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Students’ Attitudes towards Information Technology and the Relationship with their Academic Achievement

Yıl 2015, Cilt: 6 Sayı: 4, 338 - 354, 01.12.2015

Zhwan Dalshad Abdullah Azidah Bit Abu Ziden Rahimi Binti Chi Aman Khalid İsmail Mustafa

Öz

The present quantitative study aims to find out the underlying factors of attitudes towards information technology and the relationship with academic achievement among students, through a self-developed questionnaire. The attitudes of the respondents were assessed in terms of three dimensions; namely affection, behavior, and belief. The results revealed a statistically significant difference between Arts and Science students in terms of their attitude towards IT in favor of Science students, and also proved that there was no statistically significant correlation between students' academic achievement and their attitudes towards IT. While students at the medium level of academic achievement tended to score higher on the affection toward IT comparing with students at the satisfactory level of the academic achievement. The results of this study provide information for policy makers, and the researchers who are interested in understanding the factors that affect technology use by students in their learning.

Anahtar Kelimeler

Student attitudes Information technology Academic achievement Students’ disciplines

Kaynakça

  • Abdulhamed, I. S. (2005). Students attitudes toward the use of Internet and the relationship with their academic achievement: A comparative study between the gender. Retrieved on 24 December 2013 from http: //psychology-egypt.150m.com/internetAtt.stud.htm
  • Abedalaziz, N., Jamaluddin, S., & Leng, C. H. (2013). Measuring attitudes toward computer and Internet usage among postgraduate students in Malaysia. Turkish Online Journal of Educational Technology, 12(2), 200-216.
  • Abul-Ela, M. R. A. & Shezawi, A. G. B. M. (2004). Internet self-efficacy, attitude toward Internet and self-directed learning skills among students in School of Education in Sohar (Oman). Arab Bureau of Education for the Gulf States. Retrieved on 12 March 2013 from http://www. abegs. org/sites/Research/default.aspx
  • Akpinar, E., Yildiz, E., Tatar, N., & Ergin, O. (2009). Students’ attitudes toward science and technology: An investigation of gender, grade level, and academic achievement. Procedia Social and Behavioral Sciences, 1, 2804-2808.
  • Al Bataineh, M. & Anderson, S. (2015). Jordanian social studies teachers’ perceptions of competency needed for implementing technology in the classroom. Contemporary Educational Technology, 6(1), 38-61
  • Al-Harby, M. B. S. (2012). The attitudes of Saudi scholarships students to use the Internet in learning and their training needs required to use it. Information Studies, 12, 167-222.
  • Ali, Q. I. (2012, May). Information technology tools as a key for the development of educational institutions. Paper presented at the Engineering Education Conference. University of Duhok, Iraq.
  • Aljabri, N. M. R. (2012). The level of applications and the use of computer programs among the university students. Literature Faraaheedi, 12, 459-492.
  • Allport, G. (2001). The theoretical background of modern social psychology. In P. Erwin (Ed.), Attitude and persuasion. Abingdon, UK: Psychology Press.
  • Bawaneh, S. S. (2011). Information technology, accounting information system and their e ffects on the quality of accounting university education: An empirical research applied on Jordanian financial institutions. Interdisciplinary Journal of Contemporary Research in Business, 3(2), 1815-1840.
  • Christensen, R. & Knezek, G. (1998). Teachers' attitudes toward computers questionnaire. Retrieved on 24 December 2013 from http://www.tcet.unt.edu/pubs/studies/index.htm
  • Cocorada, E. & Palasan, T. (2014, April). Computer anxiety and computer self-efficacy for the high school students. Paper presented at the the 10th International Scientific Conference eLearning and Software for Education. Bucharest, Romania.
  • Eret, E., Gokmenoglu, T., & Demir, C. E. (2013). A review of research on educational theories and approaches affecting students achievement: 1990-2011. Elementary Education Online, 12(3), 687-700.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Gay, L. R. & Airasian, P. (2003). Educational research: Competencies for analysis and applications. New York: Pearson.
  • Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River: NJ: Prentice-Hall.
  • Huskinson, T. L. H. & Haddock, G. (2006). Individual differences in attitude structure and the accessibility of the affective and cognitive components of attitude. Social Cognition, 24 (4), 453-468. doi: 10.1521/soco.2006.24.4.453
  • Ilgan, A. (2013). Predicting college student achievement in science courses. Baltic Science Education and Scientific Research, 12(3), 322-336.
  • Inoue, Y. (2007). Technology and diversity in higher education new challenges. Hershey, PA: Information Science.
  • Jarrah, N. B. & Ashour, W. A. S. (2009). Teachers' attitudes towards the use of computer as an educational tool In Iraqi schools. Maysan Magazine for Academic Studies, 8(5), 1-15.
  • Juma, A. A. R. & Ahmad, B. (2012). The effectiveness of teaching organic chemistry using the ((Web Quest)) strategy on the third stage students achievement in the Faculty of Sciences - University of Sulaymaniyah. El Fath, 49, 62-97.
  • Kaiser, H.F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
  • Kompf, M. (2005). Information and communications technology (ICT) and the seduction of knowledge, teaching, and learning: What lies ahead for education. Curriculum Inquiry, 35(2), 213-234.
  • Lei, J. (2010). Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41(3), 455- 472. doi: 10.1111/j.1467-8535.2009.00961.x
  • Liu, E. Z.-F., Lee, C.-Y., & Chen, J.-H. (2013). Developing a new computer game attitude scale for taiwanese early adolescents. Educational Technology & Society, 16(1), 183-193.
  • Lukow, J. E. (2005). Students attitudes toward the use of technology in the classroom 1-3. Retrieved on 24 September 2013 from www.lsu.edu/departments/the/EProc05/Lukow- edit.pdf
  • Muslim, I. M. (2010). The influence of CALL on students attitudes toward comprehension. College Of Education For Women, 21(3), 743-749.
  • Mustafa, K. I. (2005). Internet usage, self-efficacy and attitude among postgraduate students of International Islamic University Malysia (Unpublished doctoral dissertation). International Islamic University Malysia (IIUM).
  • Rob, E. M., Mary, T., & Grainne, C. (2012). Student attitudes towards and use of ICT in course study, work and social activity: a technology acceptance model approach. British Journal of Educational Technology & Society, 43(1), 71–84.
  • Safdar, M. R., Sher, F., Iqbal, S., Shakir, K. A., Ali, W., Sohail, M. M., & Saeed, S. (2012). The role of information technology in education sector (A case study of Faisalabad - Pakistan). International Journal of Asian Social Science, 2(8), 1294-1299.
  • Samarrai, F. F. & Rais, H. T. (2006). Evaluate the use of Internet as a technique of teaching and proposals developed - A field study sections of mathematics and computing. Journal of Diyala, 22, 55-69.
  • Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y. H. (2007). A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436-1460.
  • Shieh, R. S., Chang, W., & Liu, E. Z. F. (2011). Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels. Australasian Journal of Educational Technology & Society, 27(7), 1082-1099.
  • Shukakidze, B. (2013). The impact of family, school, and student factors on student achievement in reading in developed (Estonia) and developing (Azerbaijan) countries. International Education Studies, 6(7), 131-143. doi: 10.5539/ies.v6n7p131
  • Shunnaq, Q. M. & Domi, H. A. A. B. (2010). Teachers and student's attitudes towards the use of e- learning in secondary schools of Jordan. Damascus University Journal 26(1), 235-271.
  • Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage influence student achievement in reading, mathematics, and science. Computers & Education, 85, 49-58.
  • Subrani,P.C.N. (2012). A study on attitude of arts and science college students towards using modern technology in class room instruction. Research Expo International Multidisciplinary Research Journal, 2(3), 83-86.
  • Taylor, A. J. & Duran, M. (2006). Teaching social studies with technology: New research on collaborative approaches. The History Teacher, 40(1), 9-25.
  • Tingoy, O. & Gulluoglu, S. S. (2011). Informatics education in different disciplines at university level case study: A survey of attitude toward information technology. The Turkish Online Journal of Educational Technology, 10(4), 221-229.
  • Tuncer, M., Dogan, Y., & Tanas, R. (2013). Investigation of vocational high-school students' computer anxiety. Turkish Online Journal of Educational Technology, 12(4), 90-05.
  • Volk, K., Yip, W.M., & Lo, T.K. (2003). Hong Kong pupils' attitudes toward technology: The impact of design and technology programs. Journal of Technology Education, 15(1), 48-63.
  • Wong, S. L. & Atan, H. (2007). Gender differences in attitudes towards information technology among Malaysian student teachers: A case study at Universiti Putra Malaysia. Educational Technology & Society, 10(2), 158-169.
  • Yalman, M. & Tunga, M. A. (2014). Examining the attitudes of students from state and foundation universities in Turkey towards the computer and www (world wide web). Education and Science, 39(137), 222-233.
  • Yusuf, M. O. & Balogun, M. R. (2011). Student-teachers’ competence and attitude towards information and communication technology: A case study in a Nigerian university. Contemporary Educational Technology, 2(1), 18-36.
  • Correspondence: Zhwan Dalshad Abdullah, School of Educational Studies, Universiti Sains
  • Malaysia, Penang, Malaysia

Yıl 2015, Cilt: 6 Sayı: 4, 338 - 354, 01.12.2015

Zhwan Dalshad Abdullah Azidah Bit Abu Ziden Rahimi Binti Chi Aman Khalid İsmail Mustafa

Öz

Kaynakça

  • Abdulhamed, I. S. (2005). Students attitudes toward the use of Internet and the relationship with their academic achievement: A comparative study between the gender. Retrieved on 24 December 2013 from http: //psychology-egypt.150m.com/internetAtt.stud.htm
  • Abedalaziz, N., Jamaluddin, S., & Leng, C. H. (2013). Measuring attitudes toward computer and Internet usage among postgraduate students in Malaysia. Turkish Online Journal of Educational Technology, 12(2), 200-216.
  • Abul-Ela, M. R. A. & Shezawi, A. G. B. M. (2004). Internet self-efficacy, attitude toward Internet and self-directed learning skills among students in School of Education in Sohar (Oman). Arab Bureau of Education for the Gulf States. Retrieved on 12 March 2013 from http://www. abegs. org/sites/Research/default.aspx
  • Akpinar, E., Yildiz, E., Tatar, N., & Ergin, O. (2009). Students’ attitudes toward science and technology: An investigation of gender, grade level, and academic achievement. Procedia Social and Behavioral Sciences, 1, 2804-2808.
  • Al Bataineh, M. & Anderson, S. (2015). Jordanian social studies teachers’ perceptions of competency needed for implementing technology in the classroom. Contemporary Educational Technology, 6(1), 38-61
  • Al-Harby, M. B. S. (2012). The attitudes of Saudi scholarships students to use the Internet in learning and their training needs required to use it. Information Studies, 12, 167-222.
  • Ali, Q. I. (2012, May). Information technology tools as a key for the development of educational institutions. Paper presented at the Engineering Education Conference. University of Duhok, Iraq.
  • Aljabri, N. M. R. (2012). The level of applications and the use of computer programs among the university students. Literature Faraaheedi, 12, 459-492.
  • Allport, G. (2001). The theoretical background of modern social psychology. In P. Erwin (Ed.), Attitude and persuasion. Abingdon, UK: Psychology Press.
  • Bawaneh, S. S. (2011). Information technology, accounting information system and their e ffects on the quality of accounting university education: An empirical research applied on Jordanian financial institutions. Interdisciplinary Journal of Contemporary Research in Business, 3(2), 1815-1840.
  • Christensen, R. & Knezek, G. (1998). Teachers' attitudes toward computers questionnaire. Retrieved on 24 December 2013 from http://www.tcet.unt.edu/pubs/studies/index.htm
  • Cocorada, E. & Palasan, T. (2014, April). Computer anxiety and computer self-efficacy for the high school students. Paper presented at the the 10th International Scientific Conference eLearning and Software for Education. Bucharest, Romania.
  • Eret, E., Gokmenoglu, T., & Demir, C. E. (2013). A review of research on educational theories and approaches affecting students achievement: 1990-2011. Elementary Education Online, 12(3), 687-700.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272-299.
  • Gay, L. R. & Airasian, P. (2003). Educational research: Competencies for analysis and applications. New York: Pearson.
  • Hair, J. F. Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998). Multivariate data analysis (5th ed.). Upper Saddle River: NJ: Prentice-Hall.
  • Huskinson, T. L. H. & Haddock, G. (2006). Individual differences in attitude structure and the accessibility of the affective and cognitive components of attitude. Social Cognition, 24 (4), 453-468. doi: 10.1521/soco.2006.24.4.453
  • Ilgan, A. (2013). Predicting college student achievement in science courses. Baltic Science Education and Scientific Research, 12(3), 322-336.
  • Inoue, Y. (2007). Technology and diversity in higher education new challenges. Hershey, PA: Information Science.
  • Jarrah, N. B. & Ashour, W. A. S. (2009). Teachers' attitudes towards the use of computer as an educational tool In Iraqi schools. Maysan Magazine for Academic Studies, 8(5), 1-15.
  • Juma, A. A. R. & Ahmad, B. (2012). The effectiveness of teaching organic chemistry using the ((Web Quest)) strategy on the third stage students achievement in the Faculty of Sciences - University of Sulaymaniyah. El Fath, 49, 62-97.
  • Kaiser, H.F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.
  • Kompf, M. (2005). Information and communications technology (ICT) and the seduction of knowledge, teaching, and learning: What lies ahead for education. Curriculum Inquiry, 35(2), 213-234.
  • Lei, J. (2010). Quantity versus quality: A new approach to examine the relationship between technology use and student outcomes. British Journal of Educational Technology, 41(3), 455- 472. doi: 10.1111/j.1467-8535.2009.00961.x
  • Liu, E. Z.-F., Lee, C.-Y., & Chen, J.-H. (2013). Developing a new computer game attitude scale for taiwanese early adolescents. Educational Technology & Society, 16(1), 183-193.
  • Lukow, J. E. (2005). Students attitudes toward the use of technology in the classroom 1-3. Retrieved on 24 September 2013 from www.lsu.edu/departments/the/EProc05/Lukow- edit.pdf
  • Muslim, I. M. (2010). The influence of CALL on students attitudes toward comprehension. College Of Education For Women, 21(3), 743-749.
  • Mustafa, K. I. (2005). Internet usage, self-efficacy and attitude among postgraduate students of International Islamic University Malysia (Unpublished doctoral dissertation). International Islamic University Malysia (IIUM).
  • Rob, E. M., Mary, T., & Grainne, C. (2012). Student attitudes towards and use of ICT in course study, work and social activity: a technology acceptance model approach. British Journal of Educational Technology & Society, 43(1), 71–84.
  • Safdar, M. R., Sher, F., Iqbal, S., Shakir, K. A., Ali, W., Sohail, M. M., & Saeed, S. (2012). The role of information technology in education sector (A case study of Faisalabad - Pakistan). International Journal of Asian Social Science, 2(8), 1294-1299.
  • Samarrai, F. F. & Rais, H. T. (2006). Evaluate the use of Internet as a technique of teaching and proposals developed - A field study sections of mathematics and computing. Journal of Diyala, 22, 55-69.
  • Schroeder, C. M., Scott, T. P., Tolson, H., Huang, T. Y., & Lee, Y. H. (2007). A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States. Journal of Research in Science Teaching, 44(10), 1436-1460.
  • Shieh, R. S., Chang, W., & Liu, E. Z. F. (2011). Technology enabled active learning (TEAL) in introductory physics: Impact on genders and achievement levels. Australasian Journal of Educational Technology & Society, 27(7), 1082-1099.
  • Shukakidze, B. (2013). The impact of family, school, and student factors on student achievement in reading in developed (Estonia) and developing (Azerbaijan) countries. International Education Studies, 6(7), 131-143. doi: 10.5539/ies.v6n7p131
  • Shunnaq, Q. M. & Domi, H. A. A. B. (2010). Teachers and student's attitudes towards the use of e- learning in secondary schools of Jordan. Damascus University Journal 26(1), 235-271.
  • Skryabin, M., Zhang, J., Liu, L., & Zhang, D. (2015). How the ICT development level and usage influence student achievement in reading, mathematics, and science. Computers & Education, 85, 49-58.
  • Subrani,P.C.N. (2012). A study on attitude of arts and science college students towards using modern technology in class room instruction. Research Expo International Multidisciplinary Research Journal, 2(3), 83-86.
  • Taylor, A. J. & Duran, M. (2006). Teaching social studies with technology: New research on collaborative approaches. The History Teacher, 40(1), 9-25.
  • Tingoy, O. & Gulluoglu, S. S. (2011). Informatics education in different disciplines at university level case study: A survey of attitude toward information technology. The Turkish Online Journal of Educational Technology, 10(4), 221-229.
  • Tuncer, M., Dogan, Y., & Tanas, R. (2013). Investigation of vocational high-school students' computer anxiety. Turkish Online Journal of Educational Technology, 12(4), 90-05.
  • Volk, K., Yip, W.M., & Lo, T.K. (2003). Hong Kong pupils' attitudes toward technology: The impact of design and technology programs. Journal of Technology Education, 15(1), 48-63.
  • Wong, S. L. & Atan, H. (2007). Gender differences in attitudes towards information technology among Malaysian student teachers: A case study at Universiti Putra Malaysia. Educational Technology & Society, 10(2), 158-169.
  • Yalman, M. & Tunga, M. A. (2014). Examining the attitudes of students from state and foundation universities in Turkey towards the computer and www (world wide web). Education and Science, 39(137), 222-233.
  • Yusuf, M. O. & Balogun, M. R. (2011). Student-teachers’ competence and attitude towards information and communication technology: A case study in a Nigerian university. Contemporary Educational Technology, 2(1), 18-36.
  • Correspondence: Zhwan Dalshad Abdullah, School of Educational Studies, Universiti Sains
  • Malaysia, Penang, Malaysia
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA89TD67ZV
Bölüm Makaleler
Yazarlar

Zhwan Dalshad Abdullah Bu kişi benim

Azidah Bit Abu Ziden Bu kişi benim

Rahimi Binti Chi Aman Bu kişi benim

Khalid İsmail Mustafa Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 6 Sayı: 4

Kaynak Göster

APA Abdullah, Z. D., Ziden, A. B. A., Aman, R. B. C., Mustafa, K. İ. (2015). Students’ Attitudes towards Information Technology and the Relationship with their Academic Achievement. Contemporary Educational Technology, 6(4), 338-354.
AMA Abdullah ZD, Ziden ABA, Aman RBC, Mustafa Kİ. Students’ Attitudes towards Information Technology and the Relationship with their Academic Achievement. Contemporary Educational Technology. Aralık 2015;6(4):338-354.
Chicago Abdullah, Zhwan Dalshad, Azidah Bit Abu Ziden, Rahimi Binti Chi Aman, ve Khalid İsmail Mustafa. “Students’ Attitudes towards Information Technology and the Relationship With Their Academic Achievement”. Contemporary Educational Technology 6, sy. 4 (Aralık 2015): 338-54.
EndNote Abdullah ZD, Ziden ABA, Aman RBC, Mustafa Kİ (01 Aralık 2015) Students’ Attitudes towards Information Technology and the Relationship with their Academic Achievement. Contemporary Educational Technology 6 4 338–354.
IEEE Z. D. Abdullah, A. B. A. Ziden, R. B. C. Aman, ve K. İ. Mustafa, “Students’ Attitudes towards Information Technology and the Relationship with their Academic Achievement”, Contemporary Educational Technology, c. 6, sy. 4, ss. 338–354, 2015.
ISNAD Abdullah, Zhwan Dalshad vd. “Students’ Attitudes towards Information Technology and the Relationship With Their Academic Achievement”. Contemporary Educational Technology 6/4 (Aralık 2015), 338-354.
JAMA Abdullah ZD, Ziden ABA, Aman RBC, Mustafa Kİ. Students’ Attitudes towards Information Technology and the Relationship with their Academic Achievement. Contemporary Educational Technology. 2015;6:338–354.
MLA Abdullah, Zhwan Dalshad vd. “Students’ Attitudes towards Information Technology and the Relationship With Their Academic Achievement”. Contemporary Educational Technology, c. 6, sy. 4, 2015, ss. 338-54.
Vancouver Abdullah ZD, Ziden ABA, Aman RBC, Mustafa Kİ. Students’ Attitudes towards Information Technology and the Relationship with their Academic Achievement. Contemporary Educational Technology. 2015;6(4):338-54.