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ERIC Number: EJ854629
Record Type: Journal
Publication Date: 2009-Dec
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0360-1315
Students' Perceptions of Teaching Technologies, Application of Technologies, and Academic Performance
Tang, Thomas Li-Ping; Austin, M. Jill
Computers & Education, v53 n4 p1241-1255 Dec 2009
This study examined business students' perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors' effective application of technologies, and students' academic performance. We collected data from 215 students at a regional state university in the USA. We developed Students' Perceptions of Technology Scale, SPOTS, specifically for the present study, used the most rigorous criteria, and investigated reliability, convergent and discriminant validity, exploratory and confirmatory factor analysis, and measurement invariance of this scale. Mean scores revealed that Video conveyed the highest amount of Enjoyment. PowerPoint provided the highest amount of Learning and Motivation. The Internet provided the highest Career Application for future jobs. Younger students preferred Video, whereas older students favored Lecture. Regression results showed that the use of Video for Learning, Projector and Lecture for Enjoyment, PowerPoint for career and Motivation, and the Internet for Learning contributed to professors' teaching effectiveness. Students' high ratings for professors' effective use of the Lecture method and low expectation for the use of a Projector predicted their self-reported GPA (academic performance). Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most Learning for students and satisfy students' Learning needs and objectives. (Contains 5 tables and 1 figure.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A