2001) conducted a study on ‘Some
had low computer anxiety and neutral attitude towards
Factors in the Development of Self-Efficacy Beliefs for
computers. (ii) There was no significant difference
Computer Use among Teacher Education Students’,
between rural and urban students in computer anxiety
which describes a study at the University of Southern
and computer attitude. (iii) The students of urban and
Queensland (Australia) that measured self-efficacy for
rural areas did not differ significantly in computer
computer use of teacher education students at the
achievement.
beginning of their course and again following a semester
Kumaran, D and Selvaraj, K (2001) conducted a study on
in which some students had completed computer
“ A study of cognitive and affective computer attitudes of
courses. The amount of time spent using computers
teachers”. The findings of the study reveal that teachers
contributed most to the variance in self-efficacy.
have more favourable computer attitude and sex of
Doyle, E., Stamouli, I., Huggard., (2005) studied
teachers have significant influence on affective
44
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September – November ‘09
RESEARCH PAPERS
computer attitude but no significant influence on
Internet for undergraduates with different demographic
cognitive computer attitude. Objectives are (i) To
variables. The findings suggest that the undergraduates
validate the cognitive and affective computer attitude
had moderate computer anxiousness, medium attitudes
scale using factor analysis; (ii) to study the computer
toward the Internet, and high computer self-efficacy and
attitude of the teachers; (iii) to study the cognitive
used the Internet extensively for educational purposes
computer attitude of the teachers; (iv) to study the
such as doing research, downloading electronic
affective computer attitude of the teachers, and ; (v) to
resources and e-mail communications. However, there
study whether the teachers differ significantly in
were differences in undergraduates’ Internet usage levels
computer attitudes with respect to their personal
based on the discipline of study.
background and contextual variables. The sample
Susan Harris, (1997) conducted a study on Secondary
consisted of 275 teachers, selected through stratified
school students’ use of computers at home. This article
random sampling techniques. The investigators
presents the results from a survey of students in Year 9 in
developed the computer attitude scale for use in data
secondary schools in England (ie, aged about 14 years)
collection. SD, and ‘t’ test were used for the data analysis.
which investigated access to computers at home,
The findings are (i) In general, teachers had more
frequency and duration of use, the applications used
favourable computer attitude. (ii) The gender of the
and students’ reasons for using a computer at home.
teachers had significant influence on affective computer
Responses showed that the majority of students had
attitude and no significant influence on cognitive
access to a computer, although few had one for their
computer attitude. Male teachers had more favourable
sole use. The most widely used applications were
affective computer attitude. (iii) Age of the teachers had
games/adventures and word processors. There were
little influence on computer attitude. (iv) Younger
significant gender differences in access to computers at
teachers had more favourable cognitive computer
home, frequency of using computers and the
attitude subscale. (v) Teachers with post-graduation
applications that students spent most time on.
qualification had more favourable computer attitude. (vi)
The teachers belonging to commerce and science
faculty had more favourable cognitive and affective
computer attitude.
Rajasekar.S., (2002) conducted a study on “University
Objectives
The investigator has framed the following objectives for
this present investigation.
relationship to computer anxiety, Internet attitude
student’s attitude towards computer”. This study shows
and self-efficacy in computer.
that gender subjects and locals of the university students
do not influence their attitude toward computer and also
To study the significance of the difference between
the sub-samples of the students in respect of their Use
a large numbers of university student have a relatively
of computer, computer anxiety, Internet attitude and
favourable attitude towards computer.
self-efficacy in computer.
Sam, H. K., Othman, A. E. A., & Nordin, Z. S. (2005)
conducted a study on “Computer Self-Efficacy,
To find out use of computer and its possible
To study the levels of use of computer, computer
anxiety, Internet attitude and self-efficacy in
Computer Anxiety, and Attitudes toward the Internet: A
computer among higher secondary students.
Study among Undergraduates in Unimas”. This survey
research investigated undergraduates’ computer
Hypotheses
anxiety, computer self-efficacy, and reported use of and
attitudes toward the Internet. This study also examined
There is significant relationship between: i) use of
computer with self-efficacy in computer, i) use of
differences in computer anxiety, computer self efficacy,
computer with Computer anxiety, iii) use of computer
attitudes toward the Internet and reported use of the
with Internet attitude – of higher secondary students.
i-manager’s Journal on School Educational Technology, Vol. 5 l
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45
RESEARCH PAPERS
There is significant difference in the i) use of
Disagree” and weight of 4,3,2,1 & 0 were given in that
computer, ii) computer anxiety, iii) internet attitude, iv)
order for the positive statements and the scoring is
self-efficacy in computer between: male and
reversed for the negative statements, An individual score
female higher secondar y students; higher
is sum of all the scores for the 20 items. The score in the
secondary students studying in urban schools and
computer anxiety scale range from 0 to 80. Reliability
rural schools; higher secondary students studying in
and validity of the Higher secondary student’s computer
Science and arts subject; Parent’s with knowledge
anxiety scale is 0.79 and 0.88.
about computer and Parent’s without knowledge
In the present study a scale to measure internet attitude
about computer of higher secondary students,
constructed and validated by the investigator was used.
Availability of Personal computer at home and non-
It is of the Likert type having as many as 16 statements.
availability of Personal computer at home- of higher
Each statement is set against a 5 point scale of “often”,
secondary students.
“always”, “sometimes”, “never” and weight of 4,3,2,1
Procedure
were given in that order for the statements. An individual
Tools
score is sum of all the scores for the 16 items. The score in
Tools used were a scale to measure use of computer
among higher secondary Students constructed and
validated by the investigator (2008), higher secondary
student’s Computer anxiety scale constructed and
the Higher secondary student’s internet attitude scale
range from 0 to 64. The validity and reliability of the higher
secondary student’s internet attitude scale are 0.61 and
0.78
validated by the investigator (2008), higher secondary
In the present study a scale to measure self-efficacy in
student’s internet attitude scale constructed and
computer among higher secondar y students
validated by the investigator (2008) and a scale to
constructed and validated by the investigator was used.
measure self-efficacy in computer among higher
It is of the Likert type having as many as 16 statements. 8
secondary Students constructed and validated by the
of them are positively worded and the remaining 8 are
negatively worded. Each statement is set against a 5
investigator (2008),
In the present study a scale to measure use of computer
among the higher secondary students constructed and
validated by the investigator was used. It is of the Likert
type having as many as 32 statements. Each statement is
set against a 5 point scale of “often”, “always”,
“sometimes”, “never” and weight of 4,3,2,1 were given in
that order for the statements. An individual score is sum of
all the scores for the 32 items. The score in the scale to
measure use of computer range from 0 to 128. The
point scale of “Strongly agree”, “Agree”, “Undecided”,
“Disagree” and “Strong Disagree” and weight of 4,3,2,1 &
0 were given in that order for the positive statements and
the scoring is reversed for the negative statements, An
individual score is sum of all the scores for the 16 items.
The score in the scale to measure self-efficacy in
computer among higher secondary students range from
0 to 80. The reliability and validity of the scale is 0.74 and
0.86.
reliability and validity of the scale is 0.62 and 0.78.
Sample
In the present study higher secondary student’s computer
Cluster sampling technique has been used in the
anxiety scale constructed and validated by the
selection of the sample of as many as 802 students
investigator was used. It is of the Likert type having as
studying in the Higher Secondary Schools situated in the
many as 20 statements. 9 of them are positively worded
Thrissur district of Kerala, India. 25 Higher Secondary
and the remaining 11 are negatively worded. Each
Schools have been chosen by lottery method from
statement is set against a 5 point scale of “Strongly
Thrissur district of Kerala. Out of these 25 Higher
agree”, “Agree”, “Undecided”, “Disagree” and “Strongly
Secondary Schools, 11 happened to be located in the
46
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September – November ‘09
RESEARCH PAPERS
urban areas and the remaining 14 were located in the
and Table 9.
rural areas. Likewise out of the 25 Higher Secondary
Findings
Schools, 7 happened to be Higher Secondary Schools
There is no significant relationship between the use of
with science students and the remaining 18 happened to
computer with self-efficacy in computer of higher
be Higher Secondary Schools with arts students. All the
available students studying in each of these selected
Higher Secondary Schools were chosen as sample. This
secondary students.
There is no significant relationship between use of
computer with Computer anxiety of higher
sample of 802 students in the Higher Secondary Schools
secondary students.
are found to have the following sub-samples: (i) Male
Students (N=400), (ii) Female Students (N=402), (iii)
There is significant relationship between use of
computer and Internet attitude of Higher Secondary
Students from Urban schools (N=392), (iv) Students from
rural schools (N=410), (v) Students studying in science
Variables
Correlation coefficient
Entire sample (802)
subject (N=400), (vi) Students studying in arts subject
(N=402), (vii) higher secondary Student’s Parents with
knowledge about computer (N=211), (viii) higher
secondary Student’s Parents without knowledge about
Use of computer with Computer anxiety
0.05
Use of computer and Internet attitude
0.14**
Use of computer with self-efficacy in
computer
0.04
computer (N=591), (ix) higher secondary Student’s
** Significant at 0.01 level
Table1. Coefficient of correlation between the variables
Availability of Personal computer at home(N=145), (10)
higher secondary Student’s no Availability of Personal
Use of computer
Frequency
Percentage
computer at home(N=657).
Statistical Treatment of the Data
The means and standard deviations of the use of
computer scores, computer anxiety, internet attitude and
Low
203
25.31
Average
383
47.76
High
216
26.93
Total
802
100.00
Table 2. Frequency distribution of level of use of computer
self-efficacy in computer scores were computed directly
from the respective raw scores for the entire sample and
its five sub-samples of the higher secondary students.
Computer attitude
Frequency
Percentage
Low
203
25.31
Pearson’s product-moment ‘r’ was computed between
Average
383
47.76
use of computer and computer anxiety , use of computer
High
216
26.93
and internet attitude, use of comp…
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