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Facing Difficulties in Learning Computer Applications
EDU 776(Issues in Education)
Research Project
Submitted in Partial Fulfillment of the Requirements
For the Degree of Masters of Arts in Education
(Concentration in Adult Education)
Submitted by
Najamuddin Mohammed
Student Number
246244
Submitted to
Dr. Sue DuFord
(Project Instructor)
November 20 2007
1
ABSTRACT
The purpose of this study was to determine how the factors of personal
access time to computer technology and computer skills can lead to the fear of
learning new computer applications from students in Central Michigan
University's Master of Arts in Education cohorts 19 and 20 at Humber College. A
survey questionnaire was administered and the results were analyzed to see how
strong correlations exists between fear of learning new computer applications
and the factors of access to computer technology, computer literacy and access
to computer technology support.
It was discovered that there is a strong negative correlation between
computer skills and the fear of learning new computer applicants. There was a
moderate negative correlation between access time and the fear of learning new
computer applications and finally there was a small negative correlation between
factor of having adequate support and the fear of learning new computer
applications. Spearman rank correlation statistical analysis methodology was
used to determine if correlations did exists and strength of the correlations.
Further research is needed on determining on how factors of computer skills,
computer technology access and computer support are correlated.
2
TABLE OF CONTENTS
CHAPTER 1: THE PROBLEM DEFINED…………………………………….………6
Background Statement ………………………………………………….……..6
Problem Statement…………………………………………………………...…7
Purpose of Study……………………………………………………………......7
Research Questions…………………………………………………………….8
Definitions of Terms………………….….……………………………………...8
Limitations of Study……………………..………………………………………9
CHAPTER 2: LITERATURE REVIEW………………………………………….…10
CHAPTER 3: METHODOLOGY……………………………………………….…….18
Population/Sample…………………………………………………………….18
Data Collection Method(s) …………………………………………….……..18
Data Analysis Method(s) ……………………………………………………..19
CHAPTER 4: DATA ANALYSIS……………………………………………….…….23
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS…….32
Summary……………………………………………………………………….32
Conclusions…………………………….………………………………………35
Recommendations ……………………….………………………………...…36
REFERENCES………………………………………………………………………...37
3
APPENDICES………………………………………………………………...………..42
A: Letter Permission from Research
Institution…………………………………………………………………….….42
B: The Research
Questionnaire……………………………………………………....................43
C: Consent Form for Research
Questionnaire………………………………………………………...………..44
4
LIST OF TABLES
2 Data obtained from research survey questionnaires part one……………19
3 Data obtained from research survey questionnaires part two…………….20
4 Spearman’s rank correlation coefficient: Testing for correlation between
fear and access…………………………………………………………..……21
5 Spearman’s rank correlation coefficient: Testing for correlation between
fear and skills…………………………………………………………..………22
6 Spearman’s rank correlation coefficient: Testing for correlation between
fear and support…………………………………………………………..……25
5
CHAPTER 1: THE PROBLEM DEFINED
Background Statement
Information technology is having a profound affect on aspects of education
including the delivery of instruction through the use of new computer
applications. It is essential all learners not only become familiar but very
comfortable with information technology; especially, computer applications to
become effective learners. There is a need to have transferable computer skills
or literacy so learners can be comfortable and easily learn new computer
applications. Research regarding computer literacy and fear of learning new
computer applications has been done with members of cohorts 19 and 20, who
have taken Masters of Arts in Education degree program through Central
Michigan University at offsite location of Humber College.
The young learners between, who are between the ages of 18-24 years
old, now entering post-secondary institutions have for the most part the familiarity
and comfort level with information technology to learn new computer applications
with out much fear or apprehension. However, the adult learners who are 25
years old and older for the most part are not as familiar or comfortable with
information technology and have considerable amount of fear with trying to use
information technology or when learning a new computer application.
This fear seems to be correlated with the level of competency they have
with information technology and computer applications and the amount of access
6
time they have at home, work and at colleges/universities that they are attending.
Research needs to be done to be determined how strong this correlation
between access time, computer literacy and the fear of learning new computer
applications is and what can be done with the results of the research to strategy
to minimize the fear of learning computer applications among adult learners.
Problem Statement
There seems to be a fear of learning new computer applications among
adult learners in college and university programs, and this fear of learning new
computer applications seems to be linked to computer skills and lack of access
time to computer technology at home and at college/university for adult learners.
There is a need to discover the link between how computer skills and lack of
access to computer technology can lead to the fear of learning new computer
applications for adult learners.
Purpose of Study
The purpose of this study is to determine how the factors of personal
access time to computer technology and computer skills can lead to the fear of
learning new computer applications from students in Central Michigan
University's Master of Arts in Education cohorts 19 and 20 at Humber College.
7
Research Questions
This study seeks to answer questions whether there is a strong correlation
between computer skills, access time and fear of learning new computer
applications.
1. How strong is the correlation between computer skills and fear of learning new
computer applications for members of cohorts 19 and 20, who have taken
masters of arts in education degree program through Central Michigan University
at offsite location of Humber College?
2. How strong is the correlation between access time and fear of learning of new
computer applications for members of cohorts 19 and 20, who have taken
masters of arts in education degree program through Central Michigan University
at offsite location of Humber College?
Definition of Terms
Fear
In the context of this paper the term fear is going to be equivalent to the anxiety.
Cohort
“Groups of students who enroll at the same time and go through a program by
taking the same courses at the same time” (Imel, 2002, p.1).
8
Information technology, Technology, Information tools
All these terms are going to refer to both computer-based hardware and
software.
Limitation of Study
Participants in this study will be restricted to students who are enrolled in
courses in Central Michigan University Masters of Arts in Education with
concentration in Adult Education program hosted at Humber College Institute of
Technology & Advanced Learning in Cohorts 19 and 20. Students had to learn
to use, at the very least two online computer applications WebCT and First
Search, during their course work. Cohort members were surveyed within the
time period of February 2007 to March 2007.
The researcher having being a colleague of the participants may be seen
as a limitation in terms of the researcher having bias that may affect the findings,
analysis and final results. However, researchers’ understanding and familiarity of
participants experience can allow a better understanding of the relevant issues
that have effect on the study. Another limitation of this study is that gender and
socio-economic factors were not taken into consideration. In the long term
gender and socio-economic do not seem to play critical part when it comes to
9
students and how access time and computer skills fear of learning new
computer applications.
CHAPTER 2: LITERATURE REVIEW
In conducting the literature review it was discovered the terms such as
technology, multimedia applications, information technology, and instructional
technology can refer to computer-based hardware or software and such terms
are used interchangeably. It will be taken that all such terms are referring to
computer applications for the purpose of this study; however this will pointed out,
when it is deemed necessarily for clarity’s sake.
Colleges and universities have invested heavily in the information
technology in the effort to improve and enrich educational experience for learners
but the investments have not paid and there is a need to treat technology fluency
as a liberal art as follows:
“As a liberal art, technology must be taught at the level of critical thinking
and reasoning” (Trinkle, 2005, p1).
10
“As a liberal art, technology fluency needs to be broadly integrated into the
college curriculum and experience” (Trinkle, 2005, p1).
“As a liberal art, technology should be treated beyond the academic
program. Liberal arts schools have long had mission to shape the whole
person- mind, body, and spirit” (Trinkle, 2005, p1).
All this leads to the realization that there should be a good support system in
place for both faculty and learners in learning to use information technology tools
such as various computer applications such as word processors, presentations
spreadsheets (Trinkle, 2005). Definition of technology fluency is almost exactly
identical to Shapiro and Humes definition of information literacy which is:
“a new liberal art that extends from knowing how to use computers and
access information to critical reflection on the nature of the information
itself, its technical infrastructure, and its social, cultural, and even
philosophical context and impact” (as cited in Mednick, 2002, p4).
Shapiro and Humes are cited from the paper “Information Literacy: The New
Challenge” ( Mednick,2002).; where it also stated that information literacy can be
hard to achieve for college students since due to the ever changing nature of
technology and the advances that are constantly occurring, which leads to
“information overload” for students, so it is incumbent on educators librarians and
11
instructors to help facilitate the spread of information literacy/competency and
make sure it is being practiced in the classroom. This paper also states that:
“The way to assure that college level students are information literate is to
integrate information literacy into the academic curricula--across all
disciplines. Because of this information literacy takes a commitment from
all levels of academia, from the top down-- from administration to faculty to
students” ( Mednick, 2002, p6)
Similar findings are found in “Using Computer Technology in Teaching”
paper where a holistic approach to teaching computer skills is advocated
(Parsons & Beauchamps, 2000 ). Using an holistic approach to teach
information technology tools, such as computer applications, reduces the lack of
familiarity and hence reduces the fear of the unknown, this ties in well with the
need for user friendly and consistent interface design for computer applications
to help learners use the technology at hand as indicated by research
(Vonderwell & Zachariah, 2005).
Research indicates that even a basic introductory course in computer
science reduces student anxiety and such courses have a strong effect on
negative feelings, in a positive way, in that they reduce the fear of failure
(Kolehmainen, 1992). These results have also been reproduced by surveying
over 500 college students with respect to attitudes towards computer use, taking
12
into consideration their prior knowledge and experience with computers (Hunt &
Bohlin, 1991). This is closely related to student perceptions and attitudes
towards technology and how they have a very important affect on learning
outcomes; researchers recommend that instructors spend time and energy
developing the learning climate as stated in study by Daley (as cited in Imel,
2001). The term technology here is used to refer to both hardware and software
(Imel, 2001). It is important to schedule class time for using the computer
applications that are to be learned (Castleman, 1995). Two variables of
computer experience and hours per week per week spent with a computer are
found to be significantly related to reduced computer anxiety, enhanced
confidence, greater computer knowledge, and increased liking of computers
(Necessary & Parrish, 1996).
Interestingly enough in a study titled “Computer learning behavior:
Strategies for learning and behavior improvement” by Vincent, Meche and Ross
(2002, p331-332) it is cited:
Upon measuring computer attitudes of college students enrolled in a required
computer information systems course, Marcoulides (p151-159) concluded that
computer anxiety is still present regardless of prior computer experience.
Additionally, two studies showed that even experienced computer users report
symptoms of computer anxiety when they are confronted with learning new
13
computer applications (Ostrowski, Gardner, and Motawi, p26-42; Elder, Gardner,
and Ruth, p17-21).
According to study by Desai (2001) in the discussion and implication
section it is stated that it seems that having a moderate level of computer anxiety
is better than having low or high level of computer anxiety when it comes to test
results. It seems computer anxiety/fear cannot be fully eliminated but moderated
and having some of it is better than having very little of it. McInerney and
Others(1994) found there may be up to 10 factors underlying anxiety towards
computers for beginners.
Referring to Vincent, Meche, and Ross (2002), once again it seems there
is a number investigations looking at associations between previous computer
usage, age, obsession, and computer attitudes, but the results have been rather
mixed. It is also mentioned it is important to have demonstration equipment and
classroom layout are extremely important and much care must go into insuring
students get the best classroom experience. Finally, it is mentioned that Bloom’s
Taxonomy of Educational Objectives (2002) provides excellent guidelines for
lesson planning.
Blooms taxonomy can be used to help design good online instruction
when using various online computer applications for course management as
14
indicated in a study that uses taxonomy of educational objectives to help develop
a graduate-level online instruction (as cited in Chyung & Stepich 2003). This is
important in that it demonstrates that we are not necessarily dealing with a brand
new paradigm when trying to help learners learn using information technology
tools; especially, when utilizing computer applications. When it comes to adult
learners in the classroom and learning new knowledge in general there has to be
integration with previous knowledge; there is a need for adult learners to actively
participate in the learning experience and integration of new knowledge ( Zemke
& Zemke 1984).
The extent to which computer-based tools encourage spontaneous
student collaboration was one of the earliest surprises about computers. A
clear advantage of email for today’s busy commuting students is that it
opens up communication among classmates even when they are not
physically together. (Chickering & Ehrmann 1996)
The above quote simply states one of the main advantages of using
computer-based tools in the classroom which is readily accepted in academia,
that collaborative nature of computer-based tools is inherent in their design.
Course design that incorporates collaborative learning and instructional
technology can help learners to overcome their fears of the difficult content
material and the underlying computer technology including new computer
applications (Evans, 2000).
15
Students are open to new ways of learning via new media such as using
computer applications, but are constrained by amount of time they have to
devote to the learning process and settle for ‘satisficing’ approach to learning
(Thorpe, 2000, p10). Some examples concrete examples of this attitude from
Thrope’s paper listed below:
We have not time to do more than skim and sketch in the meanings
of what we are learning ad cannot give time to explore resources,
check out conferences or bulletin boards for new understandings
(p10).
We have also found that workplace learners do not necessarily
want to use their computer for learning even where home access
and personal skills are not an issue (p10).
There are great benefits in helping learners over come difficulties in
learning computer applications; Eskicioglu and Kopec (2003) found the statistics
listed down below that indicate the benefits of multimedia technologies ( including
computer applications) in the classroom:
Multimedia applications can enhance student learning. Active
learning indicates what percentage we remember: 10% of what we
16
read, 20% of what we hear, 30% of what we see, 50% of what we
hear and see, 70% of what we say, and 90%of what we both say
and do (Todd as cited in Eskicioglu & Kopec, 2003, p5).
According to the United States Department of Defense data, we
have short-term retention of approximately 20% of what we hear,
40% of what we see and hear, and 75% of what we see, hea, and
do. Trainees complete courses with multimedia in one-third the time
of those receiving traditional instruction, and reach competency
levels up to 50% higher. In most cases, the overall co9st of
instruction is lower (Oblinger as cited in Eskicioglu & Kopec, 2003,
p6).
In broad terms, computer-based instruction works. It offers a 10%
to 20% improvement in performance over conventional training
methods and a one-third reduction in time on task. They [trainers]
can reduce the amount of time that a trainee spends learning by
one-third (Fletcher as cited in Eskicioglu & Kopec, 2003, p6).
Eskicioglu & Kopec (2003) also found the focus should not be
technology but the use of technology in educating students.
17
CHAPTER 3: METHODOLOGY
Population/Sample
The population for this research study was from adult learners enrolled in
Central Michigan University Masters of Arts in Education with concentration in
Adult Education at off-site location Humber in their Cohort 19 and 20 sections.
Both qualitative and quantitative methods were used in research study.
Approximately 40 survey questionnaires (see Appendix A) were distributed to
learners. However, only 19(47%) of the questionnaires were completed and
returned within the deadline given. It took adult learners about 20 minutes to
complete the survey questionnaire.
Data Collection Method(s)
Literature review was done on the thesis topic. Questionnaire with cover
letter (see Appendix B) requesting participation was sent out to participants using
email.
18
The survey questionnaire was administered via email to the students of
Central Michigan University’s Masters of Arts in Education cohorts 19 and 20 at
Humber College. After the survey questionnaire was completed by adult learners
emailed back the survey. The survey questionnaire consisted of twenty questions
divided into four sections. First section of the survey questionnaire consists of
five questions asking about the learners’ self-perception of their computer skills
and proficiency. The second section of the survey questionnaire consisted of five
questions asking about student access to the computer technology. The third
section of the survey questionnaire consists of five questions on fear of
information technology and computer applications. Finally, the fourth section
consist of five questions concerning whether adult learners have adequate
support when it comes to information technology or computer applications or
know where to get support.
19
Data Analysis Method(s)
The twenty survey questions were grouped into four groups each
consisting of five questions each in the following categories: skills, access, fear
and support.
Skills category survey questions used 5-point Likert scale (Excellent = 5,
Above Average = 4, Average = 3, Below Average = 2, Extremely Poor = 1).
Access category survey questions used Yes/No type questions ; with
“Yes” responses being given value of four and “No” responses given value of so
comparison with other survey questions which were done with Likert scale can
be made.
Fear category survey questions used 5-point Likert scale (Strongly Agree
= 5, Agree = 4, Undecided = 3, Disagree = 2, Strongly Disagree = 1)
Support category survey questions used Yes/No type questions; with
“Yes” responses being given value of four and “No” responses given value of two
so comparison with other survey questions which were done with Likert scale can
be made.
20
Fear category survey questions were correlated with the three other
categories of skills, access and support to see how strong a correlation exists
between fear and the other three categories.
There were instances when some of the questions were not answered so
an average of the answers given by the participant in that particular survey
category of questions was given. These averaged answers are noted by * symbol
in the data collection tables.
The data obtained from this research was analyzed using Spearman rank-
order correlation coefficient provided by the website:
http://faculty.vassar.edu/lowry/VassarStats.html using Ordinal Data link and then
selecting Rank Order Correlation weblink to enter data. The data was double
checked for accuracy using http://www.wessa.net/rankcorr.wasp it provided both
corrected and non-corrected Spearman rank-order correlation coefficient. The
correction refers to how the calculations are handled when taking into
consideration that several rank values might be the same. It was discovered the
first website used corrected Spearman rank-order correlation coefficient.
Hypothesis 1
The null and alternative hypotheses as stated below were tested as follows:
21
Null Hypothesis: Having access to computer technology will not reduce fear of
learning new computer applications.
Alternative Hypothesis: Having access to computer technology will reduce the
fear of learning new computer applications.
Hypothesis 2
The null and alternative hypotheses as stated below were tested as follows:
Null Hypothesis: Having good computer skills will not reduce fear of learning new
computer applications.
Alternative Hypothesis: Having good computer skills will reduce the fear of
learning new computer applications.
Hypothesis 3
The null and alternative hypotheses as stated below were tested as follows:
Null Hypothesis: Having adequate support with computer technology will not
reduce fear of learning new computer applications.
Alternative Hypothesis: Having adequate support with computer technology will
reduce the fear of learning new computer applications.
22
CHAPTER 4: DATA ANALYSIS
The purpose of this study is was determine how the factors of personal
access time to computer technology and computer skills can lead to the fear of
learning new computer applications from students in Central Michigan
University's Master of Arts in Education cohorts 19 and 20 at Humber College.
The number of surveys sent out was 40 and the number of surveys
returned was 19. Some of the surveys submitted had some questions that were
not answered, so average value of responses given by participant for related
questions was given and these data points are noted with “*” symbol (see Table
1 and Table 2). Four survey participants didn’t answer any of the support
questions so that is why correlation calculations involving support have only
fifteen participants and their responses (see Table 5).
23
Table 1: DATA OBTAINED FROM RESEARCH SURVEY QUESTIONNARES
Rating of Scores based on 5-point Likert Scale for Skills
Total Ranked Score
Rating of Scores based on 5-point Likert Scale for Fear
Total Ranked Score
Participant 5 5 5 5 5 /25 5 5 5 5 5 /25 1 4 2 4 5 5 20 1 1 1 1 1 5 2 3 3 3 4 4 17 4 3 4 4 5 20 3 3 3 3 3 3 15 4 4 4 4 3 19 4 2 2 3 3 2 12 4 5 4 5 5 23 5 4 4 3 3 4 18 4 3 3 4 4 18 6 4 3 3 3 3 16 3 5 4 4 4 20 7 4 4 4 4 4 20 2 2 3 4 2 13 8 5 5 5 5 5 25 4 3 3 4 3 17 9 3 3 3 4 *3 16 3 2 4 3 2 14
10 3 2 3 3 3 14 2 3 4 5 4 18 11 4 3 3 4 *4 18 3 2 3 3 3 14 12 5 5 5 5 5 25 1 1 3 1 1 7 13 4 4 4 4 4 20 3 3 4 2 2 14 14 4 4 5 5 *5 23 1 1 1 1 1 5 15 5 5 5 5 5 25 1 1 3 2 *3 10 16 2 2 3 2 *2 11 4 4 5 5 5 23 17 3 3 4 4 3 17 3 3 5 5 3 19 18 4 4 4 4 3 19 5 1 2 1 1 10 19 3 3 3 1 1 11 4 4 4 3 3 18
Survey questions dealing with access and support were given in “Yes/No”
format and then translated into 5-point Likert Scale with “Yes” responses given
value of four and “No” responses value of two (see Table 2)
24
Table 2: DATA OBTAINED FROM RESEARCH SURVEY QUESTIONNAIRES
Access Survey Questions
Total Ranked Score
Support Survey Questions
Total Ranked Score
Participant Yes =4 No = 2 /25 Yes = 4
No = 2 /25
1 Yes Yes Yes Yes Yes 20 No Yes No Yes No 14 2 Yes Yes Yes No Yes 18 Yes Yes Yes No No 16 3 No No Yes No Yes 14 Yes No Yes No *3 13 4 Yes Yes Yes No Yes 18 No No Yes Yes No 14 5 Yes Yes Yes No No 16 Yes Yes Yes Yes No 18 6 Yes Yes Yes No Yes 18 Yes Yes No Yes No 16 7 Yes Yes Yes No Yes 18 Yes No Yes No Yes 16 8 Yes Yes Yes No Yes 18 Yes Yes No Yes *3 17 9 Yes Yes Yes No Yes 18 Yes No No Yes No 14
10 Yes No No No Yes 14 Yes No No Yes *3 15 11 Yes Yes Yes No Yes 18 Yes Yes No No Yes 16 12 Yes Yes Yes Yes Yes 20 Yes Yes No Yes Yes 18 13 Yes Yes Yes No Yes 18 Yes No Yes Yes No 16 14 Yes Yes Yes Yes Yes 20 Yes Yes No No *3 13 15 Yes Yes No No Yes 16 16 Yes Yes Yes No Yes 18 17 Yes No Yes No Yes 16 18 Yes Yes Yes No Yes 18 Yes Yes No Yes Yes 18 19 Yes Yes Yes Yes Yes 20 No Yes
25
Table3: SPEARMAN’S RANK CORRELATION COEFFICIENT: TESTING FOR
CORRELATION BETWEEEN FEAR AND ACCESS
X = Fear Results Y = Access Results Ranks for Raw Data for Pairs X Y X Y
1 1.5 17.5 5 20 2 16.5 10.5 20 18 3 14.5 1.5 19 14 4 18.5 10.5 23 18 5 12 4 18 16 6 16.5 10.5 20 18 7 6 10.5 13 18 8 10 10.5 17 18 9 8 10.5 14 18
10 12 1.5 18 14 11 8 10.5 14 18 12 3 17.5 7 20 13 8 10.5 14 18 14 1.5 17.5 5 20 15 4.5 4 10 16 16 18.5 10.5 23 18 17 14.5 4 19 16 18 4.5 10.5 10 18 19 12 17.5 18 20
P one tailed = 0.036577 P two tailed = 0.073153
n = 19 Rs = -0.4211 t = -1.91 Df = 17
Table 3: Data analysis provided: http://faculty.vassar.edu/lowry/VassarStats.html using Ordinal Data link and then selecting Rank Order Correlation weblink to enter data. Accuracy of data analysis was double checked using:
Wessa, P. (2007), Free Statistics Software, Office for Research Development and
Education,
version 1.1.22-r2, URL http://www.wessa.net/
All rights reserved. Academic license for non-commercial use only.
Data was entered in at: http://www.wessa.net/rankcorr.wasp to get the following
results:
26
Spearman's rank correlation coefficient (Rho) = -0.421092
95% CI for rho (Fisher's Z transformed) = -0.734767 to 0.04095
Upper side P = 0.963 (H1: positive correlation)
Lower side P = 0.037 (H1: negative correlation)
Two sided P = 0.074 (H1: any correlation)
Since spearman rank correlation coefficient is near value of negative one there is
a moderately negative correlation between two factors that were measured. Null
Hypothesis is rejected and Alternative Hypothesis is accepted.
27
Table 4: SPEARMAN’S RANK CORRELATION COEFFICIENT: TESTING FOR
CORRELATION BETWEEEN FEAR AND SKILLS
X = Fear Results Y = Skills Results Ranks for Raw Data for Pairs X Y X Y
1 1.5 14 5 20 2 16.5 8.5 20 17 3 14.5 5 19 15 4 18.5 3 23 12 5 12 10.5 18 18 6 16.5 6.5 20 16 7 6 14 13 20 8 10 18 17 25 9 8 6.5 14 16
10 12 4 18 14 11 8 10.5 14 18 12 3 18 7 25 13 8 14 14 20 14 1.5 16 5 23 15 4.5 18 10 25 16 18.5 1.5 23 11 17 14.5 8.5 19 17 18 4.5 12 10 19 19 12 1.5 18 11
P one tailed = 0.000053 P two tailed = 0.000105 n = 19 Rs = -0.7725 t = -5.02 Df = 17
Table 4: Data analysis provided: http://faculty.vassar.edu/lowry/VassarStats.html using Ordinal Data link and then selecting Rank Order Correlation weblink to enter data.
Accuracy of data analysis was double checked using: Wessa, P. (2007), Free Statistics Software, Office for Research
Development and Education,
version 1.1.22-r2, URL http://www.wessa.net/
All rights reserved. Academic license for non-commercial use only.
Data was entered in at: http://www.wessa.net/rankcorr.wasp to get the following results:
28
Spearman's rank correlation coefficient (Rho) = -0.772506 95% CI for rho (Fisher's Z transformed) = -0.908086 to -0.49035 Upper side P > 0.9999 (H1: positive correlation)
Lower side P < 0.0001 (H1: negative correlation)
Two sided P = 0.0002 (H1: any correlation)
Since spearman rank correlation coefficient is near value of negative one there is
a strong negative correlation between two factors that were measured. Null
Hypothesis is rejected and Alternative Hypothesis is accepted.
29
Table 5: SPEARMAN’S RANK CORRELATION COEFFICIENT: TESTING FOR
CORRELATION BETWEEEN FEAR AND SUPPORT
X = Fear Results Y = Support Results Ranks for Raw Data for Pairs X Y X Y
1 1.5 4 5 14 2 13.5 9 20 16 3 12 1.5 19 13 4 15 4 23 14 5 10.5 14 18 18 6 13.5 9 20 16 7 5 9 13 16 8 9 12 17 17 9 7 4 14 14
10 10.5 6 18 15 11 7 9 14 16 12 3 14 7 18 13 7 9 14 16 14 1.5 1.5 5 13 15 4 14 10 18
P one tailed = 0.418462 P two tailed = 0.836923 n = 15 Rs = -0.0581 t = -0.21 Df = 13
Table 5: Data analysis provided: http://faculty.vassar.edu/lowry/VassarStats.html using Ordinal Data link and then selecting Rank Order Correlation weblink to enter data.
Accuracy of data analysis was double checked using:
Wessa, P. (2007), Free Statistics Software, Office for Research
Development and Education,
version 1.1.22-r2, URL http://www.wessa.net/
All rights reserved. Academic license for non-commercial use only.
Data was entered in at: http://www.wessa.net/rankcorr.wasp to get the
following results:
30
Spearman's rank correlation coefficient (Rho) = -0.05813
95% CI for rho (Fisher's Z transformed) = -0.553899 to 0.468071
Upper side P = 0.5838 (H1: positive correlation)
Lower side P = 0.4162 (H1: negative correlation)
Two sided P = 0.8324 (H1: any correlation)
Since spearman rank correlation coefficient is near value of zero, slightly
negative, there is little or no correlation between two factors that were measured.
Null Hypothesis is rejected and Alternative Hypothesis is accepted.
31
CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Summary
The purpose of this study is to determine how the factors of personal
access time to computer technology and computer skills can lead to the fear of
learning new computer applications from students in Central Michigan
University's Master of Arts in Education cohorts 19 and 20 at Humber College.
Participants were surveyed via email regarding factors of personal access
time to computer technology, their computer skills, access to computer support
and the level of fear they have when it comes to learning new computer
applications. Likert scale methodology was primarily used in the survey
questionnaires. Statistical analysis was done employing Spearman Rank
Correlation Coefficient methodology to see how strong a correlation there was
between the fear of learning new computer applications and the factors of
personal access time to computer technology, computer skill levels and access
to computer support respectively.
Course design that incorporates collaborative learning and instructional
technology can help learners to overcome their fears of the difficult content
material and the underlying computer technology including new computer
applications (Ruby, 2000).
32
Using an holistic approach to teach information technology tools, such as
computer applications, reduces the lack of familiarity and hence reduces the fear
of the unknown, this ties in well with the need for user friendly and consistent
interface design for computer applications to help learners use the technology at
hand as indicated by research (Vonderwell & Zachariah 2005).
Blooms taxonomy can be used to help design good online instruction
when using various online computer applications for course management as
indicated in a study that uses taxonomy of educational objectives to help develop
a graduate-level online instruction (as sighted in Chyung & Stepich 2003). This is
important in that it demonstrates that we are not necessarily dealing with a brand
new paradigm when trying to help learners learn using information technology
tools; especially, when utilizing computer applications. When it comes to adult
learners in the classroom and learning new knowledge in general there has to be
integration with previous knowledge; there is a need for adult learners to actively
participate in the learning experience and integration of new knowledge (Zemke
& Zemke 1984).
Here are great benefits in helping learners over come difficulties in
learning computer applications; Eskicioglu and Kopec (2003) found the statistics
listed down below that indicate the benefits of multimedia technologies ( including
computer applications) in the classroom:
33
Multimedia applications can enhance student learning.
Active learning indicates what percentage we remember: 10% of
what we read, 20% of what we hear, 30% of what we see, 50% of
what we hear and see, 70% of what we say, and 90%of what we
both say and do (Todd as cited in Eskicioglu & Kopecc, 2003, p5).
According to the United States Department of Defense data,
we have short-term retention of approximately 20% of what we
hear, 40% of what we see and hear, and 75% of what we see, hea,
and do. Trainees complete courses with multimedia in one-third the
time of those receiving traditional instruction, and reach
competency levels up to 50% higher. In most cases, the overall
co9st of instruction is lower (Oblinger as cited in Eskicioglu &
Kopec, 2003, p6).
In broad terms, computer-based instruction works. It offers a
10% to 20% improvement in performance over conventional
training methods and a one-third reduction in time on task. They
[trainers] can reduce the amount of time that a trainee spends
learning by one-third (Fletcher as cited in Eskicioglu & Kopec 2003,
p 6).
34
Eskicioglu and Kopec (2003) also found the focus should not be technology but
the use of technology in educating students.
Conclusions
It was discovered that there is a strong negative correlation between
computer skills and the fear of learning new computer applicants. There was a
moderate negative correlation between access time and the fear of learning new
computer applications and finally there was a small negative correlation between
factor of having adequate support and the fear of learning new computer
applications. Keeping in mind quite a few applicants didn’t fill out completely the
survey questions relating to support survey questions, so results of only fifteen
participants that filled out both the fear and support category survey questions
were used as opposed to results of 19 participants in the other two categories.
It seems that incorporating development of computer skills and access to
computer technology in the course curriculum will help lessen the fear of learning
computer applications.
35
Recommendations
Students; especially, adult learners should be encouraged to continually
develop their computer skills and familiarize themselves with the latest computer
technology as part of their life long learning plan and hopefully this will lessen
their fear of learning news computer applications. Further research is needed on
determining on how factors of computer skills, computer technology access and
computer support are correlated.
36
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41
APPENDICES
42
Appendix B: Letter of Permission to distribute Survey
February 28, 2007
Mr. Najamuddin Mohammed
24 Mabelle Avenue, Suite 402
Toronto, Ontario, Canada M9A4X7
Dear Mr. Mohammed, I have reviewed the materials sent by Dr. DuFord regarding your study of the perceptions of CMU graduate students concerning personal access time to computer technology and how computer skills affect learning new computer applications. Your research protocol appears to be in keeping with that policy, thus, I gladly extend permission for you to distribute surveys to the subject pool described.
Good luck in this undertaking.
Very truly yours,
Jamie B. Slater, Ed.D. Director of Organizational Research and Assessment
Off-Campus Programs Central Michigan University
43
Appendix C: Consent Form for Research Questionnaire
Central Michigan University
February 12, 2007
From: Najamuddin Mohammed
Dear: Participant
I am interested in determining how the factors of and personal access time to computer technology and computer skills can lead to the fear of learning new computer applications from students in Central Michigan University's Master of Arts in Education cohorts 19 and 20 at Humber College. My intent is to use the results to formulate a strategy to minimize the fear of learning computer applications among adult learners. You have been selected to participate in this study because we had participated in a Central Michigan University class in Master of Arts in Education program together. This study is in partial fulfillment of Master of Arts in Education program with concentration in Adult Education. The enclosed questionnaire is designed to obtain information about your computer skills and personal access time to computer technology while taking place Central Michigan University courses. This study has been approved by university's review board. Your responses will be anonymous and seriously considered in developing the planned strategy. At your request summary of results of the survey can be provided to you as well as a copy of the complete study. I would appreciate your completion of the questionnaire by March 21. Taking into consideration that your schedule is busy and your time is valuable. However, we hope that the 20 minutes it will take you to complete the questionnaire it will help lead to better understanding how to overcome fear of learning new computer applications. Thank you in advance for your participation. If you have questions about the study, you can contact me at 416-891-3967 or email me at [email protected] with your concerns. You may also contact my faculty advisor for this study Dr. Susan DuFord: [email protected]
Yours truly,
Najamuddin Mohammed
44
Appendix D: Survey
Survey Questions Skills: For next set of questions use the following scale to record your answers: Excellent = 5, Above Average = 4, Average = 3, Below Average = 2, Extremely Poor = 1 1. How would rate your computer skills? 1 2 3 4 5 Answer: 2. How would you describe your personal experience with computer applications? 1 2 3 4 5 Answer: 3. How easily are you able to learn new computer applications? 1 2 3 4 5 Answer: 4. How would you describe your personal experience using the Internet? 1 2 3 4 5 Answer: 5. How you rate your Internet skills?
45
Access: 6. Do you have computer access at home? a)Yes b) No Answer: 7. Do you have enough personal access time to use your computer effectively? a)Yes b) No Answer: 8. Do you have high speed internet access at home? a)Yes b) No Answer: 9. Do you spend 20 hours or more online at home? a)Yes b) No Answer: 10. Do you use your internet access to look up services and find answers to questions you have? a)Yes b) No Answer:
46
Fear: For next set of questions use the following scale to record your answers: Strongly Agree = 5, Agree = 4, Undecided = 3, Disagree = 2, Strongly Disagree = 1 11. Do you have some concerns/fears when it comes to learning new computer applications? 1 2 3 4 5 Answer: 12. Are you afraid you will be left behind your fellow classmates when it comes to learning new computer applications? 1 2 3 4 5 Answer: 13. If you had more time with computer technology and applications would it be less intimidating for you to learn new computer applications. 1 2 3 4 5 Answer: 14. Do you find it difficult to navigate through all the features and options in computer applications? 1 2 3 4 5 Answer: 15. Are you fearful when it comes to learning a computer application on your own? 1 2 3 4 5 Answer:
47
Support: 16. Is there someone you can turn to when it comes to problems you are using or learning new computer applications? a)Yes b) No Answer: 17. If you were able to access to new computer applications from home would this help you in learning to using them? a)Yes b) No Answer: 18. Would you require a computer lab setting with an instructor to learn a new computer application? a)Yes b) No Answer: 19. Do you use the help features in computer applications when trying to learn them? a)Yes b) No Answer: 20. Are computer applications intuitive enough? a)Yes b) No Answer: