Content area
Abstract
The purpose of this study was to examine computer attitudes in relationship to gender, access to a home computer, computer experience, and education role among and between students in grades four, eight, and twelve; teachers; and administrators. Also examined were kinds of home computers, home computer users, and personal use of computers at home or at school.
The Computer Attitude Scale (Loyd and Gressard, 1984) was the selected instrument for the study. Respondents indicated to what extent they felt about statements about computers. Responses were analyzed for the total population and for the subgroups of students and educators. The surveyed population of 865 was selected from students, teachers, and administrators in the Ralston Public Schools, Ralston, Nebraska.
The following conclusions were drawn based on the computer attitudes of students and educators surveyed: (1) Students and educators had a positive attitude toward computers based on questions about computer anxiety, confidence in working with computers, and liking computers. Students had a slightly more positive attitude toward computers than educators. (2) Although not statistically significant, younger students reflected a more positive attitude toward computers than older students. Twelfth grade students were first introduced to computers in fourth grade while the others started school computer experiences in kindergarten. (3) Among the teachers and administrators, no relationship existed between age and computer attitudes. (4) Students and educators displayed statistically significant relationships between computer attitudes and home computer access. Those with a home computer had more positive computer attitudes. (5) A significant relationship was shown in computer attitudes and the amount of experience with computers. Those with more computer experience had more positive attitudes than those with little computer experience. (6) Gender differences in computer attitudes were not a significant relationship. It appears that the computer literacy program implemented by the Ralston Public School District over the past nine years has not reflected gender bias.
