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ERIC Number: ED333859
Record Type: RIE
Publication Date: 1991-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
Computer Confidence: A Factorial Model for the Prediction of Success in an Introductory Computer Class for Preservice Teachers.
Poage, Julie A.
As education students are faced with the inevitable arrival of computers in classrooms they experience a number of obstacles preventing success in introductory computer classes. The basis for this study suggests that the overwhelming factor contributing to success in such a class is confidence. One hundred fourteen undergraduate education students were surveyed. Each student was asked to report his or her level of agreement to 20 Likert-style items. The final 16-item confidence scale obtained a standardized alpha of .7820. A principle components factor analysis with oblique rotation provided a comparison between four, five, and six factor solutions. It was concluded that the 5-factor model presented the best fit and most parsimonious structure. Using factor scores from the 5-factor solution as independent variables and teacher-rated computer class success as the dependent variable, a regression analysis yielded an R square of .319, F(5,108)=2.539(p<.05), thus concluding that the 5-factor solution of confidence contributed significantly to the rated success of students in the introductory computer class. The five factors are identified as (1) confidence in classroom performance; (2) confidence in abilities to learn new materials or techniques; (3) confidence in hardware usage and repairs; (4) confidence in knowledge of content area subject matter; and (5) confidence in abilities to learn using alternative learning styles. A copy of the Computer Confidence Survey is appended. (7 references) (Author/BBM)
Publication Type: Reports - Research; Tests/Questionnaires; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Conference of the American Educational Research Association (Chicago, IL, April 3-7, 1991).