Computer Attitude of Teaching Faculty: Implications for Technology-Based Performance in Higher Education
Josephine A. Larbi-Apau, James L. Moseley, Wayne State University, United States
JITE-Research Volume 11, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute
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 behavioral control, behavior, and 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, behavior, and perceived behavioral 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 invariance of CAS across demographic factors such as gender, age, academic status, and subject discipline are proposed for their differential influence.
Larbi-Apau, J.A. & Moseley, J.L. (2012). Computer Attitude of Teaching Faculty: Implications for Technology-Based Performance in Higher Education. Journal of Information Technology Education: Research, 11(1), 221-233. Informing Science Institute.
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