Abstract
The aim of this study is first to present the current situation in computer self-efficacy, computer anxiety, computer coping strategy and computer literacy in elementary and junior high school teachers, then to observe the variance resulting from teachers having different backgrounds, and finally to explore the relationships among the four factors.
The subjects in this study are 452 elementary and junior high school teachers from Taipei city/county and Kaohsiung city/county, including 318 female and 134 male teachers. ¡§Computer literacy scale,¡¨ ¡§computer self-efficacy scale,¡¨ ¡§computer coping strategy scale,¡¨ and ¡§computer anxiety scale¡¨ are adopted as methods of analysis in this study. Data analysis are carried out by mean, standard deviation, t-test, Hotelling¡¦s , one-way ANOVA, multivariate analysis of variance, stepwise multiple regression, correlation and discriminant analysis.
The findings can be summarized as follows:
1.In terms of the variables: personal background, factors of gender, age, degree(s) achieved, field of study, availability of computers, frequency and amount of computer use per week, and out-dated computer hardware tend to make subjects experience high computer anxiety and/or low computer self-efficacy. For example, an experienced female teacher with a B.A. degree in history had little contact with computers leading her to become anxious about computer use and poor on computer self-efficacy.
2.As for performance in computer coping strategy and computer literacy; they are related to teachers¡¦ competence in computer self-efficacy and computer anxiety. Teachers with high computer anxiety tend to show frequent avoidance of computer use and poor coping strategies in problem solving, support seeking, and self-adjustment, and a shallow understanding of computers and computer-assisted instruction.
3.The dominance of computer coping strategy and computer literacy over the degree of computer anxiety and computer self-efficacy can be validated with the validity of 60% above.
4.For elementary and junior high school teachers, their computer anxiety, computer self-efficacy, and computer coping strategy are significantly related to their computer literacy.
5.Teachers¡¦ computer self-efficacy, and computer coping strategy in solving problems and seeking support are implications for performance in computer literacy.
Based on the conclusion of this study, some suggestions are made for future study:
In terms of teachers¡¦ computer competence
1.Familiarity with computers can reduce teachers¡¦ computer anxiety
2.Positive experiences in computer use will enhance teachers¡¦ computer self-efficacy
3.Proper guidance given to teachers aids their computer coping strategy
4.Assistance provided builds teachers¡¦ confidence and application ability in computer-based instruction.
5.Requirements of teachers can be satisfied with related computer conferences and workshops.
Regarding future study
1.Scope of subjects can be enlarged.
2.Variables in computer competence and performance can be added.
3.Tools of analysis can be improved.
4.Quantity and quality of the methodology should carry the same weight.
| Identifer | oai:union.ndltd.org:NSYSU/oai:NSYSU:etd-0628101-003858 |
| Date | 28 June 2001 |
| Creators | Hsieh, Ching-Hwei |
| Contributors | Hue Ying Zhou, Ming Long Wu, Shu Ching Yang |
| Publisher | NSYSU |
| Source Sets | NSYSU Electronic Thesis and Dissertation Archive |
| Language | Cholon |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0628101-003858 |
| Rights | unrestricted, Copyright information available at source archive |
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