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82 84

  1. 1. 82 RESEARCH ANALYSIS AND EVALUATION International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49 Introduction: This study is aiming to investigate the atti- tude of secondary school teachers who are teaching Computer Education which is relatively a newer idea in Indian Education. The degree of success of this programme of Computer Education in secondary school is expected to be affected by the awareness and attitude of secondary school teachers towards Computer Education, because the Teacher plays an important role in the conduct of any Educational programme and the performance of the teachers is af- fected by their attitude towards the curriculum they are teaching. Objectives: The present study was undertaken with the following general objectives in view. 1. To study the attitudes of teachers working in gov- ernment, aided and unaided secondary schools to- wards the teaching of computer education and its di- mensions i.e. computer anxiety, computer confidence, computer interest. 2. To study the attitudes of male and female teachers of secondary schools towards the teaching of com- puter education and its dimensions i.e. Computer anxi- ety, computer confidence, computer interest. Research Paper— Education Aug- Oct ,2013 AStudy on Attitdudes of Secondary School Teachers Towards TeachingofComputerEducation In Belgaum District. * Damodar E Gayakwad * Principal.Acharya Deshbhushan college of Education, SHAMANEWADI, (Bedkihal Circle) 3. To study the attitudes of teachers working in urban and rural secondary schools towards the teaching of computer education and its dimensions i.e. Computer anxiety, computer confidence, computer interest. Variables of The Study: Dependent Variable: Attitude of secondary schools teachers IndependentVariable: Dimensions of computer Education - Computer anxiety, Computer confidence, Computer interest. ModerateVariable: 1.Type of School 2.Gender. 3. Location Population andSample: Thepopulationofthepresent study consisted of all the teachers those who have been working in Secondary schools. The total sample selected for the study comprises of 600 Secondary school teachers (300 male and300 female) from differ- ent Secondary schools of Belgaum district . ToolsUsed: ComputerAttitude Scale(CAS) developed by Tahira Khatoon , Reader and Manika Sharma of De- partment of Education. Aligarh Muslim University, Aligarh is used. StatisticalAnalysis The researcher has used Differential analysis for the study Table 1 The mean and SD values of attitude towards computer education and its dimensions of teachers of secondary schools by types of management. Variable Summary Government Aided Unaided Total (n=150) (n=210) (n=240) (n=600) Attitude towards Means 57.70 59.82 60.64 59.62 teaching computer education Std.Dev. 5.66 4.51 4.21 4.85 Dimensions Computer anxiety Means 12.62 13.16 13.49 13.16 Std.Dev. 2.88 2.31 2.35 2.50 Computer confidence Means 10.70 11.28 11.36 11.17 Std.Dev. 2.49 2.44 2.37 2.44 Computer interest Means 11.45 12.05 12.08 11.91 Std.Dev. 2.25 2.11 2.06 2.14
  2. 2. 83RESEARCH ANALYSIS AND EVALUATION International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49 Data Analyses and Interpretation Hypothesisofthestudy. 1.There is no significant difference between teachers working in government, aided and unaided secondary schools towards the teaching of computer education and its dimensions i.e. Computer anxiety, Computer confidence, Computer interest.. See Table 1 2. There is no significant difference between male and female teachers of secondary schools towards the teaching of computer education and its dimensions i.e. Computer anxiety, Computer confidence, Computer interest. See Table 2 3.There is no significant difference between teachers working in urban secondary schools and rural sec- ondary schools towards the teaching of computer edu- cation and its dimensions i.e. Computer anxiety, Com- puter confidence, Computer interest. See Table 3 Findings: • The teachers belongs to aided secondary schools have significant higher attitude towards computer education compared to government secondary school teachers. • The teachers belongs to unaided secondary schools have significant higher attitude towards computer education compared to government sec ondary school teachers. • The teacher belongs to unaided secondary school teachers have significant higher attitude towards computer education as compared to aided second ary school teachers. • The teachers of secondary schools belongs to dif ferent types of management (government, aided and unaided) have different attitude towards computer anxiety. • The teachers belongs to aided secondary schools have significant higher attitude towards computer anxiety compared to government secondary schools. Table 2 The mean and SD values of attitude towards computer education and its dimensions of teachers of secondary schools by gender. Variable Summary Male Female Total (n=380) (n=220) (n=600) Attitude towards teaching Means 61.41 56.52 59.62 computer education Std.Dev. 4.14 4.40 4.85 Dimensions Computer anxiety Means 13.59 12.41 13.16 Std.Dev. 2.24 2.74 2.50 Computer confidence Means 11.57 10.48 11.17 Std.Dev. 2.41 2.33 2.44 Computer interest Means 12.21 11.39 11.91 Std.Dev. 2.12 2.07 2.14 Table 3 The mean and SD values of attitude towards computer education and its dimensions of teachers of secondary schools by location. Variable Summary Rural Urban Total (n=350) (n=250) (n=600) Attitude towards teaching Means 57.14 63.09 59.62 computer education Std.Dev. 4.19 3.34 4.85 Dimensions Computer anxiety Means 12.63 13.90 13.16 Std.Dev. 2.61 2.13 2.50 Computer confidence Means 10.57 12.00 11.17 Std.Dev. 2.24 2.46 2.44 Computer interest Means 11.57 12.39 11.91 Std.Dev. 2.07 2.14 2.14
  3. 3. 84 RESEARCH ANALYSIS AND EVALUATION International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49 • The teachers belong to unaided secondary schools have significant higher attitude towards computer anxiety as compared to government secondary school teachers. • The teachers belong to aided and aided secondary schools have similar scores of attitude towards com puter anxiety. • The teachers of secondary schools belongs to dif ferent types of management (government, aided and unaided) have different attitude towards computer confidence. • The teachers belongs to aided secondary schools have significant higher attitude towards computer confidence scores compared to government sec ondary schools. • The teachers belong to unaided secondary schools have significant higher attitude towards computer confidence scores compared to government sec ondary schools. • The teachers belong to aided and unaided second ary schools have similar scores of attitude towards computer confidence. • The teachers of secondary schools belongs to dif ferent types of management (government, aided and unaided) have different attitude towards computer interest scores. The teachers belongs to aided secondary schools have significant higher attitude towards computer in- terest compared to government secondary school teachers. The teachers belong to unaided secondary schools have significant higher attitude towards com- puter interest as compared to government secondary school teachers. The teachers belong to aided and unaided secondary schools have similar scores of atti- tude towards computer interest. Recommendations ofTheStudy 1. There is an urgent need to train teachers of primary schools teachers regarding the pre-service and in- service training in computer education, only if they are trained they will be able to do justice to the infused computer education topics. 2. There is an urgent need to train teachers of sec ondary schools teachers regarding the pre-service and in-service training in computer education, only if they are trained they will be able to do justice to the infused computer education topics. 3. Periodical workshops and seminars should be ar ranged constantly for teachers on computer edu cation by the department education of each state government and also central government. 4. The teachers must be supplied with various teach ing aids for computer education such as guides, handbook, charts, maps, slides, films, photographs, and other audio-visual aids on environment. 5. Computer education must be relevant to the imme diate computer of the learner in order to be useful and meaningful to him or her. 6. Extracurricular computer programmes for school children are a powerful tool for imparting computer education to children and should be increasingly encouraged. Such program should incorporate four elements. They are adventure, learning, grassroots action and links with both computer offenders and beneficiaries. 7. Teachers should make use of day to day school activities such as essay writing, poster making, arts, crafts, drawing, painting etc. to make the students aware about computer and to develop in them posi tive computer attitudes. 8. Parent teacher associations should discuss to gether about computer education strategies criti cally and evolve appropriate school-home integra tion for infusing the right attitudes for the children. 1. Agarwal J.E (1982) : Educational reserach. An introduction Arya Book, Depot, New Delhi. 2 Ajzen, I. and Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Prentice Hall, Englewood Cliffs, N.J. 3. Allen, M. J. and Yen, W. M. (1979). Introduction to measurement theory. Belmont, CA : Wadsworth, Inc. 4. Allport, G. W. (1935). Attitudes. In C. M. Murchenson (Ed.) Handbook of social psychology. Warcester, Mass : Clark University Press. R E F E R E N C E

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