Final

CHAPTER I
INTRODUCTION
Computer is the outcome of technological innovation. A

technological innovation has become a common place
phenomenon and is frequently taken for granted by
contemporary society. In everyday life, technology plays an
ever- increasing role, innovations such as cellular telephone,
hand-held computers, automatic teller machines. Information is
available in for greater quantities than ever before, and the
means to access and share it with others is extraordinary. The
speed of refined technological change is rapid, however, little is
known about its effect on the society that it pervades.
A computer is a general purpose device that can

be programmed to carry out a finite set of arithmetic or logical
operations only. Since a sequence of operations can be readily
changed, the computer can solve more than one kind of problem.
Usually, a computer consists of at least one processing element,
typically a central processing unit (CPU) and some form
of memory. The processing element carries out arithmetic and
logic operations, and a sequencing and control unit that can
change the order of operations based on stored information.
Computers are playing very important role in education as well.
The classroom is a microcosm of society and technology is
having an increasing impact in schools throughout the country.
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What could be more fun than learning to use computers, which is
like learning a new language? We live in the computer age. Most
of our daily activities are being influenced by the use of
computers, it is almost impossible to achieve improvement in the
area of science and technology without using computers. Some
of the feature that makes computers powerful and a part of every
new emerging technology are speed, accuracy, consistency,
storage capacity and flexibility. A computer is a general-
purpose machine for storing and manipulating information.1
Now it becomes necessary to know the importance of computers
in the field of education:
1.1 Use of Computer in Education and its Benefits
Computers provide a key ingredient that was lacking in all

the previous tools that raised high expectations when introduced
in the educational system: From blackboard to television, the
previous tools were presentation tools only. Computers can not
only present information with all the audio-visual expressive
prospects of television or film, but also can receive information
from the user, and can adjust the presentation to the user needs,
likings or desires. Likewise, in those schools where the Internet
is available, the computer is the gateway to information without
boundaries, and the facilitator for teacher and student. Today,
when a major effort is being invested in the revolution of the
classroom, moving away from frontal, expository, educational
demonstrations to surroundings where learners are dynamic
innovators and makers of knowledge, the computer is the tool
with the potential to help in reaching these goals. For a detailed
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description of uses and the benefits of computers in education
Journal of Indian Education highlights some points as following:
1.1.1 Computer-Assisted Learning
The student learns by interacting with a program stored in

the computer. This program is designed to react to the student‟s
needs according to fixed pedagogical criteria. In this case the
student conducts a “distant dialog” with the authors of the
educational program, who - in a normal-designed program - will
have considered the learning difficulties involved in the topics
studied, and designed accordingly a set of remedial
interventions. Development units should have been included
also, to attend to the interests of students who want to study in
depth, beyond the curriculum requirements. Each student may
learn according to his or her intellectual level and learning speed,
independently of his or her classmates. Each student receives
individual guidance, with explanations tailored to supposed
problems, and opportunities for in-depth learning according to
individual interests.
1.1.2 Simulation and Exploration
There are topics of study that deal with real systems

whose complexity makes them hard to grasp, operate, or predict.
When we want our students to learn how to cope with such a
system, the best pedagogical approach is not to provide a set of
rules that describe the behaviour of the system, but rather to let
them explore the behaviour, make decisions and predict their
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consequences or, in short, learn according to their own
experience with the system. The student is actively exploring
phenomena, instead of being a passive recipient of information.
Thus each student builds his or her mental models of knowledge
and develops the skills of searching information and creating
hypotheses, which then can be verified or rejected using
experimental results. The teacher may use simulations to
generate class discussions and to stimulate students to generate
hypotheses and critically analyse a phenomenon.
1.1.3 Computational Tools
Teachers and students can use computer-based tools, such

as text or graphic editors, databases, spread sheets, or
presentation packages, to help in processing information. Two
important benefits that come to mind are: a) teachers‟ can enrich
their presentations with rich graphics and tables, which can be
stored in their computer, easily updated, and readily accessible
for presentation to the whole class by means of a projection
device; b) Students‟ papers may be of higher quality, particularly
if, instead of just assigning a grade, the teacher requests that each
paper be typed using a word processor and delivered on a
diskette or through e-mail, thereby allowing the teacher to insert
comments and suggestions and return it to the student for
corrections until a satisfactory paper has been achieved.
Teachers and students get used to working in the style and with
the tools that permeate industrial, commercial and intellectual
life.
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1.1.4 Communication Networks
Students and teachers can communicate with their peers

and access around the world, in order to develop joint projects,
exchange information, or request advice. Instead of the
expository presentation of a topic, the teacher may ask a student,
or a team of students, to research the topic by exploring the
Internet for relevant information. Not all the information on the
Internet is reliable, but such is the information we gather in the
real world, so that students will have to develop their analytical
and critical skills. These skills are not usually developed in the
restricted environment of the typical classroom, where most
information has been filtered for them. Teams of students in one
country can develop joint projects with teams of students in
other countries by exchanging and comparing data on similar or
contrasting phenomena. Instead of isolated classes, students can
communicate with people and gather information from around
the world, thereby increasing their motivation to use higher-level
analytical skills in their school work. In addition, communication
among people from different countries helps to break down
stereotypes and may expand intellectual horizons. Teachers who
work in relatively isolated environments are able to exchange
information with their peers, receive advice from experts around
the world, and download an increasingly broad array of teaching
and learning materials available on the Internet.
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1.1.5 Pedagogical Administration
Teachers can access a student database, where information

about each student‟s knowledge map is stored. This information
allows teachers to organize more effective learning environments
for each student. For the first time the teacher has the tools to
make sophisticated and complex pedagogical decisions, based on
appropriate information. Without computers, individualizing or
personalizing instruction was quite difficult because it is
impossible for a teacher to keep track of the different trajectories
of all of his or her students in the universe of knowledge defined
by the curriculum. A pedagogical administration system can
show the topics mastered by a student, the topics where help
may be needed, suggestions for topics and materials to be
presented or assigned, and the possible groupings of students for
team projects, selecting automatically students who have
satisfied the prerequisites for each project being considered.
Another important consequence is that they serve as good
examples for teachers who may be isolated. Based on such
examples, teachers may expand their repertoire of strategies, and
recognize the need for improvement in their classroom
practices.2
In the current digital era, the development in various

aspects of computer technology has reached beyond our thoughts
and hopes. Even though computer has a lot of applications in
various fields, one should not forget its applications in the field
of education. It is very useful and helpful in the teaching and
learning process. Therefore, computer literacy is very much
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needed for teachers. The computers have created a revolution in
the field of education and in the nature of teaching- learning
process. They have the capability of multiplying the human
intellect beyond part conceptions. Computers have tremendous
implications for education also. They have a great impact upon
our educational structure.
Computers are gradually well-known, influencing many

aspects of our social and work lives, and many of our leisure
activities. As more tasks involve human computer interaction,
computer skills and knowledge have become more positively
correlated with both occupational and personal success.
Therefore, as we move into a technology based society, it is
important that children‟s classroom experiences with technology
be impartial and balanced for males and females. In most cases,
the teacher is key to effective implementation of the use of
computers in the educational system and given that teachers have
wonderful potential to transfer beliefs and values to students, it is
important to understand the biases and stereotypes that teachers
may hold about the use of computers and the factors that act as
facilitators to teachers‟ positive computer usage.
1.2 Attitude
Another term in the present research is attitude, now the

investigator is defining the concept of attitude. Attitude is a
psychological term. Attitudes are part of the collection of human
behaviour. As a layman an attitude can be defined as a
predisposition to behave in a particular way towards a given
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object. We should develop variety of attitudes like – attitude
towards studies, attitude towards self, attitude towards friend and
class fellows, attitude towards certain ideals and attitude towards
computer.
The investigator has compiled some definitions of the

famous scholars to conceptualize the term attitude:
Katz3 defines attitude as “a predisposition of the individual to

evaluate some symbol or object or aspect of his world in a
favourable or unfavourable manner.”
Thurstone4 says that “attitude denotes the sum total of man’s

inclinations and feelings, prejudice or bias, pre-conceived
notions, ideas, fears, threats about any specific topic.”
The term attitude is defined by Freeman5 as “a dispositional

readiness to respond to certain situations, persons, objects or
ideas in a consistent manner, which has been learned and has
become one’s typical mode of response.”
Krech and Crutchfield’s6 say “an attitude can be defined as

an enduring organization of motivational emotional perceptual
and cognitive processes with respect to some aspect to the
individuals’ world.”
So, according to the above definitions, we can say that an

attitude is a sensitively toned tendency to react in a certain way
towards a person, an object, an idea or a situation. Attitude is a
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point of view, sustained or not, true or false which one holds
towards a person, object, task etc.
Thurstone defines an attitude as the degree of positive

negative affect associated with some psychological object. By a
psychological object, Thurstone means any symbol, phrase,
slogan, person, institution, ideal, or idea toward which people
can differ with respect to positive or negative effect. A particular
job, for example, may be a psychological object. The United
Nations, a political party, the title of a book, a minority group, a
nation, labour unions, and a particular food are still other
examples of psychological objects. An attitude can be considered
the cause of a person‟s behaviour toward another person or an
object. The concept of attitude helps to explain the consistency
of a person‟s behaviour, since a single attitude may underline
many different actions. Ones attitude toward various individuals,
institutions and social issues reflect the way one perceives the
world around him. It is a tendency to react in certain way toward
a designated class of stimuli. These are the ways in which an
individual thinks feels and acts. In the present study the
computer attitude of secondary school teachers have been taken.
Attitude is a hypothetical construct that represents an individual's
like or dislike for an item. Attitudes are positive, negative or
neutral views of an "attitude object": i.e. a person, behaviour or
event. People can also be "ambivalent" towards a target,
meaning that they simultaneously possess a positive and a
negative bias towards the attitude in question. Attitudes come
from judgments.
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Attitudes develop on the ABC model (affect, behavioural
change and cognition). The affective response is
a physiological response that expresses an individual's
preference for an entity. The behavioural intention is a verbal
indication of the intention of an individual. The cognitive
response is a cognitive evaluation of the entity to form an
attitude. Most attitudes in individuals are a result of
observational learning from their environment. It is an important
attribute of behaviour. One‟s behaviour, to a great extent
depends upon ones attitude towards the things – idea, person or
object in his environment. The entire personality and
development of a child is influenced by the nature of his
attitudes. From the above explanation about the attitude we can
conclude some characteristics of the term attitude:
i. Attitudes are learned with our experiences. It could be any

interaction with other people at school, office, temple etc.
ii. The attitude is relatively stable. It is not concerned with sudden
impulse or transitory mood.
iii. It is an object based.
iv. Individual differences are found in attitudes.
v. It is unified into a systematized structure.
vi. It guides the behaviour of an individual in a particular direction.
1.2.1 Principles of Attitude
i. Communication of factual data is more effective in changing

attitudes.
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ii. Emotional part is likely to be more effective than logical
argumentation, but if attitude is not very intense then logical
argumentation is likely to be more effective than emotional
appeal.
iii. Attitudes are affected by the prestige and credibility of the
person.
iv. Attitude depends on the nature and the intensity of the
experience.
v. Attitudes give meaning to one‟s daily perceptions and activities.
vi. The attitude to be developed must be clearly defined and
understood by the person who wants to change another‟s
predisposition.
vii. Attitudes give continuity to human personality.
viii. Attitudes serve as a fabric for philosophy of life.
ix. Attitude is a mental or neutral state of readiness.
1.2.2 Dimensions of Attitude
Analysis of attitudes reveals that they have four dimensions:
i. Direction: The direction of an attitude is either positive or

negative. May be a person attract or repel from a situation. He
might regard that favourably or unfavourably, with approval or
disapproval.
ii. Intensity: The intensity of a positive or negative attitude is the
degree to which it motivates the person‟s behaviour toward the
activity component.
iii. Extension: The extension of an attitude is the degree to which it
is generalized, or the number of cases it covers.
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iv. Duration: The duration of an attitude is the length of time it
endures. Some attitudes are merely a short term may change
overnight but some are so deeply ingrained as to appear
permanent.
1.2.3 Attitude Inculcation
Attitudes are formed or developed on the following basis:
i. Influence of Family: Family is the first and probably the

foremost training ground of attitudes. Newcomb and Svehla have
studied parent child correlations in different levels or in various
age groups. The results have been explained to which the
children and parents were exposed and the role of the parents in
the inculcation of attitudes. With increasing age of the child,
similarity to parents‟ attitudes tended to decrease.
ii. Influence of Socio-economic Factors: individuals from the upper
occupational groups like business owners, managers etc. were
predominantly conservative whereas among persons categorized
as white-collar, skilled or aided-skilled “workers”, much larger
proportions held radical views.
iii. Membership of a group also helps the formation of individual
attitudes.
iv. When attitudes relate to standards of conduct, it may be
designated as ethical or moral values. Attitudes relating to ethnic
or social groups displayed in the forms of dislike, discrimination
or tension are often called social prejudice.
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v. The kind of environment in which he grows has an indelible
impact on the attitudes he possesses. It may be positive or
negative.
vi. Value Reactions: A person forms positive attitudes towards
those objects, human groups, institutions, and associations etc.
which are instrumental in his achievement of values. Values are
largely determined by attitudes which a person has towards
things and ideas like:
Aesthetic which means an attitude of joy and loveliness.

Social, which means an attitude to recognize that friendly human
contacts are relatively higher than other goods.
Theoretical, which means an attitude that knowledge is precious
thing in life.
Religious, which is an attitude of indifference to worldly things
and inclination for spiritual development.
Thus, attitudes are not static, rigid entities. They change

radically under certain conditions or even breakdown entirely.
Attitudes are caught as often as they are taught. Many of
attitudes are acquired through their own experiences or as second
hand from social interactions.7
1.3 Importance of Attitude in Learning
Attitudes are of chief importance not only for person‟s

character formation but for his mental health and achievement as
normal. Like other aspect of personality, attitudes are acquired,
not innate. Attitudes are not only purely cognitive in nature but
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they are cognitoemotive in nature. The term Cognitoemotive
have two components viz, cognitive and emotional towards
psychological aspects – complex or simple. Attitudes are about
generalized object. It is genotype in its nature. “The optimist sees
the rose and not its thorns; the pessimist stares at the thorns,
oblivious of rose,” observed Khalil Gibran, the Persian poet.
Our lives are brightened or darkened, enriched or

impoverished by the kind of attitude we bestow our fellow
human beings; Attitudes are not inborn traits. We acquire them
through social interaction. Family plays a paramount role.
Parents mould our attitude. Freedom of thought ought to liberate
us from the strange-hold of dogmas and superstitions and urge
everyone to develop a robust freewill and usher in an era of
peace, prosperity and plenty.8 Attitudes have three main
components – Affective pertains to the feelings, Cognitive the
knowledge on which it is based or the extent to which it is
intellectualized and Active to the overt behaviour in which it
results.9
The success of any initiatives to implement technology in

an educational program depends strongly upon the support and
attitudes of teachers involved. It has been suggested that if
teachers believed or perceived proposed computer programs as
fulfilling neither their own or their students‟ needs, they are not
likely to attempt to introduce technology into their teaching and
learning. Among the factors that affect the successful use of
computers in the classroom are teachers‟ attitudes towards
computers. Attitude, in turn, constitutes various dimensions. In
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many developed countries, nearly all schools are equipped with
the infrastructure to conduct ICT mediated teaching and
learning. Positive teacher attitudes towards computing are
critical if computers are to be effectively integrated into the
school curriculum. A major reason for studying teachers‟ attitude
towards computer use is that it is a major predictor for future
computer use in the classroom.
In achieving excellence in schools, it is important to

ensure that teachers are able to integrate technology into the
curriculum. As such, the groundwork must be laid at the
secondary school teacher‟s level. In the course of their training,
pre-service teachers should be provided with the tools and
experiences that will be useful for the regular activities in their
future job: classroom instruction, research, and problem solving.
Using technology enables teachers to arrange their environment
and adjust their instructional strategies. On the part of teacher
educators, there is a need to understand the dimensions that
influence pre-service teachers‟ attitudes towards computers as a
means for effective development of teacher training curriculum
that will prepare teachers to face the challenges in the
information age.
The attitudes of teachers are directly related to computer

use in the classroom. For example, teachers often view the
computer as a tool to accomplish housekeeping tasks, manage
their students more efficiently, and to communicate with parents
more easily. The success of student learning with computer
technology will depend largely on the attitudes of teachers, and
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their willingness to embrace the technology .Gaining an
appreciation of the teachers‟ attitudes towards computer use may
provide useful insights into technology integration and
acceptance and usage of technology in teaching and learning.
The integration of computers into education has a

relatively brief history. The earliest studies were attempts to
establish programs that would provide the students with rapid
feedback and thus make the students take an active role in the
learning process, but because of the high costs of computers no
prevalence could be obtained. After the personal computer (PC)
revolution in 1975 computers entered the realm of education
profoundly all around the world.
But in India the situation has been significantly different.

There are six phases of technological applications in education:
i. Recognition
ii. Research
iii. Examination
iv. Application
v. Improving by using the results of application
vi. Examination and improving
There are numerous research areas in use of computers in

education. The followings can be counted as an outline for these
areas:
i. Software,
ii. Hardware,
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iii. Teachers and Educators,
iv. Organization and development of these main sources above in
the process of education.
The concern of this study is the third point mentioned

above as it tries to unveil faculty attitudes towards use of
computer in education and the factors that shape them. As a
result of prevalent, immense and rapid changes in technology,
the interaction between education and technology has become
more profound than ever. When the roles of computers in
education are considered, this rapidity and immensity become
crucial for education. Due to similar changes in computer
technologies, it has now become more and more difficult to
make predictions about the future of education. For instance,
some, taking computers into consideration, foresee a future
without schools and teachers; some others predict a future
education without computers as we know them today.
Nevertheless, taking the present conjunctures into account, it is
now impossible to talk about contemporary education without
mentioning computers. Education at secondary level, computers
in education, and attitude of teachers towards computers in
education are three main points which shaped the main problem
of this study.
Realizing the importance of computers in education,

computer education is made an essential part of the syllabus at
every level of education. The teachers should be in terms with
the physical reality of the computers, and learn how to take
actual advantage of the machines‟ educational potential. For this,
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computer knowledge is essential for teachers. Computer
knowledge may be stated as “knowing about the various
fundamental aspects of computers and the basic skills
involved in the operations of computers”. It also includes the
applications of computer in teaching and learning process.
Favourable attitude towards computer plays a very important
role in making one really interested in it. Unless the teachers
possess a favourable attitude towards computer, they may not be
interested in it, which in turn will affect their knowledge of
computer and also they will find teaching with help of computer
difficult, which in turn will affect students learning. Therefore,
if the teachers have favourable attitude towards computer, then
there may be a chance for them to be motivated in acquiring
knowledge of computer, as it is clear that the computer
knowledge is very much needed for teachers. A good teacher
should be ready to adopt new technology in education. Yet there
are some teachers who are not ready to accept the changes; they
are not flexible enough to welcome new innovations. The
present research will investigate that does the attitude of teachers
affect the quality of computer education?
1.4 Need and Importance of the Study
As computers are becoming very important part of human

life therefore it becomes obvious that how the field of education
could be untouched. Computer education is now a compulsory
part in the syllabus at every level of education. The National
Policy on Education (NPE)10, 1986, has provided for
environment awareness, science and technology education to
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include in the syllabus for secondary education. Though the
teacher is an integral part of teaching-learning process, so
teachers‟ attitude towards computer becomes more important.
Ultimately it is the teacher who will teach the class. If teacher
has positive attitude towards use of computer in education then
he will feel comfortable and interested in the use of computers in
education. He/she will encourage the students to make use of
computers. He/she will teach at class with the help of computers.
On the other hand if teacher is not very prompt towards
technological changes in education then he/she will avoid the use
of computers in education; or will criticize the use of computers
in education. He/she will think use of computers in teaching as
wastage of time. As a result, the technological development of
education will suffer badly and quality of computer education
would be poor. Hence, to get the feedback of the computer
attitude of the teachers, it is imperative that a detailed study
should be made to find out and analyse the comprehensive set of
issues, so that the benefits of the positive computer attitude of
teachers could be exploited and limitations of the negative
attitudes could be overcome. Men, on the other hand, are
reportedly more interested in mastering computer commands and
want computers with voice recognition and features that extend
their senses. Women want to be able to use the machines; men
want to command the machines.11
This difference in attitude about computer technology

based on gender has been explained by some individuals as an
outcome of the socialization process. Society views computers as
highly technical and part of a male domain. At present,
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computers have emerged in schools at all levels in increasing
numbers. As a result, current teachers have had far more
exposure to the computer than the subjects studied in present era.
Although females have been seen as being less receptive to
technology than males, recent experiential evidence and
increased computer use suggest that this condition may no longer
exist. Therefore, this research attempted to determine whether
males and females exposed to regular technology use for
practical applications differ in their attitudes about technology.
Many researches prove it also. As education systems become
remoulded by technological innovations, teachers in these
institutions are faced with need to gain knowledge and skills to
survive in this renewed environment. Lack of such knowledge
and skills is known to adversely affect the applicability of
technological practice. The successful use of technologies in the
classroom depends on several factors such as funding, dynamic
teaching styles, decisions concerning hardware, software, and so
forth. Yet whether all these factors will yield the wanted learning
outcomes or not is usually determined by one individual, the
teacher, since it is the teacher‟s skills, beliefs, attitudes,
perceptions, opinions, personality, knowledge, among many
other factors, that affect the choices he/she makes about what,
when, and how to teach through using computer technologies
(Nespor, 1987)12. Among these factors, however, computer
affects “such as attitudes, values, and self-judgements can exert a
profound effect on behaviours” .Therefore, if teachers are
expected to be effective users of computer, it is essential that
they have positive attitudes in using computers.
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1.5 Statement Of The Problem
While studying the present study the investigator decided

to investigate the computer attitude of secondary school teachers
in relation to gender, experience and educational qualifications.
Consequently, the study might be stated as “An investigation of
Computer Attitude of Secondary School Teachers in Relation
to Gender, Experience and Educational Qualifications”
1.6 Key Terms
1.6.1 Computer Attitude
In the present study the computer attitude refers to a

response of the teachers, towards the use of computers in
teaching learning process.
1.6.2 Attitude
In the present study the attitude refers to the tendency to

react in a certain way toward a designated class of stimuli. These
are the ways in which an individual thinks feels and acts.
On the basis of the scores, obtained on the „Computer

Attitude Scale for Secondary School Teachers‟ three categories
of the computer attitude were formed:
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i. Slightly Positive Computer Attitude
In the present study the teachers who scored from 137 to
165 were considered as having slightly positive computer
attitude.
ii. Moderately Positive Computer Attitude

195 were considered as having moderately positive computer
attitude.
iii. Highly Positive Computer Attitude

224 were considered as having highly positive computer attitude.
1.6.3 Secondary School
In the present study the secondary schools refer to the

education that covers children 14-18. School grades from nine to
twelve (which includes lower and upper secondary group).
i. Government Secondary Schools
In the present study the schools that are funded, managed

and organized by the Uttar Pradesh state government.
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ii. Aided Secondary Schools
In the present study the schools that are funded by the

Uttar Pradesh state government and managed and organized by
private organizations or individuals.
iii. Private Secondary Schools
In the present study the schools that are funded, managed

and organized by the private organizations or individuals.
1.6.4 Experience
In the present study the term experience refers to the

length of the teaching experience at secondary level by a teacher.
On the basis of the experience, obtained on the „Computer
of the experience were formed:
i. Less Experience
In the present study the teaching experience of four to ten

years is assumed as less experience.
ii. Moderate Experience
In the present study the teaching experience of eleven to

seventeen years is assumed as moderate experience.
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iii. High Experience
In the present study the teaching experience of eighteen to

twenty five years is assumed as high experience.
1.6.5 Educational Qualifications
On the basis of the experience, obtained on the „Computer

of the experience were formed:
i. Doctorate
In the present study the teachers who had Doctorate

degree were considered as doctorate.
ii. Post-Graduate
In the present study the teachers who had post graduate

degree with any professional degree were considered as post-
graduate. (Trained post- graduates)
iii. Graduate
In the present study the teachers who had graduate degree

with any professional degree were considered as graduate.
(Trained graduates)
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1.7 Objectives Of The Study
Following are the objectives of the study:
1. To study the attitude towards computer of the secondary school

teachers.
teachers with respect to gender.
teachers with respect to experience.
teachers with respect to educational qualifications.
1.8 Hypotheses Of The Study
In order to achieve the above objectives following

hypotheses have been formulated:
Rationale:
M. Ray, Carolee Sormunen and Thomas M. Harris13 in their

study, found that women reflected more positive attitudes than
men. Females held more positive attitudes than males regarding
the value of computers to make users more productive. As has
found by the earlier studies, the investigator has chosen gender
because it may be the cause of the different opinions.
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1. There is significant difference in computer attitude of
secondary school teachers with respect to gender.
government secondary school teachers with respect to
gender.
aided secondary school teachers with respect to gender.
private secondary school teachers with respect to gender.
secondary school teachers with respect to experience.
experience.
aided secondary school teachers with respect to
experience.
private secondary school teachers with respect to
experience.
secondary school teachers between highly experienced
male and less experienced male.
10.There is significant difference in computer attitude of
secondary school teachers between highly experienced
female and less experienced female.
secondary school teachers with respect to educational
qualifications.
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educational qualifications.
aided secondary school teachers with respect to
private secondary school teachers with respect to
secondary school teachers between doctorate male and
graduate male.
secondary school teachers between doctorate female and
graduate female.
secondary school teachers between graduate with less
experience and graduate with high experience.
secondary school teachers between doctorate with less
experience and doctorate with high experience.
1.9 Justification of the Study
There has been a considerable increase in the number of

secondary schools. Computer education has made compulsory
up to the Intermediate classes in government secondary schools.
Therefore, an appreciable amount of monetary expenditure is
being incurred for computer education. Infrastructure, electricity
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and computers are being provided for the implementation of
computer education. Now the question arises whether the
attitude of the secondary school teachers is favourable, whether
there is any positive effect on the learning and behaviour of the
secondary school teachers, whether the teachers prove
themselves an asset for the nation.
Computer attitude of secondary school teachers so far have

not adequately attracted the attention of researchers. Though a
number of studies have been carried out in order to understand
the computer attitude, but little attempt has been made to study
the computer attitude of secondary school teachers in relation to
gender, experience and educational qualifications. The areas of
the measurement of computer attitude studied by any researcher
were very restricted. Generally all the three factors (gender,
experience and educational qualifications) of the present study
were not correlated united. Earlier they were studied separately
at different levels.
Since there is an appreciable dearth of researches

attempting to computer attitude of secondary school teachers in
relation to gender, experience and educational qualifications
altogether, the investigator felt the need of the study.
28
1.10 Delimitations of the Study
The study was limited to:
I. The study is delimited to teachers teaching from grade

nine to twelve.
II. The study is delimited to secondary school teachers of
Lucknow Division only. Lucknow Division comprised of
six districts namely Sitapur, Raibareilly, Unnao, Hardoi,
Lakheempur Kheeri and Lucknow.
29
REFERENCES
1. Encyclopaedia of Computer Science.Vol-1 pg.no.2-3.

2. Journal of Indian Education: Vol- 31, No. 1 May 2005; NCERT
Publications.pg. no. 98.
3. Katz, D., and Stotland, E. (1959). A Preliminary Statement to a
Theory of Attitude Structure and Change. In Koch, S. (ed.),
Psychology: A Study of Science (pp. 423-475) New York:
McGraw-Hill.
4. Thurstone, L.L. (1929) Theory of Attitude Measurement.
Psychological Bulletin, 5: pg.no.222-225
5. Freeman, F.S. (1962) Theory and Practice of Psychological
Testing. Newyork: Holt, Rienhart and Winston (Indian Edition)
89-90
6. Krech, D. and Crutchfield, R.S. (1948). Theory and Problems in
Social Psychology. (p. 55) New York: McGraw- Hill.
7. Sharma Praveen and Saroj Sharma (2011) Psychological
Foundations of Education: Agra; Agrawal Publications pg. no.
130-133.
8. Aggarwal, J.C. (2006) Essentials of Educational Technology:
Teaching Learning Innovations in Education. New Delhi: Vikas
Publishing House Pvt. Ltd. p.p. 35- 67.
9. Sharma Praveen and Saroj Sharma (2011) Psychological
Foundations of Education: Agra; Agrawal Publications pg. no.
130-133.
10.NPE 1986 MHRD Publications: Govt. of India. pg. no. 55.
30
11.Tor Busch (1995) “Gender differences in self- efficacy and
attitudes toward computers”: Journal of Educational
Computing Research 1995, Vol. 12, p 147 – 158.
12.Nespor, J. (1987). The role of beliefs in the practice of teaching.
Journal of Curriculum Studies, 19, pg.no.310-315
13.Charles M. Ray, Carolee Sormunen and Thomas M. Harris
(2000), Men‟s and Women‟s Attitudes toward Computer
Technology: A Comparison. pp. 58-60
31
CHAPTER II
REVIEW OF RELATED LITERATURE
The review of related literature involves the systematic

identification, location and analysis of documents containing
information related to the research problem. Teaching is research
and research is teaching. The term review means to organize the
knowledge in the specific area of research. It shows the
importance of the present study as an addition to the field. The
best teachers are researchers, who are able to systematically
reflect on their own teaching as knowledge expands from
practice; and synthesize it with the available literature to develop
fight perspective. Literature in any area is the foundation upon
which all future work is built. A literature is a collective body of
works done by earlier researches. It refers to the knowledge of a
particular area of investigation of any discipline, which includes
theoretical, practical and its research studies.
Review of related literature helps the researcher in a

variety of background planning and functions preparatory to the
actual fieldwork. It facilitates both the beginner as normal as the
confirmed researcher in the guest of:-
a. Discovering new approaches

b. Chalking planned study
c. Avoiding duplication
d. Identifying problem of the study
32
e. Developing problem of the study
f. Developing knowledge and understanding in the chosen field
A great amount of research has been done to study the

computer attitudes. But not much is known about the computer
attitude of secondary school teachers in the Indian context. The
present chapter discusses the innumerable researches being done
in the field of computer attitude. For the sake of convenience the
studies so far done in the area of computer attitude has been
grouped under the following headings:
i. Studies Related to the measurement of Computer Attitude.

ii. Studies Related to the measurement of Computer Attitude with
reference to Gender.
iii. Studies Related to the measurement of Computer Attitude with
reference to Age or Experience.
iv. Studies Related to the measurement of Computer Attitude with
reference to Educational Qualifications.
i. Studies Related To The Measurement Of Computer

Attitude:
R.H.Kay (1989)1 conducted a study on “A Practical and

Theoretical Approach to Assessing Computer Attitudes: The
Computer Attitude Measure (CAM). In this study, the
Computer Attitude Measure was administered to 383 student
teachers to assess three relatively distinct dimensions of
computer attitudes: Cognitive, Affective and Behavioural. The
alpha coefficient for each subscale Cognitive (alpha= .87),
33
Affective (alpha= .89), Behavioural (alpha= .94) showed a high
degree of internal reliability. The principal component factor
analysis supported the a priori assumption that the three
subscales were independent. Finally, significant positive
correlation of all subscales with a high degree of computer
literacy and experience, and an internal locus of control,
supported the external validity of the Computer Attitude
Measure. All correlations among cognitive, affective and
behavioural attitudes, a high degree of computer literacy and
computer experience, and an internal locus of control were
positive and significant. The pattern of correlations for the
affective subscale was similar to the cognitive subscale.
Correlation coefficients for the behavioural subscale were
consistently higher that the other two the Computer Attitude
Measure subscales.
Tengku Faekah Tengku Ariffin, Hasniza Nordin and

Abdul Malek Abdul Karim (1991)2 from University Utara
Malaysia had investigated on the topic “What Predicts Attitudes
toward Computer?” The study was conducted to examine the
status of computer use and attitudes among secondary school
students. It also identifies the relationships among the variables
and the predictors of computer attitudes. External variables (such
as computer experience and frequency of use), perceived
usefulness and confidence are included as potential antecedents
of attitudes toward computer. Data was collected among 293
secondary school students in Kedah, Malaysia. It was found that
there exist moderate to strong relationships between all the
variables studied, with r-value ranging from .17 to .69.
34
Regression analyses have identified confidence in using
computers as the strongest predictors of computer attitudes, with
2
R = .48. Other variables, computer experience, perceived
usefulness and frequency of use also entered the equation, but
turned out to be poor predictor of attitude toward computers.
Discussion of findings and suggestions for future research are
included in the text. Based on the findings, students indicated
that they have an average of two years of experience in using
computers. Considering their location and lack of access to
computers, the two-year experience albeit brief is a positive start
to familiarizing students with computer technologies. Hence, the
experience gained by these students may not be sufficient to be
considered as true experience in computer use.
Ibrahim M. Al-Jabri and Muhammad A. Al-Khaldi

(1993)3 conducted a study titled “Effects of User Characteristics
on Computer Attitudes among Undergraduate Business
Students.” A study survey is used to investigate the computer
attitudes of 238 business students attending a major university in
Saudi Arabia. The findings show that computer experience,
degree of access, and computer ownership has a significant
effect on computer anxiety, computer confidence, computer
liking, computer usefulness, and overall computer attitude. Age
and class standing do not appear to be related to any of the
computer attitude scales. The number of computer-using courses
strongly affects computer confidence, usefulness, and overall
attitude, but weakly affects computer anxiety and liking. The
student Grade Point Average is associated with computer
confidence, and overall attitude, but not with computer anxiety,
35
liking, or usefulness. There was a strong significant correlation
between accessibility and the computer overall attitude and the
individual components of the attitude. The results reveal that
there are significant differences between the degree of access
and the attitude components. In general, the higher the degree of
access, the more favourable the attitude. Interestingly enough,
the same pattern surfaced in anxiety, confidence, liking,
usefulness, and overall attitude. The results of this study
demonstrate that the respondents have positive attitudes toward
computers and, therefore, have a general acceptance of
computers as learning tools. At the component level, they tend to
have a more positive attitude toward computer usefulness than
toward computer anxiety, computer confidence, and computer
liking. With regard to the association between computer attitudes
and the study variables, the study shows that experience,
accessibility of computer resources, and computer ownership
tend to promote positive feelings toward computers whereas age
and class standing have shown to be ineffective in developing
favourable computer attitudes. The number of computer-using
courses and GPA are found to be associated with computer
confidence and overall attitude but not with computer anxiety or
computer liking.
Allan H. K., Yuen & Will W. K., (1994)4 conducted a

study on the topic “Teachers' Computer Attitudes: Factors
Influencing the Instructional Use of Computers.” Both
researchers and educators have been aware of teachers' attitudes
toward computers is an important factor to the successful use of
computers in instruction. This paper aims to describe the
36
development of a scale for measuring teachers' attitudes toward
computers. A Chinese Computer Attitude Scale for Teachers
(CAST), partly adopted from Selwyn (1997) and partly
developed specifically to teachers‟ perception on pedagogical
use of computers which consisting of 20 items was administered
to 216 secondary teachers. Factor analysis revealed four
structurally independent attitude constructs. The scale was found
to have a satisfactory internal reliability. Significant correlations
were also found between computer experience/usage and the
four subscales, suggesting a measure of construct validity for the
scale. The results of regression analysis indicated that the set of
variables contributed to the levels of computer use. It is hoped
that the scale will be of use to researchers and educators in the
educational setting. Affective and general usefulness were
significant in influencing the usage, however, to a much lesser
extent than expected. We believe that if an individual likes to use
a computer more, he or she would have a higher usage;
moreover, if an individual thinks that the more useful a computer
is, a higher usage would expect. Although these two subscales
have a direct and significant effect to usage, both of them only
have a standardized coefficient beta of around 0.16 of the overall
model. This suggests that the tremendous sum of resources
invested in advertising the benefits of computers do not actually
contribute much to the actual usage of computers. This may
suggest that teachers tend not to focus too much on the general
usefulness of computer itself in usage. A teacher‟s liking of
computer does not contribute much to the usage, either.
37
Cesáreo Morales (1999)5 conducted a study on the topic
“Attitudes toward computers among students and teachers in
Mexico.” In 1998 Likert scale questionnaires were administered
to Mexican Teachers and 9th Graders from four States to
measure attitudes toward computers and electronic mail. Results
showed significant differences among States in both children and
teachers. It is argued that a differential technological capacity
and specific–to–state computer usage models are variables
responsible for those differences. The student sample was
composed of similar numbers of girls (50.7%) and boys (49.3%),
while the teachers‟ sample was predominately male (59.2%)
rather than female (39.2%). The use of computer at home
showed some differences between students and teachers, with
lower numbers among children (yes=22%; no=77%) compared
to teachers (yes=31.6%; no=67.1%). The majority of teachers
were 36 years or older (67.1%), and have been teaching for 15
years or more (58.2%). They reported to have been using the
computer for instruction (73.4%), on a weekly (25.3%) or
occasional (38.0%) basis. Most of them appeared to have some
computer training (65.8%), some have been trained in computer
applications (40.5%), and a sizeable portion (46.8%) in
integration of technology into the classroom.
Archana Kumari, (2000)6 from Lucknow University,

Lucknow conducted a study titled "A study of impact of
Computer Education on the Scientific Attitude of Students” and
defined the following objectives1. To compare the scientific
attitude of students studying computer education with that of
those students not studying computer education.2. To study the
38
role of gender in the development of scientific attitude of
students.3. To study the role of SES in the development of
scientific attitude of students.4. To study the role of Education of
Mother in the development of scientific attitude of students.5. To
study the role of IQ in the development of scientific attitude of
students.6. To study the role of family structure in the
development of scientific attitude of students.7. To study the role
of medium of instruction in the development of scientific attitude
of students.8. To study the role of anxiety level in the
development of scientific attitude of students.9. To study the role
of adjustment in the development of scientific attitude of
students.10. To study the role of computer facilities in the
development of scientific attitude of students. The findings were:
1. Computer Education has been found non-effective in the
development of scientific attitude of the students.2. Sex has not
been found affecting the development of scientific attitude
significantly.3. SES has been found affecting the development of
scientific attitude significantly. The average SES students have
been found to develop scientific attitude at a significantly higher
level.4. The Education of mothers has been found to affect the
development of scientific attitude among children
significantly.5. Positive correlation has been found between IQ
and Scientific attitude.6. The structure of family (Joint and
Nuclear) and anxiety level have not been found affecting the
development of scientific attitude.7. The students of Hindi
medium have been found to have higher scientific attitude than
the English medium students.8. The students of higher
adjustment have been found to have higher scientific attitude.9.
39
The students with higher computer education facilities have been
found with higher scientific attitude.
“A Study of Cognitive and affective Computer Attitude of

Teachers” conducted by Kumaran, D., and Selavarju, K.
(2001)7 aims at: 1. To validate the cognitive and affective
Computer Attitude scale using factor analysis.2. To study the
Computer Attitude of Teachers.3. To study the Cognitive
Computer Attitude of Teachers.4. To study the affective
Computer Attitude of Teachers.5. To study whether the teachers
differ significantly in computer attitudes, with respect to sex ,
organization and experience background and contextual
variables. In general, teachers had more favourable attitude
towards computer; the gender of the teachers had significant
influence on affective computer attitude and no significant
influence on cognitive computer attitude.
A study of “Prospects and Applicability of Computer in

Education in the Secondary Schools of Eastern UP” done by
Deepak Kumar Shah, (2001)8 reveals that 24% of the
secondary 45 schools have computer facilities. Majority of the
schools have supplementary time-table and indicated two periods
for theory and three periods for practical per week. Most of the
schools have software, namely, BASIC, WS, DBASE, and MS
Office. Most of the schools have installed COMPAQ computers.
No financial support is provided by the government for
maintenance of the computers. Course stream ( Science/Non-
Science), gender, family pattern, inhabitation and marital status
have not been identified as determinants of the nature and extent
40
of the opinion of teachers with respect to the prospects and
applicability of computer in education in the secondary schools.
William H. Burkett, David M. Compton and Gail G.

Burkett (2001)9 collectively done a study titled “An
Examination of Computer Attitudes, Anxieties, and Aversions
among Diverse College Populations: Issues Central to
Understanding Information Sciences in the New Millennium”
Studying the impact of computer attitudes on the production of
knowledge is central to the understanding of information
sciences in the new millennium. The major results from a survey
of diverse college populations suggest that Liberal Arts College
(LAC) students, in this demographic, have somewhat more
ambivalence toward computers than students in a Community
College (CC) or a non-traditional Business College (BC)
environment. The respondents generally agreed that computers
were an important part of daily life and not particularly
frustrating. In addition, it appears that today‟s students like
computers, know at least something about them, feel competent
when using one, and are not tired of hearing about computers as
a matter of daily discourse. The participants generally agreed,
although not strongly so, that they would like to learn more
about computers. The surveyed students generally expressed an
interest in on-line courses, although students from the LAC were
more neutral about on-line courses. On-line courses were
generally considered somewhat inferior to traditional classes.
Most of the respondents feel that they have a reasonable amount
of computer-related experiences and, as a result, have
considerable competence and success when using one, and
41
believed that they could successfully master new software. The
majority of the students expressed at least some degree of
enjoyment from computer and non-computer games. Last,
students at the LAC and BC appeared to possess greater
knowledge about computer operation, a fact that may in part be
due to the age of the respondents. This study analysed students‟
responses, at three campuses. Their academic disciplines were
varied. The attitudes they manifested toward computers could be
construed as an indicator of their degree of computer anxiety.
This degree of computer anxiety, in turn, is of importance to
those that will be overseeing or providing information to clients
in the near future.
Katyar Pramod Chandra (2002)10 conducted a study on

“The Status of Computer Education in the schools of Gwalior”.
The study was conducted on 30 schools from Lashkar, Gwalior
and Murar, ten schools at each of the primary, secondary, and
higher secondary levels. Largely no compatible curricula and
competent teachers were found at the primary level with respect
to computers in education. At secondary school level no
computer education was found to be offered in the Government
schools, whereas, it was offered in 8% of the private schools.
But the students find this subject very boring, being not
implemented properly. Five of the government schools were
found offering computer education at the Higher Secondary level
under Vocational Education Program organized by the Bhoj
Open University.
42
“Teacher‟s Attitudes towards Computer Technology Use
in Vocabulary Instruction”, a thesis by Erkan İsmail Arkin
(June 2003)11. This study examined how teachers perceive the
incorporation and use of computer technology resources in
language teaching through investigation of teachers‟ attitudes
and approaches to using an online supplementary resource in
vocabulary instruction in an EFL context. The program offers
such tools as vocabulary level tests, a vocabulary frequency
profiler, word and text concordance, and cloze text and hypertext
builder. The aim of the study was to explore the factors that
affect teachers‟ use or non-use of the online program for
teaching purposes. The study finally examined whether and to
what extent opportunities, facilities, and training provided to
teachers contribute to their acceptance and use of these
resources. The data was collected through questionnaires
distributed to 97 teachers in an English-medium university.
Based on the results of the questionnaires, a stratified sample of
12 teachers was selected for follow-up interviews. The
questionnaire results revealed statistically significant differences
between teachers who have undergone computer technology
training and those who have not in terms of their attitudes toward
computers and the use of computer technology resources in
language teaching. Follow-up interviews were used to determine
whether positive attitudes or interests led people to undergo
training or the reverse. The responses supported both cases for
different individuals. The results also showed that simply
introducing computer technology resources does not guarantee
teachers‟ use of these in practice. The provision of training is
43
seen as a key factor in both changing attitudes and encouraging
teachers in incorporating technology into their instruction.
Martin Graff (2003)12 conducted a study titled

“Cognitive Style and Attitudes towards Using Online Learning
and Assessment Methods”. The studies described in this paper
sought to investigate several forms of online learning and
assessment methods in terms their efficacy in facilitating student
learning. The studies also sought to investigate how participants
rated each method. Attitudes toward computer-assisted learning
were not related to performance on each of the online methods
employed, whereas some relationships were noted between
cognitive styles and online learning and assessment. Finally,
evaluation feedback from participants indicated that each online
task was rated positively. Implications of the findings for further
implementation of online instructional methods are discussed.
Irfan Shah (2005)13, from CASE, MSU, Baroda

conducted a study on “ICT awareness, use and need of
secondary and higher secondary teachers of English Medium
Schools of Vadodara city”. The objectives of the study were to
study the ICT awareness of secondary and higher secondary
teachers, to study the ICT use of secondary and higher secondary
teachers, to study the ICT need of secondary and higher
secondary teachers, and to study the variables related with the
ICT awareness, use and need of secondary and higher secondary
teachers. A scale was constructed to collect the data regarding
ICT awareness, use and need of a teacher with respect to
different components of ICT, like, computer, Internet, OHP,
44
LCD Projector, Radio, TV. 12 secondary and 10 higher
secondary schools were selected using stratified random
sampling technique. Further 60 secondary and 50 higher
secondary teachers were selected @ 5 teachers from each
selected school. A total of 90 teachers out of 110 responded.
Data were analysed using frequency, percentage, mean, SD, SE
of mean,„t‟ value and ANOVA wherever necessary. There was
found a low degree of ICT awareness, use and need of secondary
and higher secondary teachers. The variables related to ICT
awareness of teachers were teaching experience, age and total
salary. The variables related with the ICT use of teachers were
total salary and computer training. The variable related with the
ICT need of teachers was the Degree Program which they
attended at the University level.
Mr. Anil Tanaji Patil, (2006)14, from Shivaji University,

Kolhapur done a study on “Development of Multimedia
Instructional System on Computer Education for B.Ed. Pupil
Teachers.” The problem- “Development of Multimedia
Instructional System on Computer Education for B.Ed. Pupil
Teachers” has been normal identified by the investigator. The
Study is based on a sound conceptual framework. The related
literature has been reviewed comprehensively. All the seven
objectives of the Study have been normal enunciated as
follows:1. To analyze the conventional approach of teaching
Computer Education.2. To plan multimedia instructional system
for Computer Education.3. To design and construct multimedia
instructional system for Computer Education.4. To test the
effectiveness of the constructed multimedia instructional
45
system.5. To compare the effectiveness of constructed
multimedia instructional system with the conventional system of
instruction.6. To validate multimedia instructional system in
terms of their effectiveness over conventional system of
instruction. 7. To equip the pupil teachers and teacher-educators
with reliable system to overcome the difficulties in theory course
of Computer Education Instruction.
“Faculty Attitudes towards Computer Assisted Instruction

at the University of Gaziantep”,a study conducted by Filiz
Yalçın Tilfarlioglu İhsan Ünaldi (April 2006).15 The purpose
of this study is (1) to improve an attitude scale and by using this
scale, (2) determine faculty attitudes towards CAI of the
University of Gaziantep.Determining the actors that outline these
attitudes is also another concern of this study. This study aims at
revealing faculty attitudes towards computer assisted instruction
at University of Gaziantep, Turkey in a multifaceted way.
Additionally, it tries to determine underlying factors that shape
these attitudes. After a pilot study, the questionnaire was applied
to a sample population of 145 faculties that were chosen
randomly. The results revealed that faculty attitudes towards
computer assisted instruction are positive. Age, sex, teaching
experience, level of proficiency in English and computer usage
skills have no or little effects over these attitudes. According to
the results of the study, faculty who have prior knowledge on
computers expose rather positive attitudes towards computers in
education. Another important outcome of the study is the
existence of a gender gap in terms of computer assisted
instruction. Although there seems to be no difference between
46
male and female faculty concerning their background education
regarding computers, male faculty feel confident about the
matter, whereas female faculty feel uncomfortable about using
computers in their lessons.
Abdulkafi Albirini (2006)16 had done a study on the topic

“Teachers attitudes toward information and communication
technologies: the case of Syrian EFL teachers.” Based on the
new technology initiative in Syrian education, this study
explored the attitudes of high school English as Foreign
Language (EFL) teachers in Syria toward ICT. In addition, the
study investigated the relationship between computer attitudes
and five independent variables: computer attributes, cultural
perceptions, computer competence, computer access, and
personal characteristics (including computer training
background). The findings suggest that teachers have positive
attitudes toward ICT in education. Teachers‟ attitudes were
predicted by computer attributes, cultural perceptions and
computer competence. The results point to the importance of
teachers_ vision of technology itself, their experiences with it,
and the cultural conditions that surround its introduction into
schools in shaping their attitudes toward technology and its
subsequent diffusion in their educational practice. The study
investigated the attitudes of high school EFL teachers in a large
Syrian province toward ICT and the relationship of teachers_
attitudes to a selected set of independent variables. Teachers‟
attitudes toward ICT have been universally recognized as an
important factor for the success of technology integration in
education (Rogers, 1995; Watson, 1998; Woodrow, 1992).
47
Findings from this study suggest that participants had positive
attitudes toward ICT in education. The respondents‟ positive
attitudes were evident within the affective, cognitive and
behavioural domains. Such optimism cannot simply be attributed
to the novelty of computers in Syrian education (Salaberry,
2001). The participants seemed to have totally accepted the
rationale for introducing ICT into schools and were able to base
their judgments on understandable reasons. Thus, the majority of
respondents considered computers as a viable educational tool
that has the potential to bring about different improvements to
their schools and classrooms.
“Pre-service teachers‟ attitudes towards computer use: A

Singapore survey” by Timothy Teo from Nanyang
Technological University (2008)17. The aim of this study is to
examine the profile of a sample of pre-service teachers in
Singapore. Specifically, the following questions will be
answered: 1. What is the overall profile of pre-service teachers‟
attitudes towards computer use? 2. Do computer attitudes differ
by age, gender, subject domain, years of computer use, and
perceived confidence? The aim of this study is to examine the
attitudes towards use of computers among preservice teachers. A
sample of 139 pre-service teachers was assessed for their
computer attitudes using a Likert type questionnaire with four
factors: affect (liking), perceived usefulness, perceived control,
and behavioral intention to use the computer. The results of this
study showed no gender or age differences among pre-service
teachers on computer attitudes. However, there were significant
differences for computer attitudes by the subject areas that pre-
48
service teachers had been trained during their university
education: Humanities, Sciences, Languages and General
(Primary).Correlation analyses revealed significant associations
between years of computer use and level of confidence, and
computer attitudes. Implications for teacher training and
suggestions for further research are provided.
Salih Birişçi, Mustafa Metin and Mehmet Karakaş

(2009)18 from the Artvin Çoruh University, Turkey, conducted a
research on the topic “Determining Prospective Elementary
Teachers' Attitudes towards Computer: A Sample from Turkey.”
The aim of this study is to determine prospective elementary
teachers‟ attitudes towards computers. This research was carried
out in fall semester of 2007 at a small university in north-eastern
Turkey with 248 prospective elementary teachers. In order to get
general results about the sample survey methodology was used.
Results show that computer attitudes of prospective elementary
teachers are at medium level. No significant differences were
found between gender, high school type and monthly family in-
come independent variables and computer liking, computer
anxiety and use of computers in education/instruction subscales.
However, a significant difference was found between high
school type and computer anxiety and computers in
education/instruction subscales. The findings of this study
indicate that prospective elementary teachers‟ attitude towards
computer is at medium level. Also findings reveal that their
attitudes towards computer liking and use of computers in
education/instruction were at mid-level and computer anxiety
was at high-level.
49
Saroj Yadav (Lecturer, Department of Education CSJM
University Kanpur U.P, India) and Shivveer Singh, Student,
(Department of Education CSJM, Kanpur U.P, India) (2011)19
had done a study on the topic “A Comparative Study of Social
Competence and Attitude towards Computer among
Undergraduate Students.” The present investigation was
undertaken to compare the social competence and attitude
towards computer among undergraduate students. For this
purpose, descriptive survey of research was used. Data was
collected from randomly selected 320 undergraduate students
from the urban and rural areas of Kanpur in Uttar Pradesh (U.P.).
Social competence scale and Computer attitude scale were
administered on the selected sample .The result showed that
Social Competence of Undergraduate male students was more
than that of undergraduate female students. Social Competence
of Undergraduate urban students was more than that of
Undergraduate Rural students. Significant difference was found
in attitude towards computer between Undergraduate urban and
rural students but there was no significant difference between
male and female students. The findings of the study are as
follows: There is significant difference between the Social
Competence of Undergraduate male and female students. Social
Competence of Undergraduate male students are more than
Undergraduate female students. There is significant difference
between the Social Competence of Undergraduate Urban and
Rural students. Social Competence of Undergraduate Urban
students are more than Undergraduate Rural students. There is
no significant difference between the Attitude towards Computer
of Undergraduate male and female students. There is significant
50
difference between the Attitudes towards Computer of
Undergraduate Urban and Rural students. Computer Attitude of
Undergraduate Urban students is more than Undergraduate Rural
students.
Assist. Prof. Dr. Tamer Kutluca from Dicle University

and Ziya Gokalp (2011)20 from Faculty of Education Primary
Mathematics Education Diyarbakir, Turkey, had done an
investigation titled “A Study on Computer Usage and Attitudes
toward Computers of Prospective Preschool Teacher.” The
purpose of this study is to determine the status of computer
usage and the attitudes toward computers of prospective
preschool teacher and to investigate of several variables on their
attitudes. For this purpose, “Computer Usage Information Form”
and “Computer Attitude Scale” was applied to 126 prospective
preschool teachers. This study is conducted with survey
methods. The data is analysed through standard deviation, mean
value as well as t-test and one way ANOVA for group
comparison, besides to find which group causes the difference in
the group comparison, a Post Hoc Turkey HSD test is employed.
At the end of the study it is determined that the prospective
preschool teacher use computers more at home and internet cafes
and their levels of using computer programme are intermediate
or upper. It is also determined that there is a significant
difference according to the variables of taking computer course,
computer ownership, level of using computer program,
frequency of computer usage, computer experience and class of
the scores of attitudes toward computers. On the other hand,
there is no significant difference according to the variables of
51
gender. It is recommended that future studies should focus on
investigating academician‟s level of usage of computer program
and attitudes toward computer technologies. In this study found
significant differences between frequency of computer usage,
computer experience and attitudes toward computer of
prospective class teachers. In this result that emerged prospective
teachers who frequent used computers and computer experience
had a more positive attitude toward computers than did those
who did not frequent used computers and computer experience.
Shamsa Aziz and Hamid Hassan (2012)21 had done a

study titled “Factors Affecting the Attitudes towards Computers:
A Survey at Higher Secondary Level in Punjab, Pakistan”. This
study is a part of Ph.D. research in which researcher attempted to
explore the factors that affect student‟s attitude towards
computers. The study was delimited to the province of Punjab,
Pakistan. The estimated population was more than 30,000. Total
number of the students included in the study was 1068.
Computer Attitude Scale” (CAS) developed by Loyd and
Gressard was used for measuring the students‟ attitude towards
computers. Effect of students‟ gender, physical facilities for
computer science available to them at colleges and the
qualification of the teachers teaching them was analysed by
applying t test and one way ANOVA. As the research findings
indicated the positive affect of sufficient physical facilities and
computer graduate teachers on students‟ attitude towards
computers so it is recommended that all the required and
internationally recommended physical facilities along well
qualified and properly certified teachers may be provided in all
52
colleges and schools where computer science/ studies are being
offered to the students. There is a significant gender wise
difference in students‟ attitude towards computers. Female
students have higher mean score on Computer Attitude Scale
than the male students. There is a significant difference
regarding attitude towards computers between the students who
have sufficient physical facilities at colleges and those who have
insufficient physical facilities at colleges. The mean score on
Computer Attitude Scale was higher for the students who have
sufficient physical facilities at colleges than those who have
insufficient physical facilities at colleges. There is a significant
difference regarding attitude towards computers among students
taught by teachers with different qualifications. The students‟
attitude towards computers is significantly affected by the
teachers who are Science graduates + diploma in Computer
studies or Computer graduates.
Josephine A. Larbi-Apau and James L. Moseley

Wayne (2012)22 from the State University, Detroit, MI, USA
conducted a study on the topic “Computer Attitude of Teaching
Faculty: Implications for Technology-Based Performance in
Higher Education.” This study examined the validity of
Selwyn‟s computer attitude scale (CAS) and its implication for
technology-based performance of randomly sampled (n=167)
multidiscipline teaching faculty in higher education in Ghana.
Considered, computer attitude is a critical function of computer
attitude and potential performance. Composed of four constructs,
and using a five-point Likert rating scale, the CAS measured
affective, perceived behavioural control, behaviour, and
53
perceived usefulness attitudes as multi-construct of computer
attitude. The reliability of the overall computer attitude and all
four constructs scales are positive with high internal
consistencies (> .70) and significant construct validity (p <
0.001). Analysis of variance (ANOVA) showed significant mean
differences across all four constructs at p = 0.001. Affective
attitude was the highest contributor of computer attitude
followed by perceived usefulness, behaviour, and perceived
behavioural control attitudes. The teaching faculty has relatively
high positive computer attitude; with purposeful practice and
enabling environment, they can manage technology-oriented
proficiencies and professional performances effectively. Further
studies in private and public universities worldwide are proposed
for practical and academic significance. In addition, relational
and in-variance of CAS across demographic factors such as
gender, age, academic status, and subject discipline are proposed
for their differential influence. The results indicate teaching staff
in these universities have relatively high and positive attitudes
toward computer technology and ICT. The computer attitude
was directly associated with affective, perceived usefulness,
perceived behavioural control, and behavioural attitudes, and
their means differed significantly on the different levels of
computer attitude. For example, with a mean score of 22 (91%),
affective computer attitude is rated the highest of the four
constructs, suggesting high affinity towards the use of ICT by
the majority of the teaching staff. Adequate knowledge and
minimal technophobia (fear of advanced technology, Online
Merriam-Webster Dictionary, 2011) can allay fears for
technology use. Yaghi and Abu-Saba (1998) reported that
54
computer anxiety of teachers was reduced when they used
computers for educational tasks. Stricker and Widiger (2003)
asserted fear and anxiety could dominate one‟s cognitive process
to the point of interfering with daily functioning.
Mustafa Doğan (2012)23 had done a study on “Trainee

Teachers‟ Attitudes about Materials and Technology Use in
Mathematics Education.” This study is planned to determine
mathematics trainee teachers‟ attitudes about technology and
material use in mathematics education. The study is conducted
with a self-developed questionnaire as a survey. The second part
of the survey is a Likert Type Attitude Scale which contains 31
items. Sample is a total of 125 students from a primary teacher
training department. This paper includes findings from the scale.
Descriptive statistical techniques (f, %,) were used to analyse
collected data for the sample. The results show that the trainee
teachers‟ attitudes are quite positive about materials and
technology use in mathematics education. They stated that they
are going to use the technology and materials in their
professional mathematics teaching as well. The results show
different aspects of primary mathematics trainee teachers‟
attitudes to the use of materials and technology in mathematics
education. First of all, they are very aware of the role of using
technology in mathematics education. They recognized
technology‟s inspiration to learning, studying and teaching
mathematics both for students and teachers. They appreciate
possible enhancements to individual mathematics learning with
the opportunities provided by the technology. Trainee teachers
accept that materials and technology help to teach and learn
55
mathematics better. For example, they believe that technology
make contributions to creative activities in mathematics. Thus,
they reassure and clearly declare that teaching and learning
mathematics is going to be improved by the help of materials
and technology.
Tamer Kutluca and Halim Başkan (2013)24 collectively

conducted a study titled “Vocational College Students‟
Computer Usage Profiles and Attitudes toward Computers.” The
purpose of this study is to determine the status of computer
usage and the attitudes toward computers of vocational college
students and to investigate of several variables on their attitudes.
For this purpose, “Information form about using computer” and
“Scale of the attitudes for computers” was applied to 137
vocational college students. This study was conducted with
survey methods. The data is analysed through standard deviation
and mean value as well as t-test and one way ANOVA for group
comparison, besides to find which group causes the difference in
the group comparison, a post hoc Turkey HSD test is employed.
At the end of the study it is determined that the vocational
college students use of text program, presentation program
email, multimedia and spread sheet program were scored as
“medium high and above” level of use. It is also determined that
there is a no significant difference according to the variables of
taking frequency of using computer, computer ownership and
gender of the scores of attitudes toward computers. This study of
vocational students enrolled in the program according to their
attitudes about computer-aided education vary not been
identified. Physics, chemistry, biology and math program for
56
students enrolled in computer courses they considered to be
close to one another if differences cannot quit as a result is
acceptable. One of the other results was found for computer-
assisted education vocational students to have their computer
attitudes and computer use to the state was determined to vary by
year. Positive attitudes expedite learning, student achievement
and teacher raises and increased the effectiveness of the
program; negative attitudes that prevent the learning, therefore,
reduce the success of students and teachers and that it reduces
the effectiveness of the program can be said. Successfully
conduct computer-assisted training activities, will take on this
role of the computer assisted education vocational students to
have more positive attitudes and perceptions of self-efficacy is
possible.
ii. Studies Related To The Measurement Of Computer

Attitude With Reference To Gender:
A research “Gender Differences in Computer Attitudes,

Interests, and Usage at an Elite High School” by Marilyn Joan
Whinnerah Anderson (1990)25 has been done. A descriptive
case study examined the gender differences concerning computer
technology (IT) by a convenience sample (N = 180, 76%) of
11th and 12th graders at an elite public high school, recently
named the “second best high school in America” in suburban
Northern Virginia. The purpose of the study was to examine the
apparent discrepancy in male and female differences in computer
use, interests, and attitudes. The results were higher mean scores
for the Strong Realistic General Occupational Theme (males)
57
and Artistic Theme (females); the Athletic and Mechanical Basic
Interest Scales (males) and Music/Drama, Art, Culinary Arts,
and Social Service Scales (females), and Risk- Taking Personal
Style Scales (males) and Working Style with People (females).
Females also had higher GPAs, levels of computer anxiety,
resistance to technology, and avoidance of careers and study in
computer fields. Females chose Pre-Medicine majors to help
others and males chose Computer Science majors to gain
financial rewards.
Tor Busch (1995)26 conducted a study on the topic

“Gender differences in self- efficacy and attitudes toward
computers.” This study is aimed to investigate gender
differences regarding computer attitudes and perceived self-
efficacy in the use of computers among 147 college students. At
the end of a computer course, the students completed a
questionnaire design to measure self- efficacy, computer anxiety,
and computer liking and computer confidence. The results
revealed gender differences in perceived self-efficacy regarding
completion of complex tasks in both word processing and spread
sheet software. No gender differences were found in computer
attitudes or self- efficacy regarding simple computer tasks. Male
students had previously had more computer experience in
programming and computer games and reported that they had
previously had more encouragement from parents and friends.
Lily Shashaani (1997)27 conducted a study on “Gender

Differences in Computer Attitudes and use among College
students.” In this study researcher examined the gender gap in
58
computer attitudes and use based on a sample of 202 college
students. Researcher surveyed the students‟ attitudes in relation
to gender, experience and parental encouragement. Students
responded differently in regard to attitudes and experience.
Females were less interested in computers and less confident
than males: males were more experienced. Further analysis of
the students‟ responses showed that one semester of computer
training improved their attitude toward computers. The results
are discussed in terms of students‟ precollege computer
experience and parental behaviour. The results indicated that no
significant differences between men and women in respect to the
perceived usefulness of computers. Both genders were aware
that knowledge of computers is important for obtaining a job,
saves time and work, and is useful for data processing and
problem solving.
“Men‟s and Women‟s Attitudes toward Computer

Technology: A Comparison.” a comparative study collectively
done by Charles M. Ray, Carolee Sormunen and Thomas M.
Harris (2000)28. This study examined three research questions
that compared the attitudes of men and women about (1) The
value of technology in making users more productive,(2) The
impact of computer technology on people and their work
environments, and(3) The relative comfort of men and women
when using computers. The study used an attitudes inventory
constructed to identify attitudes associated with gender issues
reflected in the literature. The inventory was administered to 62
subjects who were students in a university business
communication course. Analyses of the findings indicate that,
59
contrary to earlier studies on these issues, women reflected more
positive attitudes than men on all three scales. Females held
more positive attitudes than males regarding the value of
computers to make users more productive. Although neither men
nor women in this group reflected concern about the impact of
technology on people and their work environments, women were
more positive than men in this regard. Women also reflected
greater comfort in using computers than men. The results carry
implications for both education and business. Educators, trainers,
and managers should re-examine their behaviours as they make
decisions regarding career choices, on-the-job training
opportunities, and job placement. Previous indicators that men
are more receptive to technology in learning and training
environments appear to have changed.
iii. Studies Related To The Measurement Of Computer

Attitude With Reference To Age Or Experience:
Gina M. Jay and Sherry L. Willis (1992)29 had done a

study on the topic “Influence of Direct Computer Experience on
Older Adults‟ Attitudes toward Computers”. This research
examined whether older adults‟ attitudes toward computers
became more positive as a function of computer experience. The
sample comprised 101 community dwelling older adults aged 57
to 87. The intervention involved a two week computer training
program in which subjects learned to use a desktop publishing
software program. A multidimensional computer attitude
measure was used to assess differential attitude change and
maintenance of change following training. The results indicated
60
that older adults‟ computer attitudes are modifiable and that
direct computer experience is an effective means of change.
Attitude change as a function of training was for the attitude
dimensions targeted by the intervention program: computer
comfort and efficacy. In addition, maintenance of attitude change
was established for at least two weeks following training.
Denise Potosky and Philip Bobko (2001)30 conducted a

study titled “A Model for Predicting Computer Experience from
Attitudes toward Computers”. This study examined the
relationship between locus of control, two sets of beliefs about
computers as electronic performance monitors, general computer
attitudes, and computer experience. Results support a model in
which computer attitudes mediate the relationship between an
individual‟s locus of control and computer experience and
between monitoring beliefs about computers and computer
experience. The results of this study support the proposed
conceptual model developed by the researcher. General attitudes
toward computers appear to be a function of individuals‟
relatively more specific beliefs about computers as well as
individuals‟ internal versus external locus of control. In turn, the
relationship between attitudes and computer experience appears
to be strong and positive. These results suggest patterns in the
data that should be explored (and replicated) in future research.
Sabry M. Abd-El-Fattah (2005)31 conducted a study on

the topic “The effect of prior experience with computers,
statistical self-efficacy, and computer anxiety on students‟
achievement in an introductory statistics course: A partial least
61
squares path analysis”. A Partial Least Squares Path Analysis
technique was used to test the effect of students‟ prior experience
with computers, statistical self-efficacy, and computer anxiety on
their achievement in an introductory statistics course. Computer
Anxiety Rating Scale and Current Statistics Self-Efficacy Scale
were administered to a sample of 64 first year university
undergraduates (35 males and 29 females) enrolled in an
introductory statistics course in a Faculty of Education.
Achievement scores were obtained from students‟ records.
Results of the study revealed that statistical self-efficacy was the
most important predictor of students‟ achievement in statistics,
followed by prior experience with computers and finally
computer anxiety. In addition, statistical self-efficacy and prior
experience with computers had an indirect effect on achievement
in statistics through their effect on computer anxiety.
Implications of these findings for teaching and learning statistics
are discussed. Findings of the study have shown that among the
many factors that might contribute to students‟ achievement in
statistics, statistical self-efficacy was the strongest. After
considering students‟ computer anxiety and prior experience
with computers, statistical self-efficacy remained a critical factor
that affected directly students‟ achievement in statistics. Students
who entered the statistics course with high levels of self-efficacy
appeared to exhibit high scores on the overall course aggregate.
These findings support Bandura‟s social learning theory and are
consistent with the body of research implicating self-efficacy as
a significant factor influencing academic achievement (Bandura,
1977, 1986, 1997; Schunk, 1995; Schunk and Pajares, 2002).
62
Seyed Ebrahim Taghavi (2006)32 from the University of
Arkansas Pine Bluff “The Effects of Age, Access to a Computer,
and College Status on Computer Attitudes.” This study
examined undergraduate college students‟ (n=174), attitudes
toward computers. Attention was given to the relationship
between computer attitudes (anxiety, confidence, liking, and
usefulness) and age, access to a home computer, and collegiate
classification. Age was not found to be significantly related to
computer attitudes on any of the four subscales. The findings
showed that subjects with access to a home computer had higher
positive attitudes toward learning and working with computers.
The findings revealed that there was a small difference between
students‟ attitudes and their collegiate classification. Senior
students significantly expressed more positive attitudes toward
computers than sophomore, and junior students. Results of this
study revealed that students with access to a home computer had
lower anxiety, higher confidence, favoured more computers, and
found computers to be more useful than the students without
access to a home computer. Results revealed that students‟
collegiate classification had very little influence on students‟
attitudes toward learning and working with computers. There
was a difference in liking level; senior students favoured
working with computers more than sophomore, and junior
students. This finding reinforced previous research that
investigated computer attitude differences between
underclassmen and graduating seniors that reported graduating
seniors had higher positive attitudes toward computers.
63
L. Deniz (2007)33 conducted a study titled “Prospective
Class Teachers‟ Computer Experiences and Computer
Attitudes.” The main purpose of the research is to investigate the
computer experiences and computer attitudes of prospective
class teachers. The research also investigated the differences
between computer attitudes and computer experiences, computer
competencies and the influence of genders. Ninety prospective
class teachers participated in the research. Computer Attitude
Scale-Marmara (CAS-M), and a questionnaire, about their
computer experiences, and opinions toward the use of computers
in the classroom setting, were administrated. The major findings
are as follows: (1) 62% of prospective class teachers have
computer at home; (2) 50% of the computer owners have
computers less than three years; (3) No significant differences
were found between computer attitudes and gender; (4)
Differences were found between general computer attitudes and
computer liking attitudes of prospective class teachers based on
their computer competencies in favour of more competent ones.
This study found no significant differences between gender and
computer attitudes of prospective class teachers. The results
from the studies about the computer attitudes of prospective
teachers in Turkey [11] [5] [6] show that there is no or in some
cases little [10] gender gap toward computer attitudes. The
results also showed that the majority of prospective class
teachers have enough self-confidence to use a computer for
instructional purposes. However, it is clear that only half of them
reported that they have used computers for instructional
purposes during their school practices. The major obstacles for
not using computers have been identified as a lack of computers
64
and insufficient computer efficacy. The other and important
result basing on the prospective class teachers‟ reflections is that
teachers are not good enough to be role models for the
integration of information technologies in to the curriculum.
Min Shi and Barbara A. Bichelmeyer (2007)34

conducted a study on the topic titled “Teachers‟ experiences with
computers: A comparative study”. Findings from two
ethnographic studies regarding teachers‟ uses of computers from
1991 and 2004 are compared to discover how teachers‟
experiences of computer have changed since the proliferation of
computers in schools and how teachers‟ experiences of
computers have remained the same. Despite the tremendous
increase in availability of computers in schools and modest
progress in teachers‟ computer use, a comparison of data
demonstrates continuing token integration of computers by
teachers. Such factors as lack of effective training, and need for
collaboration and involvement in planning for computer use
which inhibited teachers‟ computer use in 1991 continued to
exist in 2004. Through the comparative data analysis process, six
themes were found to have been identified by participants in
both studies as having effects on teachers‟ experiences with
computers in the school environment. These six common themes
included 1) accessibility of computers, 2) availability of
technical support, 3) perceptions regarding usefulness of
computers, 4) appropriate programs for teachers‟ use, 5) factors
facilitating teachers‟ use of computers, and 6) factors inhibiting
teachers‟ use of computers.
65
Ruqiyabi Naz Awan (2012)35 from The British
University in Dubai (United Arab Emirates) conducted a study
on the topic “A Study of Students Opinions and Experiences on
the Use of Computers and Laptops in Classrooms in Dubai”.
Computer and laptop use in classrooms is now the perceived and
desired educational norm. In order to assess the effect of
computers/laptops on the dynamics of the teaching and learning
environment a questionnaire was circulated to students in Dubai
in order to gather their opinions and experiences regarding the
use of computers/laptop in their classrooms. Results revealed
that students did not use laptops/computers a great deal in
educational settings but used them extensively outside of the
educational setting for educational, social and information driven
activities. The students were able to identify the advantages and
disadvantages to the use of technology in their classrooms.
Concerns regarding pedagogically driven teaching strategies are
discussed.
iv. Studies Related To The Measurement Of Computer

Attitude With Reference To Educational
Qualifications:
The study “Effect of Qualification in ICT, Age and

Income on Use of Computers among Postgraduate Students in
Makerere University School of Education” had done by
Bakkabulindi F. E. K., Sekabembe B., Shopi J. M. & Kiyingi
G.(2002)36. The purpose of this study was to establish the
relationship between: qualification in using ICT, age and level of
income; and use of computers among postgraduate students in
66
Makerere University School of Education. The study was carried
out following a cross-sectional survey design and involved 69
students. Primary data, which were collected using a self-
administered questionnaire, were analysed using summary
statistics, t-test, analysis of variance, correlation and multiple
regression analyses. The study found an insignificant
relationship between possession of qualifications in using ICT
and the use of computers; a significantly negative relationship
between age and the use of computers; and a significantly
positive relationship between level of income and the use of
computers. It was, therefore, concluded that possession of
qualifications in using ICT is not sufficient to enhance the use of
computers; age can negatively affect the utilisation of
computers; and income enhances the utilisation of computers.
Thus, it is recommended that, to enhance the use of computers
among the said students, relevant managers should give special
ICT training to the older students; and provide access to
computers, to ensure that students whose incomes do not enable
them to acquire personal computers have access.
Sarah A Drummond (September 2009)37 had done a

study on the topic “Investigating the Impact of Entry
Qualifications on Student Performance in Computing
Programmes at Undergraduate Level” This thesis investigates
the impact of prior A-level study on students taking degree
programmes within the Computing discipline. The focus of this
work investigates opportunities to providing more-personalised
learning which is based on students‟ existing knowledge, for
example, by providing additional learning support to those
67
students who had studied a particular topic at A-level. Although
other studies have been carried out in this area, these studies
have typically focused on outcomes across multiple
programmes. Due to the variation of content taught, the
researchers carrying out these prior studies have been unable to
draw conclusions at the level of specific assignments. The aim of
this work is to investigate the impact of A-level subject selection
on the performance of those studying Computing programmes at
Durham University. The results highlight some benefits in year
one for students studying specific qualifications: largely Maths.
However, the most significant result of this work is that, at the
end of year two, any differences are insignificant. Therefore,
while students with specific A-levels may gain benefits initially,
at the point these student enter the final year of their programme,
these differences no longer impact of their ability to study. The
curriculum within Durham, therefore, already appears to address
the needs of students, specifically by covering knowledge, or
promoting individual study, of all topics necessary for successful
progression. This research has, thereby, revalidated and added to
the current body of knowledge in this research area.
2.1 General Conclusion
By going through the studies it can be concluded that

majority of the researches have been conducted abroad. Very
few studies related to the problem have been done in our
country. The earliest research that examined attitudes toward
computers was conducted by Lee (1970). He identified two
dimensions of attitude :(1) Beliefs in the computer as a
68
beneficial tool and (2) Beliefs that the computers are
autonomous entities. Lee (1970) hypothesized that lower
autonomous entity attitude scores would result in an increase in
computer use which would in turn result in higher beneficial
attitudes. This finding can be extended to an explanation of the
attitudinal processes involved in the introduction to all forms of
technology. Individuals are likely to be apprehensive when they
meet any new technology. As they familiarize themselves with it
and adopt it, they realize its inherent utilitarian value.
Tor Busch conducted a study on the topic “Gender

differences in self- efficacy and attitudes toward computers”
(1995) and the results revealed gender differences in perceived
self-efficacy regarding completion of complex tasks in both
word processing and spread sheet software. Male students had
previously had more computer experience in programming and
computer games and reported that they had previously had more
encouragement from parents and friends. On the other hand, M.
Ray, Carolee Sormunen and Thomas M. Harris in their study,
contrary to earlier studies on these issues, found that women
reflected more positive attitudes than men on all three scales.
Females held more positive attitudes than males regarding the
value of computers to make users more productive. Previous
indicators that men are more receptive to technology in learning
and training environments appear to have changed. Gina M. Jay
and Sherry L. Willis (1992) examined whether older adults‟
attitudes toward computers became more positive as a function
of computer experience. Denise Potosky and Philip Bobko
examined the relationship between locus of control, two sets of
69
beliefs about computers as electronic performance monitors,
general computer attitudes, and computer experience. Erkan
İsmail Arkin (June 2003) examined how teachers perceive the
incorporation and use of computer technology resources in
language teaching through investigation of teachers‟ attitudes
and approaches to using an online supplementary resource in
vocabulary instruction in an EFL context. These are some
prominent studies mentioned in the chapter.
Computer attitude of secondary school teachers so far have

not adequately attracted the attention of researchers. Though a
number of studies have been carried out in order to understand
the computer attitude, but little attempt has been made to study
the computer attitude of secondary school teachers in relation to
gender, experience and educational qualifications. The areas of
the measurement of computer attitude studied by any researcher
were very restricted. Generally all the three factors (gender,
experience and educational qualifications) of the present study
were not correlated united earlier. They were studied separately
at different levels.
Since there is an appreciable dearth of researches

attempting to computer attitude of secondary school teachers in
relation to gender, experience and educational qualifications
altogether, the investigator felt the need of the study.
The review of related literature exposes the following

significant points:
70
1. Secondary school teachers‟ computer attitude has not been
studied.
2. The computer attitude of government secondary school teachers
has not been examined.
3. The computer attitude of aided secondary school teachers has not
been examined.
4. The computer attitude of private secondary school teachers has
not been examined.
5. The computer attitude of secondary school teachers in relation to
gender has not been measured.
experience has not been judged.
educational qualifications has not been considered.
2.2 Present Study
The present study is dissimilar from the previous

surveys in the following points:
1. This study has tried to recognize computer attitude of Secondary

school teachers.
2. This study has tried to identify the computer attitude of
government secondary school teachers.
3. This study has tried to classify the computer attitude of aided
secondary school teachers.
4. This study has tried to find the computer attitude of private
71
5. This study has tried to recognize the computer attitude of
secondary school teachers in relation to gender.
secondary school teachers in relation to experience.
secondary school teachers in relation to educational
qualifications.
By reviewing the related literature it becomes quite evident

that educationists are paying equal attention to this dimension of
education as well. As a result of vast and fast changes in
technology, the interaction between education and technology
has become deeper than ever. When the roles of computers in
education are considered, this speed and vastness become crucial
for education. Due to similar changes in computer technologies,
it has now become more and more difficult to make predictions
about the future of education. Nevertheless, taking the present
conjunctures into account, it is now impossible to talk about
contemporary education without mentioning computers.
Computer technology, Internet and web-based resources are now
in many schools and offer teachers and learners vast resources
and opportunities for teaching and learning. Maximum benefit
from these resources can only be achieved through teachers‟ use
of technology in developing materials for the classroom. Use of
the Internet has become popular in recent years as the World
Wide Web brings many useful resources and tools such as audio,
video, text, and images that can be used for language teaching
and learning purposes in many ways.
72
An attitude towards computers in education is the main point
which shaped the main problem of the study. This study
provides a glimpse of selected variables that touch the computer
attitudes of secondary school teachers. Future studies could
include a systematic examination of all aspects of school
education and how these interact to impact on secondary school
teachers „attitudes, acceptance, and usage of the computer as a
tool for instructional purposes and professional development.
Thus from the above review of the related literature, to the best
of the knowledge of the researcher, it was found that no research
was not directly related to the present study.
73
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14.Mr. Anil Tanaji Patil (2006), Shivaji University, Kolhapur
“Development of Multimedia Instructional System on Computer
Education for B.Ed. Pupil Teachers.” p 98-105
15.Filiz Yalçın Tilfarlioglu İhsan Ünaldi (April 2006) “Faculty
Attitudes towards Computer Assisted Instruction at the
University of Gaziantep.” p 152-158
16.Abdulkafi Albirini (2006) “Teachers attitudes toward
information and communication technologies: the case of Syrian
EFL teachers.”: Computers & Education 47 p 373–398
17.Timothy Teo from Nanyang Technological University (2008)
Singapore survey.” p 99-105
18.Salih Birişçi, Mustafa Metin and Mehmet Karakaş (2009) from
the Artvin Çoruh University, Turkey, “Determining Prospective
Elementary Teachers' Attitudes towards Computer: A Sample
75
from Turkey.”: Bulgarian Journal of Science and Education
Policy (BJSEP), Volume 3, and Number 1, 2009 p 109-126
19.Saroj Yadav and Shivveer Singh (2011) “A Comparative Study
of Social Competence and Attitude towards Computer among
Undergraduate Students.”:SPIJE, Vol 7, No. 7, January 2011 p
22-27
20.Dr. Tamer Kutluca from Dicle University, Ziya Gokalp (2011)
from Faculty of Education, Primary Mathematics Education,
Diyarbakir, Turkey. “A Study on Computer Usage and Attitudes
toward Computers of Prospective Preschool Teacher”:
International Journal on New Trends in Education and Their
Implications January, February, March 2011 Volume: 2 Issue: 1
ISSN 1309-6249 p 251-265
21.Shamsa Aziz and Hamid Hassan (2012) “Factors Affecting the
Attitudes towards Computers: A Survey at Higher Secondary
Level in Punjab, Pakistan”: Strength for Today and Bright Hope
for Tomorrow Volume 12: 3 March 2012 ISSN 1930-2940 p
154-164
22.Josephine A. Larbi-Apau and James L. Moseley Wayne(2012)
from State University, Detroit, MI, USA “Computer Attitude of
Teaching Faculty: Implications for Technology-Based
Performance in Higher Education” : Journal of Information
Technology Education: Research Volume 11, 2012 p 89-99
23.Mustafa Doğan(2012) “Trainee Teachers‟ Attitudes about
Materials and Technology Use in Mathematics Education.” p 88-
102
24.Tamer Kutluca and Halim Başkan (2013) “Vocational College
Students‟ Computer Usage Profiles and Attitudes toward
76
Computers” : Electronic Journal of Vocational Colleges-
May/Mayıs 2013 p 212-235
25.Marilyn Joan Whinnerah Anderson (1990) “Gender Differences
in Computer Attitudes, Interests, and Usage at an Elite High
School.” p 14-20
26.Tor Busch (1995) “Gender differences in self- efficacy and
attitudes toward computers”: Journal of Educational Computing
Research 1995, Vol. 12, p 147 – 158.
27.Lily Shashaani (1997) “Gender Differences in Computer
Attitudes and use among College students”: Journal of
Educational Computing Research 1997 Vol. 16 (1), p 37 – 51.
28.Charles M. Ray, Carolee Sormunen and Thomas M. Harris
Technology: A Comparison. p 58-60
29.Gina M. Jay and Sherry L. Willis (1992) “Influence of Direct
Computer Experience on Older Adults‟ Attitudes toward
Computers”: Journal of Geromology: Psychological Sciences
1992, Vol. 47, No. 4, p 250- 257.
30.Denise Potosky and Philip Bobko (2001) “A Model for
Predicting Computer Experience from Attitudes toward
Computers”: Journal of Business and Psychology Vol. 15, No. 3,
spring 2001.p 125-150.
31.Sabry M. Abd-El-Fattah (2005)“The effect of prior experience
students‟ achievement in an introductory statistics course: A
partial least squares path analysis”: International Education
Journal, ERC2004 Special Issue, 2005, 5(5), p 71-79. (ISSN
1443-1475 © 2005 Shannon Research Press)
77
32.Seyed Ebrahim Taghavi from University of Arkansas Pine Bluff
(2006) “The Effects of Age, Access to a Computer, and College
Status on Computer Attitudes”: Journal of Information
Technology Impact (2006) Vol. 6, No. 1, p 1-8.
33.Deniz (2007) “Prospective Class Teachers‟ Computer
Experiences and Computer Attitudes”: International Journal of
Human and Social Sciences 2:2 2007 p 116-122.
34.Shi, M., & Bichelmeyer, B. A. (2007). “Teachers‟ experiences
with computers: A comparative study”: Educational Technology
& Society, 10 (2), p 180-190
35.Ruqiyabi Naz Awan(2012) “A Study of Students Opinions and
Experiences on the Use of Computers and Laptops in
Classrooms in Dubai”: ICICTE (2012) p 558-567
36.Bakkabulindi F. E. K., Sekabembe B., Shopi J. M. & Kiyingi G.
(2002)“Effect of Qualification in ICT, Age and Income on Use
of Computers among Postgraduate Students in Makerere
University School of Education”: Journal of Science and
Sustainable Development II p 51-57
37.Sarah A Drummond (September 2009) “Investigating the
Impact of Entry Qualifications on Student Performance in
Computing Programmes at Undergraduate Level” p 210-218
38.Lee, R.S. (1970). Social Attitudes and the Computer Revolution.
Public Opinion Quarterly, 34,pp. 53-59
78
CHAPTER III
METHODOLOGY
The main objective of the study has been to investigate the

computer attitude of secondary school teachers in relation to
gender, experience and educational qualifications. In order to
achieve these objectives of the study, the investigator has been
adopted the following research strategy:
3.1 The Method And Procedure Followed
Researches conducted in the field of the computer attitude

have used various research methods. It is difficult to say which
one of them is more suitable, as each method has its own merits
and demerits. The choice of the method is sometimes determined
by the nature of the chosen topic, its objectives and the resources
at the disposal of the investigator. The present piece of work is a
type of descriptive research using quantitative approach. In
which survey method of research has been used. The survey
method collects data from a large number of cases at a specific
time. It deals with the generalized statistics that result when data
are distracted from a number of individual cases. Basically, it is
cross-sectional. The simple normative survey approach is a
„present-oriented‟ research. The survey approach is intended to
describe a specific set of phenomena in and of themselves; the
rationale for this approach is the fact that the information
provided is in itself the answer to the research question posed.
These considerations have led the investigator to use the simple
79
normative survey method of research for the present
investigation.
3.2 Population
The population is the group of interest of study on which

the results can be generalized. All the secondary school teachers
of Lucknow Educational division consisting of Lucknow,
Unnao, Raibareili, Sitapur, Hardoi and Lakheempur- Kheri
constitute the population of the present study. Both male and
female secondary school teachers have been included in this
study. Three types of schools, i.e., government, aided and private
have been chosen as well.
3.3 Sample And Sampling Technique
It is not feasible, to study the whole population. In almost

all educational research we study samples and not population.1 In
order to obtain the desired data, the investigator has used
stratified random sampling technique.
It is a type of probability sampling in which a population is

divided into various strata and random samples are taken from
each of these strata. Thus, in stratified random sampling the
stratification of population is the first requirement. There are two
major reasons for the stratification of the population:
i. Stratification tends to increase the precision in estimating the

attributes of the whole population. If the whole population is
divided into several internally homogenous units, the chances of
80
variations in the measurements from one unit to another are
almost nil.
ii. Stratification gives some convenience in sampling.
In the present study the strata of the population is based

upon the type of schools and gender of the secondary school
teachers, yielding six types of strata-Male teachers from
Government secondary schools, Female teachers from
Government secondary schools, Male teachers from Aided
Secondary Schools, Female teachers from Aided Secondary
Schools and Male teachers from Private Secondary Schools,
Female teachers from Private Secondary Schools.
Table 3.1
Structure Of Sample
Sl. Name Of Govt. Sec. Aided Sec. Pvt. Sec.
No. The Schools Schools Schools
Districts
No. Of No. Of No. Of Total Gra
Teachers Teachers Teachers nd
Administered Administered Administered Tot
And Responses And Responses And Responses al
Found Found Found
Male Female Male Female Male Female Male Female
1. Hardoi 14 15 14 14 14 14 42 43 85
2. Lakheempur 13 14 14 14 14 15 41 43 84
3. Lucknow 14 13 14 14 15 14 43 41 84
4. Raibareilli 14 14 13 15 14 14 41 43 84
5. Sitapur 13 15 14 13 14 13 41 41 82
6. Unnao 14 14 14 14 14 14 42 42 84
Total 82 85 83 84 85 84 250 253 503
81
Table 3.1 shows that teachers from government secondary
schools including 82 male and 85 female teachers were selected.
From aided secondary schools including 83 male and 84 female
teachers were selected. Likewise, from private secondary schools
including 85 male and 84 female teachers were selected.
In all, there were 250 male and 253 female secondary

school teachers, thus 503 teachers in all.
Table 3.1 further indicates that for the Hardoi district 85

secondary school teachers including 42 male and 43 female
teachers were selected.
For the Lakheempur- Kheri district 84 secondary school

teachers including 41 male 43 female teachers were selected.
For the Lucknow district 84 secondary school teachers

including 43 male 41 female teachers were selected.
For the Raibareili district 84 secondary school teachers

For the Sitapur district 82 secondary school teachers

For the Unnao district 84 secondary school teachers

including 42 male 42 female teachers were selected. The detail
of the structure of sample has been given in the Appendix Table
B1.
82
3.4 Tool Of The Research
The first and foremost need of the investigator is to select

the valid and reliable tool. Tools are the means of acquiring
knowledge, based on the objectives of the study. Present study is
related with the computer attitude of secondary school teachers.
Mostly researchers use some sort of standardised instruments. In
the absence of any standard attitude scale the investigator has
developed an attitude scale namely Computer Attitude Scale for
Secondary School Teachers.
3.5 Construction Of Computer Attitude Scale For

Secondary School Teachers
Today‟s world is a computer world. Therefore, it

becomes necessary to know the attitude towards computer. The
teachers are very important aspect of the teaching learning
process. So, their views about computer become necessary for
any implementation of technology in schools.
The following steps have been used in developing

the Computer Attitude Scale for Secondary School Teachers.
3.5.1 Planning
3.5.2 Collection and Selection of the Items
3.5.3 Item Analysis
3.5.4 Final Draft of the Tool
83
3.5.1 Planning
Planning is an important and first step in the construction

of a test. At this stage the researcher has to classify the broad and
specific objectives of the test. Further, the researcher has to
decide the nature of the content or items to be included, the type
of instructions, a detailed arrangement for the preliminary
administration and the final administration, and probable length
and time limit for the completion of the test etc. Some of the
most important tasks to be done at this stage are defining the trait
to be measured, deciding the area to be involved, specifying the
applicability of the tests, types of items etc.
i. Defining The Problem

Objects, situations, conditions or experiences due to which
one feels discomfort in using computers or technology has been
termed as problem in constructing the Computer Attitude Scale
for Secondary School Teachers.
ii. Areas Involved
After analysing the source material pertaining to the

objectives of the construction of the scale, the dimensions or the
areas involved were selected. The items regarding the following
points were constructed:
a. Positive and Negative Statements about the Value of

Computers.
b. The Impact of Computer Technology on Secondary School

Teachers.
84
c. Teachers‟ Comfort Level with Computers.
iii. Applicability
The present study aims at finding out the computer

attitude of secondary school teachers; therefore, it was decided to
prepare the Computer Attitude Scale for Secondary School
Teachers in Hindi Language. It is applicable to the secondary
school teachers.
iv. Types And Number Of Items
Keeping in view the objectives of the study it was decided

to construct a non- disguised structured test. These tests attempt
to measure attitude on the basis of direct statements regarding
the object of the attitude. In the present study Likert‟s method
has been used. It was developed by Rensis Likert2. Here the
respondents are asked to indicate a degree of arrangement and
disagreement with each of a series of statement. Each item has
five response categories ranging from strongly agree to strongly
disagree. Each statement is assigned a numerical score ranging
from 1 to 5. The teachers had to simply make a tick ( ) mark for
the particular response of the statement on the attitude scale,
which they feel as their answer.
The attitude scale for the administration on the secondary

school teachers so it was decided to have not more than 50 items
in the whole Computer Attitude Scale for Secondary School
Teachers.
85
3.5.2 Collection And Selection Of Items
After scanning a lot of literature, internet articles on computer

attitude and from some computer attitudes scales the items were
selected. The following tools were also consulted for the
purpose:
i. Attitude Scale by William H. Burkett, David M. Compton and

Gail G. Burkett (2001)
ii. Attitude Scale by Mustafa Dogan
iii. Attitude Scale by Gina M. Jay and Sherry L. Willis (1992)
A large number of multiple- choice type statements with

five alternatives such as strongly agree, agree, undecided,
disagree and strongly disagree concerning the object of computer
attitude were collected by the investigator. The items collected
from previously stated sources were pooled together. Then these
items were thoroughly screened and edited. The items which
seemed to be overlapping with one another were critically
examined. In some cases the items conveying the idea most
clearly were retained. In other cases the language of the item was
changed to make it suitable to express the same. A few items
were slightly modified. The following criteria were formulated
and followed in editing the statements:
i. The statement should be directly related to the variable under

consideration.
ii. The statement should have only one meaning.
iii. The statement should be simple, clear and as short as possible.
iv. The statement should contain one complete thought.
86
After taking into consideration the above criteria 55 items
were retained.
Selection of the items is the next phase after collecting the

items. A list was prepared of the selected out 55 items.
(Appendix- A1)
3.5.3 Item Analysis
Total 55 statements were prepared and necessary

precautions were taken for language, content and
appropriateness. Favourable and non-favourable, both the items
were kept randomly in the scale. Experts comprising of
renowned professors from the department of education were
given the tool to judge the content of the items. A panel of four
educators reviewed the items and made suggestions for revising
the list and editing the wording. The keen interest of the experts
in examining the tool helped the investigator in ascertaining the
face validity and content validity of the tool.
After determining the content and face validity of the tool,

the try-out of the tool has been done on 100 secondary school
teachers (50 male and 50 female) from the Lucknow Urban area.
Teachers were asked to answer all the statements in the attitude
scale. There was no time limit to answer the attitude scale.
Teachers‟ responses obtained from the administration of the test
were scored on the basis of Likert method. The data collected by
the try out was used for item analysis. With the help of item
analysis the items which were valid and suited to the purpose
were selected and the rest were eliminated.
87
Finally, the selection of items is done through the
procedure of item analysis. There are several methods of item
analysis. Investigator has used the Edwards method 3 . Every
responded item was scored with different weights. The weight
ranged from 5 to 1. For favourable items a weight of 5 was given
to „strongly agree‟, 4 to „agree‟, 3 to „undecided‟, 2 to „disagree‟
and 1 to strongly disagree and for the unfavourable statements
the order of weights to be given was reversed so that „strongly
agree‟ received 1 and „strongly disagree‟ received 5. After giving
the weights to each item, a total score for each subject was found
by adding the weights earned by him on each item. Each degree
of agreement was given a numerical score and the respondents
total score was computed by summing these scores. This total
score of respondent revealed the particular opinion of a person.
The total score was obtained after the weights were summated
over all the statements.
Since a subject‟s response to each item may be

considered as his rating of own attitude, on a 5-point scale and
his total score is obtained after all these weights were summated.
The investigator had done the item analysis by setting of two
extreme groups- high and low-on the basis of total score and
finding out the significance of the difference between the two
groups.
88
Procedure of Item Analysis
1. Each item was scored according to the scoring key which

provides the correct answer and the correct answer was valued as
5, 4,3,2,1 for positive items and reverse for the negative items.
2. The score given for each correct answer was added and a
total score for each examinee on the test was determined.
3. The scored answer sheet was arranged from high to low

total scores.
4. Following the suggestions of Kelley (1939)4 the upper 27%

and the lower 27% of examinees were selected and the middle
46% were left intact. The total N was 100 so the upper 27%
consist of 27 cases and the lower 27%, 27 cases.
5. The number of examinees in the upper 27% group who

responded to each option (of item No. 1. & 2, for example) was
counted and entered in column 1 of Table-A2 of Appendix.
Similarly, in column 2 the No. of examinees in the lower 27%
group who responded to each item was entered.
6. The number of examinees in the lower group who selected

the correct alternative was subtracted from the number of
examinees selecting the correct alternatives in the upper group,
and was entered in column 3. In Table-A2 of Appendix the
difference was 15-02= 13. This was for item No.1. The same
value for item No.2 was 15.
89
7. The difference found in column 3 (which was found 13 in
item No. 1) was divided by the number of examinees in upper
27% group (or lower 27%) which was 27 here. Thus 13/27=0.48
which was entered in column 4. The value of column 4 was
called discrimination index, abbreviated as D or V. for item No.
2 the same value was- 0.55.
8. The number of examinees who responded correctly in the

middle group (that was 46% which were 14 in case of item No.
1) was counted and entered in column 5.
9. The number of examinees who responded correctly in the

upper, lower and middle was added. The sum of these three
values represents the total number of examinees who answered
the item correctly. The sum was 15+02+14= 31 which was
entered in column 6 for item No. 1. The same value for item No.
2 was 33.
10. The value entered in column 6 which was 31 in case of item

No. 1, was divided by N, the total number of examinees taking
the test. This was the proportion of the examinees in the total
group who responded correctly (called difficulty value and often
abbreviated as P).The formula for getting difficulty value was
P=R/N
= where P is the index of difficulty;
= R is the number of examinees who correctly answer;
= N is the total number of examinees who take the test.

90
Thus P here is 31/100 = .31. The same value for item No. 2 is
.33.
* Items having discriminating value 25 or less than 25 were

eliminated.
The detailed Item analysis table has been given in the
Appendix Table A2.
3.5.4 Final Draft of the Tool
In view of the experience came through administering the

Computer Attitude Scale for Secondary School Teachers, and
comments and suggestions given by the experts some changes
were made in the language of certain items, a few were reworded
and some items were deleted. Thus 47 items were retained in the
Computer Attitude Scale for Secondary School Teachers. The
instructions were also finalised by coming through the
experience while administering the Computer Attitude Scale for
Secondary School Teachers. There are three areas of the
statements in the attitude scale. The items in the final form have
been arranged in a random manner. This randomisation has been
done systematically. The number of statements in each area is as
follows:
91
No. Name of the Area Number of
Statements
1. Positive and Negative 14

Statements about the
Value of Computers.
2. The Impact of Computer 12

Technology on
Secondary School
Teachers.
3. Teachers‟ Comfort Level 21

with Computers.
Total 47
i. Applicability
Present Attitude Scale is applicable to the male and female

ii. Administration
The Computer Attitude Scale for Secondary School

Teachers is very easy to administer. All the instructions are
given on the front page. There is no time limit to answer the
Computer Attitude Scale. It can be used on a group as well as on
an individual.
92
iii. Mode of Response
The Secondary School Teachers, on whom it is

administered, is required to make a tick mark to the block given
in front of each statement.
iv. Scoring
Every responded item is scored with different weights.

The weight ranges from 5 to 1. For favourable items a weight of
5 is given to „strongly agree‟, 4 to „agree‟, 3 to „undecided‟, 2 to
„disagree‟ and 1 to strongly disagree and for the unfavourable
statements the order of weights to be given is reversed so that
„strongly agree‟ receives 1 and „strongly disagree‟ receives
5.The final draft of the tool has been given in the Appendix
Table A3.
3.5.5 Data Collection And Organization
Data collection is an important step in order to test and

verify the formulated hypotheses. In the present study the data
regarding computer attitude of secondary school teachers related
to gender, experience and educational qualifications were
collected with the help of the tool already been described earlier
in this chapter. The collection of the data has been reported in
the following paragraphs:
93
3.5.6 The Collection Of Data For Computer Attitude
Of Secondary School Teachers
The investigator contacted the principals of the institutions

in order to have their permission to administer the tool for
collecting the data. Prior appointments from the teachers were
taken and after describing the teachers about the topic of the
study the data was collected. The teachers were very keenly
involved in the process of giving responses. The research worker
thanked them for taking out their precious time from the busy
schedule and cooperating in the process of research.
3.5.7 The Organization Of Data
The data collected by using the previously described tools

were systematized and organized i. e. edited and classified
according to the objectives of the study. The gathered data have
been checked to see the accuracy, utility and completeness. The
response sheets of only those teachers who have filled the tool
properly were included in the final data. After this process the
data were scored and tabulated. The tabulated data are given in
the Appendix C1. To organize the data the investigator has
developed some norms. On the basis of these norms the data will
be interpreted in further chapter.
94
i. Norms For The Measurement Of Computer Attitude
The scores obtained by secondary school teachers on the attitude

scale are presented here:
Minimum Score of present sample = 137
Maximum Score of present sample = 224
On the basis of the minimum and the maximum score

obtained by the secondary school teachers on the attitude scale,
the investigator has defined three categories of the computer
attitude. As there was no teacher in present sample that was
having either strongly negative or negative attitude towards
computer, so, teachers in present sample were categorized under
three categories of computer attitude, i.e.
Table 3.2
Norms For The Measurement Of Computer Attitude
Norms for Slightly Moderatel Highly

Computer positive y Positive Positive
Attitude
Score 137 to 165 166 to 195 196 to224
Hence the three categories of the computer attitude were

formed: Slightly Positive Computer Attitude, Moderately
95
Positive Computer Attitude and Highly Positive Computer
Attitude.
ii. Norms For Experience
The minimum and the maximum experience found in the

present sample are presented here:
Minimum experience of present sample = 4 yrs.
Maximum Experience of present sample = 25 yrs.
On the basis of the minimum and the maximum

experience found in present sample, the investigator has defined
three categories of the experience.
Table 3.3
Norms For Experience
Norm for Less Moderate High

Experience
Years 4to 10 11 to 17 18 to 25
Hence the three categories of the experience were formed:

Less Experienced, Moderate Experienced and High Experienced.
96
iii. Norms For The Educational Qualifications
The educational qualification found in the present sample

is presented here:
Table 3.4
Norms For The Educational Qualifications
Category Educational Qualifications
Doctorate Ph.D. 3
Post- P.G.+ Professional Degree 2

Graduate
Graduate Graduation + Professional 1

Degree
On the basis of the experience found in present sample,

the investigator has defined three categories of the qualification
i.e. Graduate, Post-Graduate and Doctorate.
97
3.5.8 Statistical Technique Used
Quantitative analysis was done on the basis of responses

received from the secondary school teachers on the Computer
Attitude Scale for Secondary School Teachers. T- Test was used
to analyse the data regarding the responses of teachers. To
calculate„t‟ the investigator calculated mean and standard
deviation. The following formulas were used:
Calculation of Mean
∑
Mean =
Where,
∑ = Sum of Product
N = Total Number of Frequencies
Calculation of Standard Deviation
∑ ∑
( ) √ ( )2
Where,
i. = class interval
∑ = Sum of product of Frequencies and Deviations
98
∑ = Sum of the squared deviation of class interval
N = Total Number of Frequencies
Calculation of Standard Error
Where,
m1 = Mean of First Group
m2 = Mean of Second Group
= S.D. of First Group
= S.D. of Second Group
N1 = Number of Frequencies in First Group
N2 = Number of Frequencies in First Group
t- value
t-value is the difference in means divided by standard error.
t- value =
( )
Where,
99
= Difference in Means
( )= Standard Error
100
REFERENCES
1. John P. De sCecco (1970). The Psychology of Learning and

Instruction, New Delhi: Prentice Hall of India Pvt. Ltd., pg.no.
726.
2. Likert, R (1932). A Technique for Measurement of Attitudes.
Arch. Psychology, No.140, pg. no. 224.
3. Edwards, E. L.(1957). Techniques of Attitude Scale
Construction. Bombay; Vakils, Fesser and Simons Pvt. Ltd. pg.
no. 9.
4. Kelly, T.L. (1939). The Selection of Upper and Lower Groups
for the Validation of test Items. Journal of Educational
Psychology, 30: pp.17-24.
101
CHAPTER IV
ANALYSIS AND INTERPRETATION
The objective of the study was to study the computer

attitude of secondary school teachers. For this purpose, the data
regarding gender, experience and educational qualifications were
gathered. The statistical analysis of the data and obtained results
has been reported in this chapter. Teachers‟ response for each
item regarding gender, experience and educational qualifications
were tabulated and scored by assigning a point value ranging
from one to five. Hence the computer attitude of secondary
school teachers was obtained. The following Table reveals that
maximum number of secondary school teachers agreed or
strongly agreed the responses. It may be concluded that the
whole group seemed to have moderate positive attitude towards
the computer. The computer attitude of secondary school
teachers related to gender, experience and educational
qualifications compared and are presented in Table no.4.1.
4.1 Table Representing Frequency Of Responses For

Each Item In The Attitude Scale:
102
ITEM STRONGLY AGREE NEUTRAL DISAGREE STRONGLY
NO. AGREE DISAGREE
5 4 3 2 1
1 261 227 0 15 0
2 204 271 2 26 0
3 193 279 0 31 0
4 65 389 0 46 3
5 92 366 0 21 24
6 90 384 0 19 10
7 148 328 2 23 2
8 149 303 0 48 3
9 153 319 2 28 1
10 176 306 1 17 3
11 N 148 310 1 20 24
12 125 317 1 58 2
13 162 304 0 35 2
14 131 338 2 29 3
15 134 322 26 19 2
103
16 133 316 12 42 0
17 67 375 0 36 25
18 N 97 378 1 25 2
19 79 390 3 30 1
20 76 377 25 25 0
21 N 83 366 0 53 1
22 87 269 1 120 26
23 N 118 261 0 117 7
24 N 102 349 0 50 2
25 145 228 0 130 0
26 N 98 274 1 129 1
27 108 325 0 70 0
28 N 61 330 1 84 27
29 79 319 26 78 1
30 62 335 25 81 0
31 100 299 0 103 10
32 133 263 2 104 1
104
33 147 242 12 101 1
34 114 232 24 132 1
35 N 140 214 14 135 0
36 N 148 210 7 110 28
37 124 253 35 90 1
38 N 177 233 17 69 7
39 152 279 0 63 9
40 143 272 26 55 7
41 146 243 1 112 1
42 141 251 16 95 0
43 99 324 2 75 3
44 115 267 5 115 1
45 106 320 2 74 1
46 111 300 8 83 1
47 212 198 19 73 1
Negative items: 11, 18, 21, 23, 24, 26, 28, 35, 36, 38
The analysis is discussed according to the hypotheses:-
105
4.1 Comparison Of Computer Attitude Of Secondary
School Teachers With Respect To Gender
Hypothesis No. 1- There is significant difference in computer

attitude of secondary school teachers with respect to gender.
4.2a Table Representing Distribution Of Teachers As Per

Comparison Of Computer Attitude Of Secondary School
Teachers With Respect To Gender
Distribution of Teachers as per Computer Attitude
Slightly Moderately Highly

Gender Total
positive Positive Positive Mean
Score
No. % No. % No. % No. %
Male 38 15.20 136 54.40 76 30.40 250 49.70 185.45
Female 34 13.44 142 56.13 77 30.43 253 50.30 185.48
Total 72 14.31 278 55.27 153 30.42 503 100.00 185.46
In the table, 15.20%, 54.40%, 30.40% male teachers

reflected slightly positive, moderately positive and highly
positive computer attitude respectively where as 13.44%,
56.13%, 30.43% female teachers reflected slightly positive,
moderately positive and highly positive computer attitude
respectively. The mean score of the male and female teachers
were 185.45 and 185.48 respectively.
106
4.2b Table Representing The t- Value Of Teachers As Per
Diff.
Freque in SD t- Resu
Gender Mean SD
ncy Mea Erro val lt
n r ue
Male 250 185.448 17.108 Not-

0.02
1.536 0.030 Signi
0
Female 253 185.478 17.330 ficant
The mean of male and female teachers is 185.45 and

185.48 respectively. In the table, SD being 17.108 and 17.330
for male and female teachers respectively and the difference in
mean is 1.536. Standard Error is calculated as 0.030 and the t-
value is 0.020, which is not significant at 0.05 levels. Therefore
the hypothesis is rejected and the inference is that there is no
significant difference in computer attitude of secondary school
teachers with respect to gender.
4.2 Comparison Of Computer Attitude Of

Government Secondary School Teachers With
Respect To Gender

attitude of government secondary school teachers with respect to
gender.
107
Comparison Of Computer Attitude Of Government
Secondary School Teachers With Respect To Gender
Slightly Moderatel Highly

Gende Total Mea
positive y Positive Positive
r n
Scor
No
No. % No. % No. % % e
.
15.2 54.4 30.4 186.

Male 13 42 27 82 49.10
0 0 0 51
Femal 13.6 56.8 30.8 185.

14 45 26 85 50.90
e 0 0 0 94
14.3 55.2 30.4 16 100.0 186.

Total 27 87 53
1 7 2 7 0 22
In the table, 15.20%, 54.40%, 30.40% male teachers of

government secondary schools reflected slightly positive,
respectively where as 13.60%, 56.80%, 30.80% female teachers
of government secondary schools reflected slightly positive,
respectively. The mean score of the male and female teachers
were 186.51 and 185.94 respectively.
108
Freque Diff. in SD t- Res

Gender Mean SD
ncy Mean Error value ult
Male 82 186.51 18.146 Not

-
0.571 2.901 0.197 Sig
Female 85 185.94 19.338 nifi
cant
SD being 18.146 and 19.338 for male and female teachers

respectively and the difference in mean is 0.571. Standard Error
is calculated as 2.901 and the t-value is 0.197, which is not
significant at 0.05 levels. Therefore the hypothesis is rejected
and the inference is that there is no significant difference in
computer attitude of government secondary school teachers with
respect to gender.
4.3 Comparison Of Computer Attitude Of Aided


attitude of aided secondary school teachers with respect to
gender.

Comparison Of Computer Attitude Of Aided Secondary
109

Gender Total
Score
No. % No. % No. % No. %
Male 14 16.87 41 49.40 28 33.73 83 49.70 185.25
Female 12 14.29 44 52.38 28 33.33 84 50.30 185.71
Total 26 15.57 85 50.90 56 33.53 167 100.00 185.49

aided secondary schools reflected slightly positive, moderately
positive and highly positive computer attitude respectively where
as 14.29%, 52.38%, 33.33% female teachers of aided secondary
schools reflected slightly positive, moderately positive and
highly positive computer attitude respectively. The mean score
of the male and female teachers were 185.25 and 185.71
respectively.

110
Diff.
Gender Frequency Mean SD in SD t- Result
Mean Error value
Male 83 185.253 17.533

Not -
0.461 2.673 0.173
Significant
Female 84 185.714 16.997

significant at 0.05 levels. Therefore the hypothesis is rejected
and the inference is that there is no significant difference in
computer attitude of aided secondary school teachers with
respect to gender.
4.4 Comparison Of Computer Attitude Of Private


attitude of private secondary school teachers with respect to
gender.
111
Comparison Of Computer Attitude Of Private Secondary

Gender Total
Score
No. % No. % No. % No. %
Male 11 12.94 53 62.35 21 24.71 85 50.30 184.61
Female 8 9.52 53 63.10 23 27.38 84 49.70 184.77
Total 19 11.24 106 62.72 44 26.04 169 100.00 184.69

private secondary schools reflected slightly positive, moderately
positive and highly positive computer attitude respectively where
as 9.52%, 63.10%, 27.38% female teachers of private secondary
schools reflected slightly positive, moderately positive and
highly positive computer attitude respectively. The mean score
of the male and female teachers were 184.61 and 184.77
respectively.
112
Diff.
Gender Frequency Mean SD in SD t- Result
Mean Error value
Male 85 184.612 15.753

Not-
0.162 2.413 0.067
Significant
Female 84 184.774 15.612

significant at 0.05 level. Therefore the hypothesis is rejected and
the inference is that there is no significant difference in computer
attitude of Private secondary school teachers with respect to
gender.
4.5 Comparison Of Computer Attitude Of Secondary

School Teachers With Respect To Experience
Hypothesis No.5- There is significant difference in computer

attitude of secondary school teachers with respect to Experience.
113
Teachers With Respect To Experience
Categories
of Total
Experience
Score
No. % No. % No. % No. %
Less Exp. 0 0.00 43 22.40 149 77.60 192 38.17 202.17
Moderate
16 8.12 178 90.36 3 1.52 197 39.17 180.00
Exp.
Highly Exp. 56 49.12 57 50.00 1 0.88 114 22.66 166.77
Total 72 14.31 278 55.27 153 0.42 503 100.00 185.46
In the table, 22.40% and 77.60 % less experienced

teachers reflected moderately positive and highly positive
computer attitude respectively where as 8.12%, 90.36% and
1.52% moderate experienced teachers had slightly positive,
respectively and 49.12%, 50.00% and 0.88% highly experienced
teachers reflected slightly positive, moderately positive and
highly positive computer attitude respectively. There is no record
found for the slightly positive computer attitude of less
experienced secondary school teachers. The mean score of the
114
less, moderate and highly experienced teachers were 202.17,
180.00 and 166.77 respectively.

Moderate
Less Exp. Highly Exp.
Exp.
Frequency 192 197 114
Mean 202.167 180.000 166.772
SD 9.590 9.696 10.848
Comparison
Less_Moderate Moderate_High Less_High
Group
Difference in Mean 22.167 13.228 35.395
Standard Error 0.978 1.229 1.229
t-value 22.668 10.766 28.792
SD being 9.590, 9.696 and 10.848 for less, and highly

experienced secondary school teachers respectively and the
difference in mean between less and moderate, moderate and
highly and less and highly experienced secondary school
teachers is 22.167, 13.228 and 35.395 respectively. Standard
Error is calculated as 0.978, 1.229 and 1.229 for less and
moderate, moderate and highly and less and highly experienced
115
secondary school teachers respectively and the t-value is 22.668,
10.766 and 28.792 for less and moderate, moderate and highly
and less and highly experienced secondary school teachers
which is significant at 0.05 level. Therefore the hypothesis is
accepted and the inference is that there is significant difference
in computer attitude of secondary school teachers with respect to
Experience.

Respect To Experience

experience.

Secondary School Teachers With Respect To Experience
116
Categories
of Total
positive Positive Men
Experience Positive
Score
No. % No. % No. % No. %
Less Exp. 0 0.00 13 20.00 52 80.00 65 38.92 204.06
Moderate
4 6.45 57 91.94 1 1.61 62 37.13 182.26
Exp.
Highly
23 57.50 17 42.50 0 0.00 40 23.95 163.38
Exp.
Total 27 16.17 87 52.10 53 31.74 167 100.00 186.22

respectively and 57.50% and 42.50% highly experienced
teachers reflected slightly positive and moderately positive
computer attitude respectively. There is no record found for the
slightly positive computer attitude of less experienced
government secondary school teachers and highly positive
computer attitude of highly experienced government secondary
school teachers. The mean score of the less, moderate and highly
117
experienced teachers were 204.06, 182.26 and 163.38
respectively.

Secondary School Teachers With Respect To Experience
Moderate
Exp.
Frequency 65 62 40
Mean 204.062 182.258 163.375
SD 9.578 8.889 11.172
Comparison Group Less_Moderate Moderate_High Less_High
t-value 13.304 9.008 19.113
SD being 9.578, 8.889 and 11.172 for less, moderate and

highly experienced secondary school teachers respectively and
the difference in mean between less and moderate, moderate and
118
which is significant at 0.05 level and the hypothesis is accepted
and the inference is that there is significant difference in
computer attitude of government secondary school teachers with
respect to experience.

Secondary School Teachers With Respect To
Experience

experience.

119
Categories
of Total
Experience
Score
No. % No. % No. % No. %
Less Exp. 0 0.00 14 20.90 53 79.10 67 40.12 201.54
Moderate
7 10.94 55 85.94 2 3.13 64 38.32 178.53
Exp.
Highly Exp. 19 52.78 16 44.44 1 2.78 36 21.56 167.97
Total 26 15.57 85 50.90 6 33.53 167 100.00 185.49

respectively and 52.78%, 44.44% and 2.78% highly experienced
highly positive computer attitude respectively. There is no record
found for the slightly positive computer attitude of less
experienced aided secondary school teachers. The mean score of
the less, moderate and highly experienced teachers were 201.54,
120
Moderate
Less Experience Highly Exp.
Exp.
Frequency 67 64 36
Mean 201.537 178.531 167.972
SD 9.205 10.866 11.668
Comparison Group Less_Moderate Moderate_High Less_High
t-value 13.047 4.452 14.942

121

Experience

experience.

122
Categories
of Total
Experience
Score
No. % No. % No. % No. %
Less Exp. 0 0.00 16 26.67 44 73.33 60 35.50 200.82
Moderate
5 7.04 66 92.96 0 0.00 71 42.01 179.35
Exp.
Highly Exp. 14 36.84 24 63.16 0 0.00 38 22.49 169.21
Total 19 11.24 106 62.72 44 26.04 169 100.00 184.69

computer attitude respectively where as 7.04% and 92.96%
moderate experienced teachers had slightly positive and
moderately positive computer attitude respectively and 36.84%
and 63.16% highly experienced teachers reflected slightly
positive and moderately positive computer attitude respectively.
There is no record found for the slightly positive computer
attitude of less experienced private secondary school teachers
and highly positive computer attitude highly experienced private
secondary school teachers. The mean score of the less, moderate
and highly experienced teachers were 200.82, 179.35 and 169.21
respectively.
123
Moderate
Exp.
Frequency 60 71 38
Mean 200.817 179.352 169.211
SD 9.856 9.013 8.893
Comparison
Less_Moderate Moderate_High Less_High
Group
Difference in
21.465 10.142 31.606
Mean
t-value 12.913 5.647 16.431

124
computer attitude of private secondary school teachers with
4.9 Comparison Of Computer Attitude Of Highly

Experienced Secondary School Teachers With Less
Experienced Secondary School Teachers

attitude of secondary school teachers between highly
experienced male and less experienced male.

Comparison Of Computer Attitude Of Highly Experienced
Secondary School Teachers With Less Experienced
125
Distribution of Male Teachers as per Computer Attitude
Categories
of Total
Experience
Score
No. % No. % No. % No. %
Less Exp. 0 0.00 24 24.49 74 75.51 98 63.23 201.83
Highly
29 50.88 28 49.12 0 0.00 57 36.77 166.32
Exp.
Total 29 18.71 52 33.55 74 47.74 155 100.00 188.77

computer attitude respectively where as 50.88%, 49.12% highly
experienced teachers reflected slightly positive and moderately
positive computer attitude respectively. There is no record found
for the slightly positive computer attitude of less experienced
secondary school male teachers and highly positive computer
attitude of highly experienced secondary school male teachers.
The mean score of the less and highly experienced teachers were

126
Diff.
SD t-
Experience Freq Mean SD in Results
Error value
Mean
Less Exp. 98 201.827 8.803
35.511 1.597 22.233 Significant

Highly
57 166.316 10.017
Exp.
SD being 8.803 and 10.017 for less and highly

difference in mean between less and highly experienced
secondary school teachers is 35.511. Standard Error is calculated
as 1.597 and the t-value is 22.233 which is significant at 0.05
level and the hypothesis is accepted and the inference is that
there is significant difference in computer attitude of secondary
school teachers between highly experienced male and less
experienced male.
4.10 Comparison Of Computer Attitude Of Highly

Experienced Female Teachers With Less
Experienced Female Secondary School Teachers
Hypothesis No.10- There is significant difference in computer

experienced female and less experienced female.

127
Female Teachers With Less Experienced Female Secondary
School Teachers
Distribution of Female Teachers as per Computer Attitude
Categories
of Total
Experience
Score
No. % No. % No. % No. %
Less Exp. 0 0.00 19 20.21 75 79.79 94 62.25 202.52
Highly
27 47.37 29 50.88 1 1.75 57 37.75 167.23
Exp.
Total 27 17.88 48 31.79 76 50.33 151 100.00 189.20

1.75% highly experienced teachers reflected slightly positive,
respectively. There is no record found for the slightly positive
computer attitude of less experienced secondary school female
teachers. The mean score of the less and highly experienced
teachers were 202.52 and 167.23 respectively.

128
Female Teachers With Less Experienced Female Secondary
School Teachers
Diff. in SD t-
Experience Freq. Mean SD Result
Mean Error value
Les Exp. 94 202.521 10.383
35.29321 1.861 18.960 Significant

Highly
57 167.228 11.495
Exp.
SD being 10.383 and 11.495 for less and highly

difference in mean between less and highly experienced
secondary school teachers is 35.293. Standard Error is calculated
as 1.861 and the t-value is 18.960 which is significant at 0.05
level and the hypothesis is accepted and the inference is that
there is significant difference in computer attitude of secondary
school teachers between highly experienced female and less
experienced female.

Educational Qualifications

attitude of secondary school teachers with respect to educational
qualifications.
129
Teachers With Respect To Educational Qualifications
Categories
of Total
Qualification
Score
No. % No. % No. % No. %
Graduate 23 15.97 77 53.47 44 30.56 144 28.63 184.08
Post-
46 14.79 178 57.23 87 27.97 311 61.83 185.06
Graduate
Doctorate 3 6.25 23 47.92 22 45.83 48 9.54 192.23
Total 72 14.31 278 55.27 153 30.42 503 100.00 185.46
In the table, 15.97%, 53.47% and 30.56 % graduate

highly positive computer attitude respectively where as 14.79%,
57.23% and 27.97% post-graduate teachers had slightly positive,
respectively and 6.25%, 47.92% and 45.83% doctorate teachers
positive computer attitude respectively. The mean score of the
graduate, post-graduate and doctorate teachers were 184.08,
130
Teachers With Respect To Educational Qualifications
Graduate Post-Graduate Doctorate
Frequency 144 311 48
Mean 184.076 185.061 192.229
SD 17.026 17.149 16.899
Graduate_Post- Post- Graduate

Categories
Graduate Graduate_Doctorate _Doctorate
Difference in
0.985 7.168 8.153
Mean
t-value 0.572 2.730 2.889
SD being 17.026, 17.149 and 16.899 for graduate, post-

graduate and doctorate secondary school teachers respectively
and the difference in mean between 'Graduate and Post-
Graduate', 'Post-Graduate and Doctorate' and „Graduate and
Doctorate‟ secondary school teachers is 0.985, 7.168 and 8.153
respectively. Standard Error is calculated as 1.720, 2.626 and
2.822 for 'Graduate and Post-Graduate', 'Post-Graduate and
Doctorate' and 'Graduate and Doctorate' secondary school
131
teachers respectively and the t-value is 0.572 for 'Graduate and
Post-Graduate' teachers which is not significant at 0.05 level and
the hypothesis is rejected with reference to graduate and post-
graduate teachers and the inference is that there is no significant
difference in computer attitude of secondary school teachers with
respect to graduate and post-graduate secondary school teachers.
The t-value of the 'Post-Graduate and Doctorate' and '

Graduate and Doctorate' secondary school teachers is 2.730 and
2.889, which is significant at 0.05 level and the hypothesis is
accepted with reference to 'Post-Graduate and Doctorate' and
'Graduate and Doctorate' secondary school teachers and the
inference is that there is significant difference in computer
attitude of secondary school teachers with respect to „Post-
Graduate and Doctorate‟ and „Graduate and Doctorate‟

Respect To Educational Qualifications


Secondary School Teachers With Respect To Educational
Qualifications
132
Categories
of Total
Qualification
Score
No. % No. % No. % No. %
Graduate 8 16.67 27 56.25 13 27.08 48 28.74 183.13
Post-
17 16.83 54 53.47 30 29.70 101 60.48 186.00
Graduate
Doctorate 2 11.11 6 33.33 10 55.56 18 10.78 195.72
Total 27 16.17 87 52.10 53 31.74 167 100.00 186.22


Secondary School Teachers With Respect To Educational
Qualifications
133
Post-
Graduate Doctorate
Graduate
Frequency 48 101 18
Mean 183.125 186.000 195.722
SD 16.840 19.239 18.259
Post-
Comparison Graduate -Post- Graduate –
Graduate-
Group Graduate Doctorate
Doctorate
Difference in
2.875 9.722 12.597
Mean
t-value 0.929 2.064 2.549
SD being 16.840, 19.239 and 18.259 for Graduate, Post-

Graduate and Doctorate secondary school teachers respectively
Graduate', 'Post-Graduate and Doctorate' and „Graduate and
Doctorate‟ secondary school teachers is 2.875, 9.722 and 12.597
teachers respectively and the t-value is 0.929 for 'Graduate and
the hypothesis is rejected with reference to „Graduate and Post-
134
Graduate‟ teachers and the inference is that there is no
significant difference in computer attitude of government
secondary school teachers with respect to „Graduate and Post-
Graduate‟ secondary school teachers.
The t-value of the 'Post-Graduate and Doctorate' and

'Graduate and Doctorate' secondary school teachers is 2.064
and 2.549, which is significant at 0.05 level and the hypothesis is
'Post-Graduate and Doctorate' and 'Graduate and Doctorate'



School Teachers With Respect To Educational Qualifications
135
Categories
of Total
Qualification
Score
No. % No. % No. % No. %
Graduate 10 20.83 22 45.83 16 33.33 48 28.74 183.58
Post-
16 15.84 56 55.45 29 28.71 101 60.48 184.35
Graduate
Doctorate 0 0.00 7 38.89 11 61.11 18 10.78 196.94
Total 26 15.57 85 50.90 56 33.53 167 100.00 185.49

respectively and 38.89% and 61.11% doctorate teachers reflected
respectively. There is no record found for the slightly positive
computer attitude of doctorate secondary school teachers. The
mean score of the graduate, post-graduate and doctorate teachers
were 183.58, 184.35 and 196.94 respectively.
136
Graduate Post-Graduate Doctorate
Frequency 48 101 18
Mean 183.583 184.347 196.944
SD 17.671 16.857 14.219
Graduate
Comparison Post- Graduate _
_Post-
Group Graduate_Doctorate Doctorate
Graduate
Difference in
0.763 12.598 13.361
Mean
Standard
3.053 3.748 4.212
Error
t-value 0.250 3.362 3.173

and the difference in mean between „Graduate and Post-
Graduate', 'Post-Graduate and Doctorate' and ' Graduate and
Doctorate' secondary school teachers is 0.763, 12.598 and
13.361 respectively. Standard Error is calculated as 3.053, 3.748
137
and 4.212 for „Graduate and Post-Graduate', 'Post-Graduate and
Doctorate' and ' Graduate and Doctorate' secondary school
teachers respectively and the t-value is 0.250 for ' Graduate and
the hypothesis is rejected with reference to graduate and post-
graduate teachers and the inference is that there is no significant
difference in computer attitude of aided secondary school
teachers with respect to graduate and post-graduate teachers.
The t-value of the 'Post-Graduate and Doctorate' and '

Graduate and Doctorate' secondary school teachers is 3.362 and
3.173, which is significant at 0.05 level and the hypothesis is
attitude of aided secondary school teachers with respect to 'Post-
Graduate and Doctorate' and 'Graduate and Doctorate' secondary
school teachers.


138
Categories
of Total
Qualification
Score
No. % No. % No. % No. %
Graduate 5 10.42 28 58.33 15 31.25 48 28.40 185.52
Post-
13 11.93 68 62.39 28 25.69 109 64.50 184.85
Graduate
Doctorate 1 8.33 10 83.33 1 8.33 12 7.10 179.92
Total 19 11.24 106 62.72 44 26.04 169 100.00 184.72

139
Post-
Graduate Doctorate
Graduate
Frequency 48 109 12
Mean 185.521 184.853 179.917
SD 16.817 15.395 13.069
Post-
Comparison Graduate _Post- Graduate _
Graduate_
Group Graduate Doctorate
Doctorate
Difference in
Mean 0.668 4.937 5.604
t-value 0.235 1.219 1.249

Graduate', 'Post-Graduate and Doctorate' and 'Graduate and
Doctorate' secondary school teachers is 0.668, 4.937 and 5.604
140
teachers respectively and the t-value is 0.235, 1.219 and 1.249
for 'Graduate and Post-Graduate', 'Post-Graduate and Doctorate'
and 'Graduate and Doctorate' teachers respectively which is not
significant at 0.05 level and the hypothesis is rejected and the
inference is that there is no significant difference in computer
'Graduate and Post-Graduate', 'Post-Graduate and Doctorate' and
' Graduate and Doctorate' secondary school teachers.
4.15 Comparison Of Computer Attitude Between

Doctorate Male And Graduate Male

attitude of secondary school teachers between doctorate male
and graduate male.

Comparison Of Computer Attitude Between Doctorate Male
And Graduate Male
141
Distribution of Male Teachers as per Computer Attitude
Categories
of Total
Qualification
Score
No. % No. % No. % No. %
Graduate 13 17.33 42 56.00 20 26.67 75 74.26 183.55
Doctorate 2 7.69 11 42.31 13 50.00 26 25.74 194.96
Total 15 14.85 53 52.48 33 32.67 101 100.00 186.49
In the table, 17.33%, 56.00% and 26.67 % graduate male

teachers had slightly positive, moderately positive and highly
positive computer attitude respectively where as 7.69%, 42.31
and 50.00% doctorate male teachers reflected slightly positive,
respectively. The mean score of the graduate and highly
experienced male teachers were 183.55 and 194.96 respectively.

Comparison Of Computer Attitude Between Doctorate Male
And Graduate Male
142
Categories Diff.
SD t-
of Freq Mean SD in Result
Error value
Qualification Mean
Graduate 75 183.547 16.771

11.415 3.929 2.905 Significant
Doctorate 26 194.962 17.434
SD being 16.771 and 17.434 for graduate and doctorate

secondary school teachers respectively and the difference in
mean between graduate and doctorate secondary school teachers
is 11.415. Standard Error is calculated as 3.929 and the t-value is
2.905 for graduate and doctorate secondary school teachers
which are significant at 0.05 levels and the hypothesis is
accepted and the inference is that there is significant difference
in computer attitude of secondary school teachers between
doctorate male and graduate male.

Doctorate Female And Graduate Female

attitude of secondary school teachers between doctorate female
and graduate female.

Comparison Of Computer Attitude Between Doctorate
Female And Graduate Female
143
Distribution of Female Teachers as per Computer
Attitude
Categories
of Slightly Moderately Highly
Total
Qualification positive Positive Positive Mean
Score
No. % No. % No. % No. %
Graduate 10 14.49 35 50.72 24 34.78 69 75.82 184.65
Doctorate 1 4.55 12 54.55 9 40.91 22 24.18 189.00
Total 11 12.09 47 51.65 33 36.26 91 100.00 185.70

female teachers had slightly positive, moderately positive and
54.55% and 40.91% doctorate female teachers reflected slightly
positive, moderately positive and highly positive computer
attitude respectively. The mean score of the graduate and highly
experienced female teachers were 184.65 and 189.00
respectively.

Comparison Of Computer Attitude Between Doctorate
Female And Graduate Female
144
Categories Diff.
SD t-
of Freq Mean SD in Result
Error value
Qualification Mean
Graduate 69 184.652 17.403

Not
4.348 4.010 1.084
Significant
Doctorate 22 189.000 16.036
SD being 17.403 and 16.036 for graduate and doctorate

female secondary school teachers respectively and the difference
in mean between graduate and doctorate female secondary
school teachers is 4.348. Standard Error is calculated as 4.010
and the t-value is 1.084 which is not significant at 0.05 level and
the hypothesis is rejected and the inference is that there is no
teachers between doctorate female and graduate female.

Graduate With Less Experience And Graduate With
High Experience

attitude of secondary school teachers between graduate with less
experience and graduate with high experience.

Comparison Of Computer Attitude Between Graduate With
Less Experience And Graduate With High Experience
145
Experience
of
Teachers Total
with
Score
Graduate
No. % No. % No. % No. %
Less 0 0.00 4 8.33 44 91.67 48 59.26 203.04
High 18 54.55 15 45.45 0 0.00 33 40.74 165.67
Total 18 22.22 19 23.46 44 54.32 81 100.00 187.81
In the table, 8.33% and 91.67 % 'graduate less

experienced' teachers had moderately positive and highly
positive computer attitude respectively where as 54.55% and
45.45% 'graduate high experienced' teachers reflected slightly
positive and moderately positive computer attitude respectively.
The mean score of the 'Graduate less experienced' and 'Graduate
high experienced' teachers were 203.04 and 165.67 respectively.

Comparison Of Computer Attitude Between Graduate With
Less Experience And Graduate With High Experience
146
Experience
of Diff.
SD t-
Teachers Freq Mean SD in Result
Error value
with Mean
Graduate
Less 48 203.042 7.562

37.375 2.061 18.135 Significant
High 33 165.667 10.043
SD being 7.562 and 10.043 for 'Graduate less

experienced' and 'Graduate high experienced' school teachers
respectively and the difference in mean between 'Graduate less
experienced' and 'Graduate high experienced' secondary school
teachers is 37.375. Standard Error is calculated as 2.061 and the
t-value is 18.135 which is significant at 0.05 level and the
hypothesis is accepted and the inference is that there is
teachers between graduate with less experience and graduate
with high experience.

Doctorate With Less Experience And Doctorate With
High Experience

attitude of secondary school teachers between doctorate with
less experience and doctorate with high experience.
147
Comparison Of Computer Attitude Between Doctorate With
Less Experience And Doctorate With High Experience

Experience
of Teachers Slightly Moderately Highly
Total
with positive Positive Positive Mean
Doctorate Score
No. % No. % No. % No. %
Less 0 0.00 3 13.64 19 86.36 22 68.75 204.95
High 3 30.00 6 60.00 1 10.00 10 31.25 173.70
Total 3 9.38 9 28.13 20 62.50 32 100.00 195.19
In the table, 13.64% and 86.36 % 'doctorate less

experienced' teachers had moderately positive and highly
positive computer attitude respectively where as 30.00%,
60.00% and 10.00% 'doctorate highly experienced' teachers
'doctorate less experienced' and 'doctorate highly experienced'
teachers were 204.95 and 173.70 respectively.

Comparison Of Computer Attitude Between Doctorate With
Less Experience And Doctorate With High Experience
148
Experience
of
Diff. in SD t-
Teachers Freq Mean SD Result
Mean Error value
with
Doctorate
Less 22 204.955 11.235

31.255 5.175 6.039 Significant
High 10 173.700 14.507
SD being 11.235 and 14.507 for 'doctorate less

experienced' and „doctorate highly experienced' school teachers
respectively and the difference in mean between 'doctorate less
experienced' and 'doctorate highly experienced' secondary
school teachers is 31.255. Standard Error is calculated as 5.175
and the t-value is 6.039 which is significant at 0.05 level and the
hypothesis is accepted and the inference is that there is
teachers between doctorate with less experience and doctorate
with high experience.
149
CHAPTER V
DISCUSSION OF RESULTS
The main focus of this study intended to investigate

the computer attitude of the secondary school teachers in relation
to gender, experience and educational qualifications. In the
present chapter discussion of results, findings of the present
study, educational implications and suggestions have been
reported under the following sections:
5.1 Discussion of Results
5.2 Findings of the Study
5.3 Limitations
5.4 Educational Implications
5.5 Conclusion
5.6 Suggestions
5.1 Discussion Of Results
The results derived from the interpretation of data have been

discussed as follows:
150
5.1.1 Discussion Related To The Comparison Of
Computer Attitude Of Secondary School Teachers
With Respect To Gender
The results related to gender difference have been discussed as

follows:
As per table 4.2a and 4.2b it was found that there was
no significant difference in Computer Attitude of secondary
school teachers with respect to gender.
Earlier it was assumed that the males have been

socialized by a society that encourages males to be proficient in
all technological issues (Deniz, 19961: Hunt, 19932: Liu, 19923:
Okebukola, 19934: Shashaani, 19935: Shashaani, 19946).
Females, on the other hand, have not been so encouraged; but
when they are provided with computer instruction and
experience, their attitudes and behaviours were not found
different from males (Coley, Comber7, Schumacher, and
Morahan-Martin8). Males and females both secondary school
teachers held positive attitude regarding the value of computers
to make students more productive. Female secondary school
teachers reflected great comfort in using computers similarly as
male teachers. The result carries many implications for
education. Teachers, educators and trainers should re-examine
their behaviours as they make decisions regarding career
choices, career guidance, on- the- job- training opportunities and
job placement. Previous indicators, that men are more receptive
151
to technology in learning and training environments appear to
have changed.
Hence it becomes clear that gender is not a major

factor effecting attitude. A possible reason for this may be that
wide spread use of computers among a wider cross section of the
population to perform ordinary things such as shopping,
presentations and preparing notes etc. Early studies (Dambrot,
Watkins-Malek, Silling, Marsh, & Garver, 1985)9 of elementary
and high school students identified an apparent dominance of
males with regard to computer use and positive attitudes about
the computer. An explanation for this gender difference may
have evolved because computers were identified with math and
science; and females saw themselves as of lacking basic mental
abilities necessary to succeed in such environments. Others
attributed the difference to lack of access to computers by
females (Kiesler, Sproull, & Eccles, 198310; Marshal & Brannon,
198611; and Miura, 198712). Over the years, gender issues related
to various academic specialties have been debated in the
literature as well. When computers were introduced to the
classroom in the 1980s, investigators sought to determine
whether the gender made a difference in performance on or
preference for computers. Kiesler (1985) affirmed this finding
when he indicated that men tended to be seduced by the
technology, while women appreciated the practical application of
computers and software for meeting needs. Greber (1990)13
suggested that females had opted out of the computer field for a
variety of reasons: gender-inappropriate software, sex-role
stereotyped games, games focused on violent examples, and a
152
lack of female protagonists. The present study found that the
difference between genders disappeared.

Computer Attitude Of Government Secondary
no significant difference in computer attitude of Government
Several studies have shown strong gender differences

at different levels. The present study is contrary to the earlier
studies. Clarke and Chambers (1989)14 could not find any gender
difference in the amount of influence from significant others.
The reason may be that the perceived amount of encouragement
was equal. The results of present study indicate that both male
and female teachers are part of a social network and both are
equally concerned about computers in teaching. They know that
the use of computer gives them a higher social status.
Furthermore, the results seem to suggest that both the gender
regard computers as a common domain. According to earlier
studies males believed that computers were more appropriate for
males (Voogt, (1987)15; Kiesler, Sproull, & Eccles, 198316).
Male secondary school teachers in the present sample, however,
did not hold gender – typed views about computer uses; this
finding is encouraging. Similarly, both male and female
secondary school teachers in the present study tended to agree
that the computer is valuable in daily life and both are equally
153
optimistic and interested in using computers in teaching. This
result is inconsistent with those of Fetler17 and Wu and
Morgan18, who found that girls were more pessimistic than boys
about the effect of computers on the individual and society. The
results of the present study support the argument that familiarity
and knowledge increase both male and female secondary school
teachers‟ interests in computers, and reduce their anxiety and
lack of confidence in dealing with them.

Computer Attitude Of Aided Secondary School
no significant difference in computer attitude of aided secondary
school teachers with respect to gender.
We can only speculate that female secondary school

teacher‟ perceptions of the usefulness and value of computers in
their teaching and career, and their strong belief that women
have as much ability as men, encouraged them to put more effort
in their performance.
154
Computer Attitude Of Private Secondary School
no significant difference in computer attitude of private
This study found no significant relationship for age

and gender, and computer attitudes with regard to different types
of schools as mentioned earlier. This finding does not support
past research which suggested significant differences in
computer attitudes by gender (e.g. Margolis & Fisher19, 2002;
Markauskaite20, 2006). For example, Houtz and Gupta21 (2001)
found that males and female had rated themselves on their ability
to use the computer in significantly different ways. Other studies
have suggested that the masculine image of the computer has
deterred females from benefiting from the technology and this
has made them less confident or more anxious (Culley22, 1988),
resulting in females holding more negative attitudes to
computers than males (Campbell23, 1990). Consequently, female
students tended to use computers less even when given equal
access (Muira24, 1987). The research on gender and computing
has often reported, though not conclusively, that males have
more experience and make more use of computers (Brosnan &
Lee25, 1998; Balka & Smith26, 2000).
155
With Respect To Experience
On the basis of table 4.6a and 4.6b it was found that

there was significant difference in computer attitude of
On the basis of the results it can be concluded that

there was a significant difference found in computer attitude of
secondary school teachers with respect to their experience. This
has been proven by the application of t- test for which the
researcher has developed three comparison groups i.e. less-Post-
Graduate, moderate-high and less-high. Highly experienced
secondary school teachers seemed to have negative computer
attitude and less experienced secondary school teachers seemed
to reflect highly positive attitude towards computer.
Chen and Chang27 (2006) indicate that attitudes,

skills, and practice are interrelated variables. Their results also
suggest that aspects of teacher technology competence vary
according to number of teaching years, home computer access,
and length of in-service training. In most cases, many of these
factors interact with one another to impact on attitudes towards
computers. In this study attention was given to the age. Age is
often an indicator of general predisposition toward an area of
study. Therefore, age was investigated because of the different
development and socialization characteristics of various age
groups which may play an important role in receptivity to
156
computer experience, age has been found to be a significant
factor in the attitude one has toward computer use (Koohang28,
1986; Morris29, 1994; Taghavi30, 2001). Another study
concluded that older adults have more interest in learning about
computers, greater confidence, and exhibit less computer anxiety
than do younger adults.
Similarly some studies (Derscheid31, 2003; Deniz32,

2005) concluded that younger educators have more positive
attitudes toward computer than older educators. Woodrow33
(1991) found that age was not a significant contributor toward
the computer attitudes of student teachers while Nickell and
Pinto34 (1986) found that age correlated negatively with
computer attitudes. However, Marshal and Bannon35 (1986)
reported a positive correlation between age and computer
attitudes.

significant difference in computer attitude of Government
Highly experienced secondary school teachers

seemed to have negative computer attitude and less experienced
secondary school teachers reflected highly positive attitude
towards computer. The result of the study has proved that higher
157
the teaching experience lower the computer attitude. Many
studies have shown the significant effect of age on attitude
towards computers (Loyd and Gressard, 198436; Pope Davis and
Twing, 199137). Table 4.6a indicates that the younger secondary
school teachers seem to have higher means, indicating a more
positive attitude as compared to older secondary school teachers.
It makes clear that the younger secondary school teachers are
more optimistic on the pedagogical usefulness of computers as
compared to older secondary school teachers.

On the basis of the table 4.8a and 4.8b it was found

that there was significant difference in computer attitude of
Aided secondary school teachers with respect to experience.
Highly experienced secondary school teachers

seemed to have Moderately Positive Computer Attitude and less
experienced secondary school teachers reflected highly positive
attitude towards computer. The results of the study prove that
experience is a significant factor that effects to the attitude of the
teachers. These findings of the study are similar to the Schiffman
and Kanuk (2004)38 who observed that age is an important
correlate of innovation adoption. It is, therefore, recommended
that, to enhance the utilization of computers among secondary
school teachers in the schools, relevant managers should give
special ICT related support to the older secondary school
158
teachers. Mostly highly experienced teachers do not wish to have
their own computer because they do not have any interest
towards computer. Similarly mostly highly experienced teachers
avoid pursuing any course regarding computers because they
feel that very soon they will be retired and then it will be of no
use to learn computers. At the same time they also feel that it
will take a lot of time to learn computers. Highly experienced
teachers motivate students to use computers at the same time
they feel that the use of computers in every sphere of life is
making life mechanical. They also feel that computers are
making students inactive. It is decreasing the mental activity of
the students. Highly experienced teachers do not use computers
frequently because they feel it problematic too. Most of the
highly experienced teachers avoid use of computers in education.
They feel that they are not very comfortable with the use of
computers in education. They also feel that it takes more time to
teach through computers. According to them computer assisted
learning is very complex for early stage of students. According
to them there is no reliability of technological equipment.
Most shocking results came when the investigator

talked about internet. Highly experienced teachers felt internet as
a very big problem for them because they find it very puzzling.
The concept and the use of internet are not clear to the highly
experienced secondary school teachers. They are unable to find
out worthy subject matter on internet. They find that it takes a
time to search any relevant matter on internet. Highly
experienced teachers take computers as a formality. They are not
eager towards the use of computers. They found their simple
159
method of lecture as the best as compared to computer assisted
instruction. Some teachers feel that the use of computer is
deteriorating the traditional role of the teachers.
Computers are replacing the teachers so there will be no

need of the teachers in the computer age according to them.
There are some teachers that are not aware of the different parts
of the computer even. Personally they are not very strong
supporter of computers in education. Highly experienced
secondary school teachers use computers for their personal work,
complex calculation and entertainment. Highly experienced
secondary school teachers, theoretically support and promote use
of computers in education. They agree that it increases the
motivation level among students.

significant difference in computer attitude of Private secondary
school teachers with respect to experience.
The negative correlation between the computer

attitudes and the length of the teaching experience revealed that
secondary school teachers who were old, were disinterested in
using computers in their teaching and young secondary school
teachers were more interested in using computers in teaching and
had more confidence in working with them.
160
Computer Attitude Of Highly Experienced
On the basis of the table 4.10a and 4.10b it was

noted that highly experienced secondary school teachers was
found to have moderately positive computer attitude and less
experienced secondary school teachers reflected highly positive
attitude towards computer.
A significant difference was found in computer

experienced male and less experienced male. Highly experienced
male teachers of secondary schools have slightly positive
computer attitude whereas less experienced male teachers of
secondary schools reflects highly positive computer attitude.

Computer Attitude Of Highly Experienced Female
Teachers With Less Experienced Female Secondary
School Teachers
As per table 4.11a and 4.11b it was found that there

was significant difference in computer attitude of secondary
school teachers between highly experienced female and less
experienced female.
161
Highly experienced female teachers of secondary
schools were found to have moderately positive computer
attitude whereas less experienced female teachers of secondary
schools reflected highly positive computer attitude. The present
study provided evidence that a significantly lower proportion of
secondary school teachers aged 45 years and over, make use of
computers in their teaching as compared to younger secondary
school teachers.
Although computer is used and known as a useful

medium for providing teachings, still a kind of fear was felt
among the teachers about the control of computerized
instruction. The teachers had initial shyness towards the
computer. Gradually teachers found that however good the
software package is there will always be need of teachers. These
teachers gave their suggestions for the improvement of the
computer education. They realized the need and importance of
computers in teaching and learning.

With Respect To Educational Qualifications

was no significant difference in computer attitude of secondary
school teachers with respect to educational qualifications.
All the groups of educational qualifications reflected

moderately positive attitude towards computer. This finding is
162
encouraging that every group of educational qualifications
paying equal attention to the usefulness of computers in
teaching.

School Teachers With Respect To Educational
Qualifications

found that there was significant difference in computer attitude
of government secondary school teachers with respect to
Doctorate teachers reflected highly positive attitude

towards the computer. Teachers‟ qualification also affected in a
way that more qualified teachers can teach in a better and
friendly way thus reducing phobia and fear which results in
positive attitude.

Teachers With Respect To Educational
Qualifications

was significant difference in computer attitude of aided
secondary school teachers with respect to educational
qualifications.
163
Doctorate teachers reflected highly positive attitude
towards the computer. There is significant difference in
respect to educational qualifications. Doctorate teachers reflected
highly positive attitude towards the computer because their level
of knowledge is high as compared to graduate teachers. It means
educational qualifications are also an influencing factor in using
computers in teaching. High qualification gives confidence in
using computers and any technological equipment. Kadijevich
(2002)39 observed that even when computers are available,
teachers rarely use them in educational practice. The reason for
this lukewarm attitude according to Kadijevich is because they
do not have (enough) knowledge, skills and confidence related to
the computer use. Therefore, to change the present practice, we
need to innovate, promptly yet thoughtfully, both pre-service and
in-service professional development for teachers. This
professional development can be achieved through the well
qualifications.

Teachers With Respect To Educational
Qualifications
On the basis of the table 4.15a and 4.15b it was noted that
no significant difference seemed to exist in computer attitude of
private secondary school teachers with respect to educational
qualifications.
164
All the groups reflected moderately positive attitude
towards computer. This finding is encouraging as it has been
realized that computer attitude influence not only the acceptance
of computers, but also their use as professional tool or teaching
or learning aids. Therefore, to have computers widely used in
classrooms we should first help teachers to develop positive
attitude toward the computer.

Computer Attitude Between Doctorate Male And
Graduate Male

school teachers between doctorate male and graduate male.
Graduate secondary school teachers were found to

have moderately positive computer attitude on the other hand
doctorate secondary school teachers reflected highly positive
computer attitude.

Computer Attitude Between Doctorate Female And
Graduate Female

found that there was no significant difference in computer
attitude of secondary school teachers between doctorate female
and graduate female.
165
Both the group of secondary school teachers
reflected moderately positive computer attitude. The success of
any initiatives to implement technology in an educational
program depends strongly upon the support and attitudes of
teachers involved. It has been suggested that if teachers believed
or perceived proposed computer programs as fulfilling neither
their own or their students‟ needs, they are not likely to attempt
to introduce technology into their teaching and learning. Among
the factors that affect the successful use of computers in the
classroom are teachers‟ attitudes towards computers. Attitude, in
turn, constitutes various dimensions. Some examples of these are
perceived usefulness, computer confidence, training, gender,
knowledge about computers, anxiety, confidence, and liking.

Computer Attitude Between Graduate With Less
Experience And Graduate With High Experience

school teachers between graduate with less experience and
graduate with high experience.
Graduate with less experience secondary school

teachers seemed to have highly positive computer attitude on the
other hand graduate with high experience secondary school
teachers was found to have slightly positive computer attitude.
166
Computer Attitude Between Doctorate With Less
Experience And Doctorate With High Experience

found that there was significant difference in computer attitude
of secondary school teachers between doctorate with less
experience and doctorate with high experience.
Doctorate with less experience secondary school

teachers was found to have highly positive computer attitude on
the other hand doctorate with high experience secondary school
teachers seemed to have moderately positive computer attitude.
Some other factors identified as the major reasons

for the reluctance of teachers‟ to integrate computers into their
teaching include: the perception of the computer as an efficacy
of the change, lack of a curricular imperative for this (Heywood
and Norman, 1988)40 i.e. teachers need to see the reason behind
any changes in their teaching methods (Robb, 199641, Fullan,
1982)42. Other reasons include: lack of time, tight schedules, too
much material to be covered, a rigid syllabus to be followed,
lack of knowledge of how to use computers in teaching, and
possibly teachers‟ perceptions of computers as being a tool for
communication, information and research only and not as a
teaching and learning tool.
167
5.2 Findings Of The Study
The study was conducted to investigate the computer

attitude of the secondary school teachers in relation to gender,
experience and educational qualifications. The findings of the
present investigation have presented here according to the
hypotheses.
The findings related to the gender issue in

government, aided and private secondary schools have been
reported here:
1. Both male and female secondary school teachers have

moderately positive attitude towards computer.
2. Both male and female secondary school teachers seemed to have



The findings related to the length of experience in government,

aided and private secondary schools have been reported here:
5. Highly experienced secondary school teachers seemed to have

slightly positive computer attitude and less experienced
secondary school teachers seemed to reflect highly positive
attitude towards computer.
168
6. Highly experienced secondary school teachers have slightly
positive computer attitude and less experienced secondary school
teachers reflects highly positive attitude towards computer.
7. Highly experienced secondary school teachers have moderately

8. Highly experienced secondary school teachers have moderately

9. Highly experienced male teachers of secondary schools have

slightly positive computer attitude whereas less experienced
male teachers of secondary schools reflects highly positive
computer attitude.
10.Highly experienced female teachers of secondary schools have

moderately positive computer attitude whereas less experienced
female teachers of secondary schools reflects highly positive
computer attitude.
The findings related to the educational qualifications in

government, aided- government and private secondary schools
have been reported here:
11. All the groups of educational qualifications reflects moderately

positive attitude towards computer.
12.Doctorate teachers reflects highly positive attitude towards the

computer.
169
13.Doctorate teachers reflects highly positive attitude towards the
computer.
14.All the groups reflects moderately positive attitude towards

computer.
15.Post-Graduate secondary school teachers have moderately

positive computer attitude on the other hand doctorate secondary
school teachers have highly positive computer attitude.
16.Both the group of secondary school teachers reflects moderately

positive computer attitude.
17.Post-graduates with less experience secondary school teachers

have highly positive computer attitude on the other hand post-
graduates with high experience secondary school teachers have
slightly positive computer attitude.
18.Doctorate with less experience secondary school teachers have

highly positive computer attitude on the other hand doctorate
with high experience secondary school teachers have moderately
positive computer attitude.
5.3 Limitation Of The Study
The limitations of the study are as follows:
i. This study did not classified urban and rural schools of the
Lucknow Division.
ii. The conclusions of the study can only be generalized for
170
Lucknow Division.
5.4 Educational Implications Of The Study
The present study has attempted to study the

gender experience and educational qualifications. A few decade
earlier, major attention was paid towards the understanding of
teachers. But now-a-days the situation has changed considerably.
Now student is the centre of the educational process. Therefore,
lacks of the attention to the studies related to the teachers are
being undertaken. The educationists and psychologists have now
pointed out that the study of teachers is also very important,
otherwise the attempt to educate students well may fail
miserably which will in turn not be conducive towards the
proper development of the computer education also. The present
study is a humble attempt towards the upliftment of the status of
the secondary education. However, a number of implications are
drawn from the analysis, comparisons and findings of the present
investigative study.
This study will be helpful in investigating the

gender, experience and educational qualifications. Findings of
the present study report that the ideal method for developing
teachers‟ positive attitude for computer use would be to provide
them with training and support to work successfully with
computers. If anxiety is reduced and self-efficacy level is
increased, teachers will be benefitted from their computer
171
training and subsequently can be expected to increase their
commitment to and use of computers in education. So, teachers
must be trained effectively about the use of computer, which will
be fruitful in their professional life. The results also showed that
simply introducing computer technology resources does not
guarantee teachers‟ use of these in practice. The provision of
training is seen as a key factor in both changing attitudes and
encouraging teachers in incorporating technology into their
instruction.
Handler (1993)43 found that attitude towards

computer usage were becoming more favourable as computers
became more available in schools and colleges. Computer
availability in the secondary schools is of utmost importance,
without which no secondary school teacher can be able to
increase his/her level of computer attitude. The governing bodies
of secondary schools may monitor the computer facilities of the
schools. To develop strongly positive computer attitude, teachers
need to be introduced to computer technologies systematically
and be engaged in activities that will provide them with positive
experiences with regard to computer use. For this in- service
training engaging teachers in computers may be helpful.
Information and communication technology must be integrated
into secondary education programme. Thus, secondary school
teachers are expected to possess both skills in the use of
computer technologies and positive belief in their capacity to
integrate them into their teaching.
172
Clearly the results of this study have implications for
both education and teaching, as Post-Graduate as for further
research. Given the shift in attitudes by females from negative to
positive, educators should recognize that females, as Post-
Graduate as males, are suited for a full range of technology
courses. Because females have a similar regard for the
contribution of technology to productivity improvement and are
comfortable with technology as men, they should be encouraged
to pursue technology in teaching. In employment situations,
managers should be encouraged to use both males and females
teachers for technology assignments and teachers training
activities. Their positive attitudes and comfort levels with
technology may make women especially adept at creative
applications of technology.
The findings of the study will further help the

organizations, policy makers or managers to understand their
teachers‟ computer attitude individually as well as collectively.
This will enable them to modify or change their approach in
dealing with teachers in the implementation of any computer
program or in preparing the dimensions of any in-service
training.
The tool “Computer Attitude Scale for Secondary

School Teachers” constructed during the course of this study will
be of immense use to educational purposes and research
workers.
173
Inclusion of different ages or experience levels
would be insightful. Replication in the work education world
may be particularly helpful in determining whether biases exist
because of perceptions about gender and the use of technology.
Thus, the findings of the present study will help

governments, managers and social workers towards the
understanding of the teachers‟ computer attitude which in turn
will reduce difficulties of the implementation of the computer
education at secondary level. Thus a forward looking and well
balanced computer educational program may be developed for
the secondary level.
5.5 Conclusion
Teachers are change agents in schools. They are key

drivers who play crucial roles in technology integration in the
schools and classrooms. It is important for them to possess
positive computer attitudes. Since attitudes has been found to be
linked to usage and intention to use, variables that determine
successful technology integration in education. In other words,
computer attitudes, whether positive or negative, affect how
teachers respond to technology in an instructional setting or
learning environment. This in turn affects the way students react
to computers in schools and current and future computer usage.
Despite the high level of technology in schools, the extent to
which it is optimized depends upon teachers having a positive
attitude towards it. This study suggests a need for secondary
school teachers to provide a conducive and non-threatening
174
environment for in-service teachers to experience success in
using the computers, with a view to allowing teachers to gain
competence and confidence in using computers for teaching and
learning.
There are many varied reasons for underutilization of

the computers. One of prime reason is diffidence of the
concerned teachers in the implementation of the computer
education. We as teachers need to understand that the media are
our extensions. Competing with media and having phobia for
associating with them is not proper. Educational vision of
optimum utilization of media such as computers in instruction
can be realized not merely through financial and material support
only, but adequate supportive inputs in the form of training are
immediately required for integration of desired curricula.
This study provides a glimpse of selected variables

that affect the computer attitudes of teachers. Future studies
could include a systematic examination of all aspects of
secondary school teachers and how these interact to impact on
teachers‟ attitudes, acceptance, and usage of the computer as a
tool for instructional purposes and professional development.
5.6 Suggestions
5.6.1 Suggestions For Teachers
The following are the suggestions for teachers:
1. Teachers‟ interest towards computer may be developed
175
through a relevant computer course.
2. Teachers may be encouraged to pursue any pre-service or in-

service computer course.
5.6.2 Suggestions For Policy Makers
The following are the suggestions for policy makers:
1. Good infrastructure, like electricity supply, a techno-savy

teacher, some computer sets may be provided for computer
education. Infrastructure for computer education should be made
stronger.
2. A proper computer course may be provided to all government,

aided or private secondary school teachers.
3. More finance may be provided for computer education. More

focus may be given to the computer education in the educational
budget.
4. Continuous monitoring must be done to make sure that

certified or trained teachers are teaching at school.
5. A good in-service and pre-service computer training program

may be useful for the secondary school teachers.
6. Policy makers may be careful to provide at least one

computer in each school.
176
5.6.3 Suggestions For Further Studies
The following are suggestions for further research:
1. This study was confined only to the Lucknow Division.

Therefore, the study cannot claim to have comprehensiveness
and its findings may not be universally applicable. It is,
therefore, necessary to cross validate the reported results from
other parts of the state and country.
2. The present study has been conducted on 503 secondary

school teachers only. Therefore, it is suggested that this study
may be conducted on a larger sample from the similar population
somewhere else.
3. In the present study “Computer Attitude Scale for Secondary

School Teachers” with 47 statements in three different areas,
viz., items containing positive and negative statements about the
value of computer technology, the impact of computer
technology on teachers and teachers‟ comfort level with
computer technology have been used. However, an attitude scale
with more areas and items may also be constructed and used for
the purpose.
4. Further researches on the computer attitude at different levels

can also be conducted.
177
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CHAPTER I

Computer is the outcome of technological innovation. A

A computer is a general purpose device that can

1.1 Use of Computer in Education and its Benefits

Computers provide a key ingredient that was lacking in all

1.1.1 Computer-Assisted Learning

The student learns by interacting with a program stored in

1.1.2 Simulation and Exploration

There are topics of study that deal with real systems

1.1.3 Computational Tools

Teachers and students can use computer-based tools, such

Students and teachers can communicate with their peers

Teachers can access a student database, where information

In the current digital era, the development in various

Computers are gradually well-known, influencing many

Another term in the present research is attitude, now the

The investigator has compiled some definitions of the

Katz3 defines attitude as “a predisposition of the individual to

Thurstone4 says that “attitude denotes the sum total of man’s

The term attitude is defined by Freeman5 as “a dispositional

Krech and Crutchfield’s6 say “an attitude can be defined as

So, according to the above definitions, we can say that an

Thurstone defines an attitude as the degree of positive

i. Attitudes are learned with our experiences. It could be any

1.2.1 Principles of Attitude

i. Communication of factual data is more effective in changing

1.2.2 Dimensions of Attitude

Analysis of attitudes reveals that they have four dimensions:

i. Direction: The direction of an attitude is either positive or

1.2.3 Attitude Inculcation

Attitudes are formed or developed on the following basis:

i. Influence of Family: Family is the first and probably the

Aesthetic which means an attitude of joy and loveliness.

Thus, attitudes are not static, rigid entities. They change

1.3 Importance of Attitude in Learning

Attitudes are of chief importance not only for person‟s

Our lives are brightened or darkened, enriched or

The success of any initiatives to implement technology in

In achieving excellence in schools, it is important to

The attitudes of teachers are directly related to computer

The integration of computers into education has a

But in India the situation has been significantly different.

There are numerous research areas in use of computers in

The concern of this study is the third point mentioned

Realizing the importance of computers in education,

1.4 Need and Importance of the Study

As computers are becoming very important part of human

This difference in attitude about computer technology

While studying the present study the investigator decided

1.6 Key Terms

1.6.1 Computer Attitude

In the present study the computer attitude refers to a

In the present study the attitude refers to the tendency to

On the basis of the scores, obtained on the „Computer

ii. Moderately Positive Computer Attitude

iii. Highly Positive Computer Attitude

1.6.3 Secondary School

In the present study the secondary schools refer to the

i. Government Secondary Schools

In the present study the schools that are funded, managed