Extension professionals must have easy access to and knowledge of emerging technologies to deliver programs more efficiently and effectively. With the increasing use of computer technology comes an increasing number of individuals who have computer anxiety. This study examined selected variables as predictors of computer anxiety. Data were collected from 402 Virginia Cooperative Extension field personnel. The personnel included Agricultural and Natural Resources agents, Family and Consumer Sciences agents, 4-H agents, technicians, and secretaries. A modified version of Oetting's 1983 Computer Anxiety Scale (COMPAS) was used to determine the computer anxiety levels. For this instrument, an internal consistency reliability of Cronbach's alpha r = .95 resulted from this study. The survey results were analyzed using the Statistical Package for the Social Sciences (SPSS). The overall mean score for the respondents to this study was 101.68, on a 200 point scale, which was interpreted using the COMPAS manual to indicate that only 20% of the Virginia Cooperative Extension personnel were "anxious" or "very anxious." Regression analysis indicated that time per day using a computer, years with Extension, and age were the significant variables related to anxiety. Increased computer use reduced but did not entirely eliminate computer anxiety. A profile of a respondent who was relaxed about computer use included being age 20 to 29, a secretary, and using a computer more than two hours per day. A person anxious about computer use was middle aged (40 and over), a technician, and used the computer less than two hours per day. The results indicated that the more a respondent used the computer per day the less anxious they were. A large number of personnel used the computer to compile and produce educational material and to communicate with colleagues. The Virginia Cooperative Extension administration should direct their attention regarding computer training to respondents who are 40 years of age and older and are technicians. To reduce computer anxiety, personnel should be provided with in-service training emphasizing computer applications. Additional research could identify why technicians have higher levels of computer anxiety. Further study could identify other variables that may be related to computer anxiety. / Ph. D.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study examined computer anxiety and motivation to learn in a computer class, using Csikszentmihalyi's Flow Theory, and Heinssen, Glass and Knight's Computer Anxiety Rating Scale (CARS), to explore the root causes of computer anxiety, and to determine anxiety's relationship to the motivation students have to participate in training. The study considered whether computer anxiety was more appropriately a form of trait anxiety, similar to Spielberger's State/Trait Anxiety, or a transitory state of anxiety independent of personality traits. The researcher assessed initial computer anxiety using the CARS, then sampled students' experience in the computer course during every class period using Csikszentmihalyi's Experience Sampling Form. Possible changes in computer anxiety were measured by mid-semester and end of semester administrations of the CARS, and regression analysis of the incidence of the Flow States. Achievement was measured by course grade, then correlated with incidence of the Flow States, and with pre-course CARS score. Csikszentmihalyi's conceptualization described the anxious state actually experienced in the computer laboratory class. The measurement of trait type of anxiety had no correlation with the students' actual experience of anxiety in the course. It was also determined that Csikszentmihalyi's Flow Theory described the psychological states of the students, and the relationship between students' motivation and their experience of anxiety. There was no correlation between the measurement of the students' trait type computer anxiety and their performance in the classroom, but the students' performance was significantly correlated with both the incidence of the Flow state and the Anxiety state. Student interviews complemented the data collection, and provided additional insight into the interactions between the students, their computers, and the computer laboratory environment. The researcher discussed the theoretical implications of the study, which demonstrated the validity of Csikszentmihalyi's Flow Theory, demonstrated the distinction between state and trait anxiety, and added to the growing body of research concerning Flow Theory. The researcher also discussed implications for educational practice, including careful pre-course screening, attention to intermediate educational objectives, and greater student control over the pace of learning. / 2031-01-02

Thesis (M.S.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains iv, 49 p. Includes abstract. Includes bibliographical references (p. 46).

Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains x, 222 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 175-179).

The purpose of the study was to determine if the use of communication technologies account for reported computer anxiety in a community college setting. Specifically, this study was designed to determine whether there was a difference in usage of communication technologies and levels of computer anxiety of faculty in relationship to their job responsibilities, gender, age, computer experience, and number of professional development activities. A descriptive research design was used in this study. Data analysis included the frequencies, means, standard deviations, t-test, crosstabs, chi-square, ANOVA, and ANCOVA. The results indicated that there was not a significant difference among faculty in relation to job responsibility, gender, age, computer experience, and professional development and their level of anxiety toward the use of communication technologies. The findings of this study led to the conclusions that job responsibility, gender, age, and computer experience were not a statistically significant predictor of computer anxiety. Also, professional development did not influence computer anxiety or the computer skills of the faculty. On the basis of this study, it is recommended that: (1) administrators seek input from faculty for professional development, and (2) due to emerging technologies, establish another survey for current computer skills that may cause computer anxiety.

A descriptive case study examined the gender differences concerning computer technology (IT) by a convenience sample (N = 180, 76%) of 11 th and 12 th graders at an elite public high school, recently named the "second best high school in America" (Newsweek, 2000), in suburban Northern Virginia. The purpose of the study was to examine the apparent discrepancy in male and female differences in computer use, interests, and attitudes. The research design included a student questionnaire combining the Computer Attitude Rating Scale (CARS, Heinssen, Glass, & Knight, 1987) and the Attitudes toward Computer Technology (ACT, Delcourt & Kinzie, 1993) with demographic and academic data (GPA, PSAT, and SAT I), and the Strong Interest Inventory (Strong, 1994). Chi-square tests of association for categorical data and t tests for independence of means for metric data were used to analyze the data, which resulted in several statistically significant relationships (p = < .05) and meaningful effect sizes (> .70). The results were higher mean scores for the Strong Realistic General Occupational Theme (males) and Artistic Theme (females); the Athletic and Mechanical Basic Interest Scales (males) and Music/Drama, Art, Culinary Arts, and Social Service Scales (females), and Risk-Taking Personal Style Scales (males) and Working Style with People (females). Females also had higher GPAs, levels of computer anxiety, resistance to technology, and avoidance of careers and study in computer fields. Females chose Pre-Medicine majors to help others and males chose Computer Science majors to gain financial rewards. The implications for practice and research included: female technology internships, 9th grade mechanical and technical training, computer anxiety group counseling, cooperative learning and hands on instruction, female-friendly computer and computer science classes, equal access to computers at all grade levels, student-parent information programs concerning the many opportunities and high paying jobs available in computer technology, female orientated computer games, and more non-linear computer programs and activities that encourage females to "have fun" with computers and not view them as machines. A longitudinal study of the current sample and research at other grade levels and locations were recommended. / Ph. D.

This study was designed to determine the levels of computer anxiety, computer self-efficacy, and computer applications usage among members of the Faculty of Accountancy at Universiti Teknologi MARA (UiTM), Malaysia. The importance of the role of technology and information systems in economic development has grown significantly throughout the globe, thus affecting how nations educate students in order to produce a more technologically literate workforce. With the implementation of the smart schools concept in Malaysia, whereby these facilities are equipped with multimedia technology and world-wide networking, educators in higher learning institutions have to prepare themselves for high school graduates who will be technologically literate. While there have been much research in this area conducted in the United States at many different levels, it has never been conducted in Malaysia, specifically with the accounting faculty at UiTM. Therefore, a total of 368 full-time accounting faculty members who were teaching in the 2006/2007 academic year were surveyed, using questionnaires. The questionnaires were focused on obtaining information with regard to participants and computer: (a) anxiety, (b) self-efficacy, (c) and software usage, as well as (d) general information. At the end of the data collection period, 262 responses were received from the population. A test of the nul1 hypothesis revealed no evidence to imply that the respondent group's gender and UiTM location distributions were significantly different from the population distributions based on the same attributes. Together with a high response rate (71%), these findings add credibility to the belief that the sample was representative of the population. This study showed that a majority of the faculty had low levels of computer anxiety and high levels of computer self-efficacy. Statistical analysis showed no significant mean differences between gender and age categories nor was there an interaction between the two said variables related to computer anxiety. However, pertaining to computer self-efficacy, the study found a statistically significant mean difference between age categories. Furthermore, the results from stepwise multiple regressions also indicated that the most efficient model for predicting the level of computer anxiety was composed of a single variable, computer self-efficacy. / Ph. D.

Technological standards have existed for years encouraging the use of computer technology as a teaching tool. By increasing technology use in the classroom, educators are able to address teaching and learning opportunities for all students. The need for these opportunities is essential in the rural areas of the U. S. The purpose of this study was to determine if teachers in a rural city school district in Mississippi experience computer anxiety in using new and emerging software technologies for instructional purpose; examine the level of computer anxiety teachers experience in using computers; and explore if relationships exist in the level of computer anxiety experienced by teachers based on the following demographic variables: gender, age, years of teaching, subject area taught, and educational attainment. The population consisted of 110 teachers with a minimum of bachelor‟s degree and certified to teach in their respective areas of specialization. Findings from descriptive statistics revealed that the majority of the participants were female teachers with 43% of participants possessing either a Master‟s or Ph.D. degree. A large portion of these teachers had one year or more experience with learning about or working with computers with access to a computer at home. The means revealed that when teachers have a moderate degree of confidence, liking, and usefulness when using new and emerging software technology there is a low degree of anxiety. Pearson Correlations were used to examine the relationships between the subscales (anxiety, confidence, liking, and usefulness) and demographic variables (gender, age, years of teaching, subject area taught, and educational attainment). Results confirmed that there were significant relationships between age and anxiety, gender and confidence, gender and liking, and years of teaching and anxiety. However, there were no significant relationships between the other variables. Findings of this study have the potential to contribute to the development of a profile that could be used to identify teachers who need exposure to technological training and professional development to help reduce computer anxiety and minimize resistance to computer usage. Additionally, findings of this study can serve as a growing baseline of literature that relates to computer anxiety among teachers.

The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. Due to the lack understanding concerning any effects of computer anxiety on computer-based testing, this has been a worthwhile topic to explore, and it makes a significant contribution to the training field. The third chapter describes the qualitative research methodology used to conduct the study. The primary methodology was an analysis of variance comparison for groups of individuals who displayed high or low computer anxiety to their respective mean computer-based or paper-based aircraft maintenance knowledge testing scores. The research population consisted of United States Air Force aircraft maintenance craftsmen students attending training at Sheppard Air Force Base, Texas. The fourth chapter details the findings of the study. The findings indicate that there was no significant difference between the groups of students rated with high computer anxiety and low computer anxiety while testing with computers. Additionally, no significant differences were detected while testing alternative hypotheses covering differences between groups of students rated with high computer anxiety and low computer anxiety testing by traditional paper-and pencil methods. Finally, a reference section identifying the literature used in the preparation of this dissertation is also included.

The purpose of this study was (1) to explore pre-service science and mathematics teachers&rsquo / levels of computer self-efficacy and attitude towards computers, (2) to investigate the effects of gender, grade level, major of study, and computer ownership of pre-service science and mathematics teachers on computer self-efficacy and attitudes towards computers, and (3) to examine the relationship between computer self-efficacy and attitudes towards. For this study 650 students from two departments, which were Elementary Science Education and Elementary Mathematics Education, of three public universities in Ankara participated. Also, students were enrolled in first and fourth grades. The scales were administrated during 2006 Fall semester. Computer Self-efficacy Scale and Computer Attitude Scale which had four sub-scales, namely anxiety confidence, liking, and usefulness were used to determine pre-service teachers&rsquo / computer self-efficacy and attitudes towards computer levels. Moreover, the v questionnaire had some questions that asked demographic characteristics of participants. The results indicated that pre-service Science and Mathematics teachers had high computer self-efficacy and attitude levels. Furthermore, participants&rsquo / gender was not a significant factor on their computer self-efficacy and computer attitude except for liking sub-scale. Males liked more computer than females. Major of participants did not have any effect on computer self-efficacy and computer attitude. Grade level was an important factor for computer self-efficacy and attitude / fourth graders had higher scores on both scales. Computer owner participants had significantly higher scores of computer self-efficacy and attitudes towards computers. Finally, results showed that participants&rsquo / computer self-efficacy scores were related to sub-scale scores of computer attitude scale.