Factors affecting computer implementation and impact on teaching and learning in northeast Louisiana
Date of Award
Summer 2000
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Curriculum, Instruction, and Leadership
First Advisor
Carolyn Talton
Abstract
This study investigated the relationship between degree of computer implementation and (a) teacher personal use of computers, (b) teacher motivation, (c) curriculum integration training, and (d) curriculum integration support. The study also investigated the relationship between degree of computer implementation and (a) collaborative learning, (b) self-directed learning, (c) active learning, and (d) teacher practices. An analytical survey provided a numerical description of bow the independent variables and the dependent variables were related in the population.
Quantitative data were analysed using the following statistical procedures: (a) Mann-Whitney U test to determine the relationship between teacher motivation and degree of computer implementation, and to determine the relationship between frequency of teacher personal use of a computer and degree of implementation; (b) Kruskal-Wallis One-way Analysis of Variance by Ranks to determine the relationship between curriculum integration support and degree of implementation, and to determine the relationship between curriculum integration training and degree of implementation; (c) Pearson Product-Moment Coefficient of Correlation to determine the relationship between degree of implementation and (1) collaborative learning, (2) self-directed learning, (3) active learning, and (4) teacher practices; and (d) Stepwise Multiple Regression Analysis in a post hoc analysis to determine how the variables teacher motivation, teacher personal use of computers, curriculum integration training, curriculum integration support, collaborative learning, self-directed learning, active learning, and teacher practices relate to or predict the degree of implementation.
Participants were teachers in grades 9–12 in public schools in northeast Louisiana. Forty-four schools were randomly selected to participate. Six hundred sixty-three teachers were given surveys and 445 teachers responded for a 70% response rate.
Results demonstrated a significant relationship (p ≤ .05) between degree of computer implementation and (a) teacher personal use of computers, (b) curriculum integration training, and (c) curriculum integration support. No significant relationship was found between teacher motivation and degree of implementation. A significant relationship (p ≤ .0l) was found between degree of computer implementation and (a) collaborative learning, (b) self-directed learning, (c) active learning, and (d) teacher practices. Stepwise Multiple Regression Analysis showed self-directed learning, curriculum integration support, and teacher practices to be significant predictors of degree of computer implementation.
Recommended Citation
Bonner-Thompson, Ruth, "" (2000). Dissertation. 159.
https://digitalcommons.latech.edu/dissertations/159