Background: Learning preference refers to how individuals choose to approach learning situations. Computer-aided instruction (CAI) permits the adaptation of educational content to individual student learning strategies. Methods: To determine if learning preference and computer attitude influence the acquisition of knowledge using CAI materials, a prototype CAI program was developed that incorporated differing learning exercises. Students (n = 180) completed Rezler's Learning Preference Inventory (LPI) and a computer attitude survey (CAS). The LPI uses three sets of paired scales to characterize learning preference and choice of learning situation. The CAS assesses student attitudes toward computers in general (CAS-G), as well as the educational use of computers (CAS-E). After finishing the program students completed a program attitude survey (CAS-P). Immediate comprehension was assessed by pretests and posttests incorporated into the program. Retention was assessed by a repeat of the posttest 4 to 6 weeks after initial program review. Results: Scores (mean ± SEM) on the pretest, posttest, and late posttest were 38.1% ± 1.35%, 70.9% ± 1.24%, and 62.5% ± 1.44%, respectively. There was no correlation between students' learning preferences or computer attitude and test performance. Conclusions: The data indicate that CAI provides a means of delivering educational content that results in an increase in knowledge that is not correlated with computer attitudes or learning preferences.

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In current times, to function successfully in the work environment, the ability to use a computer is essential. The introduction of computers into organisations has often met with resistance. The reason for this resistance must be identified and overcome if businesses are to realise the productivity gains of full computer usage. On the basis of the abovementioned problem the objective of this study is to test the relationship between age, sex, locus of control and personality type and attitudes toward computer use. A theoretical investigation was carried out to gather information on the variables under study which was used to compare with the results of the empirical study. From this study of 68 white collar respondents from a financial institution it can, in general, be concluded that peoples' attitude toward the personal use of computers is positive and not affected by the individual variables tested. / Industrial and Organisational Psychology / M. Com. (Industrial Psychology)

In this study, three aspects of technology integration in English Language Teaching within the context of private universities in Ankara, Turkey were investigated. Firstly, preservice and in-service teachers&amp / #8217 / computer usage frequencies/types, computer competence levels, perceived barriers to technology integration and attitudes toward computers were explored. Then, factors (age, gender, work experience, institutional factors being preservice or in-service) that might potentially affect the findings of the first research question were examined. Finally, the educational value preservice and in-service teachers assigned to technology usage in their language teaching practices and their ideas on effective technology integration were scrutinized. In order to reach aforementioned goals, both qualitative and quantitative data were collected with the help of a questionnaire and semi-structured face-to-face interviews. The institutions sampled in this study were all private universities, the infrastructure of which varied drastically. A total of 182 questionnaires collected from the teachers (in-service N=120, preservice N=62), as well as eight in-service and four preservice teachers were interviewed. The findings indicated that teachers used computers at their schools at limited frequency. It was also found that they indicated high levels of instructional computer usage outside the school and technology competence. It was also seen that age, gender and the institutions the teachers worked at affected their technology usage and competence levels. As for the educational value assigned to technology usage in their language teaching, the teachers indicated that technology would help make their lessons more student centered. However, the teachers mainly mentioned using technology as teacher tools rather student tools which help foster higher order thinking skills and learner autonomy. Keeping the usage statistics in mind, it was concluded that the schools, even though all of them were private, lacked computer infrastructure to the point that the teachers had difficulty even to use computers for their personal purposes. It was also concluded that the schools in Turkey were still at the stage of fighting with first-order barriers, even at private institutions, indicating that a vision towards technology integration lacks. As for the educational value assigned to computer usage in ELT, it was concluded that institutional barriers were more of a concern for the teachers as they did not have a chance to delve into actual instructional usage and the ICT courses at college were not preparing the teachers for effective technology integration due to lack of proper training activities.

In current times, to function successfully in the work environment, the ability to use a computer is essential. The introduction of computers into organisations has often met with resistance. The reason for this resistance must be identified and overcome if businesses are to realise the productivity gains of full computer usage. On the basis of the abovementioned problem the objective of this study is to test the relationship between age, sex, locus of control and personality type and attitudes toward computer use. A theoretical investigation was carried out to gather information on the variables under study which was used to compare with the results of the empirical study. From this study of 68 white collar respondents from a financial institution it can, in general, be concluded that peoples' attitude toward the personal use of computers is positive and not affected by the individual variables tested. / Industrial and Organisational Psychology / M. Com. (Industrial Psychology)

Mathematics achievement has been of great concern to researchers involved in mathematics education. This concern has resulted in research seeking to determine for example, the factors that positively or negatively contribute to student performance in mathematics. Many of the reported studies in the literature have investigated the factors within the context of mathematics teaching and learning in general. Very few studies have investigated the factors contributing to student achievement in mathematics when learning takes place in a computer aided environment. With the pervasiveness of computers in education in general, studies in this direction become imperative. The present study fills this gap in the literature by examining the extent to which selected variables (mathematics attitude, mathematics aptitude, computer attitude, computer prior experience, computer ownership, proficiency in language of instruction, and learning style) contribute to students' achievements in pre-calculus algebra classes that are supplemented with a computer lab program. The participants in the study were 120 students sampled from the population of students enrolled in the second pre-calculus algebra course at the preparatory year program of King Fahd University of Petroleum & Minerals during the 2003/2004 academic session. The instruments used to measure the study constructs were the mathematics attitude scale (Aiken, 1979), the computer attitudes scale (Loyd & Gressard, 1984a), and the learning styles questionnaire (Honey & Mumford, 1992). New instruments to measure computer prior experience and computer ownership were developed for the present study. Hypotheses formulated for the study were tested using multiple regression and other statistical techniques. The results show that mathematics aptitudes and English language proficiency are the most significant contributors to students' mathematics achievement. No other variables show statistically significant effects on students' achievement. Together, the selected variables explain more than 41 percent of the total variance of students' achievement. Theoretical and policy-making implications of the results are outlined and discussed. / Mathematical Sciences / D. Phil. (Mathematics, Science and Technology Education)

Mathematics achievement has been of great concern to researchers involved in mathematics education. This concern has resulted in research seeking to determine for example, the factors that positively or negatively contribute to student performance in mathematics. Many of the reported studies in the literature have investigated the factors within the context of mathematics teaching and learning in general. Very few studies have investigated the factors contributing to student achievement in mathematics when learning takes place in a computer aided environment. With the pervasiveness of computers in education in general, studies in this direction become imperative. The present study fills this gap in the literature by examining the extent to which selected variables (mathematics attitude, mathematics aptitude, computer attitude, computer prior experience, computer ownership, proficiency in language of instruction, and learning style) contribute to students' achievements in pre-calculus algebra classes that are supplemented with a computer lab program. The participants in the study were 120 students sampled from the population of students enrolled in the second pre-calculus algebra course at the preparatory year program of King Fahd University of Petroleum & Minerals during the 2003/2004 academic session. The instruments used to measure the study constructs were the mathematics attitude scale (Aiken, 1979), the computer attitudes scale (Loyd & Gressard, 1984a), and the learning styles questionnaire (Honey & Mumford, 1992). New instruments to measure computer prior experience and computer ownership were developed for the present study. Hypotheses formulated for the study were tested using multiple regression and other statistical techniques. The results show that mathematics aptitudes and English language proficiency are the most significant contributors to students' mathematics achievement. No other variables show statistically significant effects on students' achievement. Together, the selected variables explain more than 41 percent of the total variance of students' achievement. Theoretical and policy-making implications of the results are outlined and discussed. / Mathematical Sciences / D. Phil. (Mathematics, Science and Technology Education)