A Computer In Use In The Classroom: Its Effect On the Identification of Computer In-Service Training Needs of the Classroom Teacher
Date of Award
Doctor of Education in Computer Education
Center for Computer and Information Sciences
Gerorge K. Fornshell
John E. Lee
This study addressed the following research question: For teachers who had not had a computer in use in the classroom during the previous school year, to what extent were their self-identified computer training needs changed by a computer being in use in the classroom for at least nine weeks?
Three null hypotheses were tested. The null hypotheses were (1) that the needs of classroom teachers as indicated by ranked mean responses on the computer needs assessment instruments would change after a computer was in use in the classroom for at least nine weeks, (2) that the responses of teachers on each item of the needs assessment scale would become more focused after a computer was in use in the classroom for at least nine weeks, and (3) that the level of concern of teachers would change on the Stages of Concern scale after a computer was in use in the classroom for at least nine weeks.
The data required for the study were derived from two questionnaires. When returned, the two questionnaires were matched by respective respondents providing 102 sets of paired data from which the findings of this study were based. Both questionnaires contained two parts. The first part was the Stages of Concern Questionnaire (SOCQ). The second part was a needs assessment instrument for computer training. The responses on the SOCQ were evaluated by using a program written in Pascal computer language to generate individual and group profiles and by applying the analysis of variance statistical test to the admissible Stages of Concern data. The responses on the needs assessment instruments were evaluated using Spearman's Rank Order Coefficient, Chi-square analysis, and the Wilcoxon signed rank test.
The findings of the study were presented in tabular form. The three null hypothesis were tested at a .05 level of significance. The first null hypothesis was rejected. The second null hypothesis was not rejected. The third null hypothesis was rejected for Stage 0, Stage 1, and Stage 4 but was not rejected for Stage 2, Stage 3, Stage 5, and Stage 6 of the SOCQ. The third null hypothesis was not rejected when generalized to the two sets of SOCQ data. Included with the recommendations was a list of related questions for further study.
Michael S. Houser. 1992. A Computer In Use In The Classroom: Its Effect On the Identification of Computer In-Service Training Needs of the Classroom Teacher. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Center for Computer and Information Sciences. (593)