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This paper uses the data from a longitudinal study to assess the impact of technology introduction in liberal arts education at a non-technical small private university in the United States. The data was collected over four academic years, and this post hoc analysis uses the data collected in the spring of 1999 from a sample of students who responded to a questionnaire that was mailed to them. The questionnaire included nearly 50 attitude items measured on a five-point Likert-type scale. Of these 50, there were several items that were specific to the local conditions of the university. The remaining items are analyzed in this paper. Analysis included two components: first, a factor analysis that elicited 4 factors on the basis of 25 items that were selected as the general attitude items in the questionnaire, and second, the items that loaded on the same factor were subject to reliability tests to explore the levels of reliability of the similar items. The 25 items were analyzed using a varimax rotation and this resulted in four major factor loadings. Four tables report the factor loadings, Alpha value for each factor, Alpha values after dropping item with the least weight, and attitude items. The results suggest that there are specific clusters of items that can be used to measure the effectiveness by using the surrogate measure of attitudes towards the use of computers in teaching. (Contains 17 references.) (AEF)

Descriptors: Computer Uses in Education, Data Analysis, Educational Research, Educational Technology, Higher Education, Instructional Effectiveness, Measurement Techniques, Student Surveys, Technology Integration

Association for the Advancement of Computing in Education (AACE), P.O. Box 2966, Charlottesville, VA 22902 ($40, AACE members; $50, nonmembers). Tel: 804-973-3987; Fax: 804-978-7449; Web site:

Autor: Mitra, Ananda


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