october 2012 - TOJET the Turkish online journal of educational ...

TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4
of participants who increased their liking of computers: aged below 40 (t = 2.423, p < 0.05), senior high school
education (t = 2.902, p < 0.01), working (t = 2.847, p < 0.01), own PC (t = 2.365, p < 0.05) and Taiwanese (t =
2.447, p < 0.05). Three categories however, aged over 59 (t = -2.152, p < 0.05), no PC (t = -2.586, p < 0.05) and
Taiwanese (t = -2.290, p < 0.05), had lower perceptions of usefulness after the course.
Table 3. Paired samples t-tests for women’s computer attitudes before and after the training for each
characteristic category
t-value(p-value)
Characteristics
Age
N Anxiety Liking Usefulness
59
Education
26 3.634(0.001)** 1.386(0.178) -2.152(0.041)*
Elementary school and below 14 3.351(0.005)** 1.054(0.311) -1.067(0.305)
Junior high school 30 3.254(0.003)** 0.174(0.863) -0.887(0.382)
Senior high school 97 5.514(0.000)*** 2.902(0.005)** -1.529(0.130)
Junior college and above
Working status
34 3.516(0.001)** 0.453(0.654) -1.383(0.176)
Working 81 5.598(0.000)*** 2.847(0.006)** -1.365(0.176)
Not working
PC Ownership
94 5.667(0.000)*** 1.073(0.286) -1.968(0.052)
Own PC 157 8.455(0.000)*** 2.365(0.019)* -1.524(0.130)
No PC
Nationality
18 0.216(0.831) 1.083(0.294) -2.586(0.019)*
Taiwanese 164 8.180(0.000)*** 2.447(0.015)* -2.290(0.023)*
Non-Taiwanese
*p < 0.05, **p < 0.01, ***p < 0.001
11 0.134(0.896) 0.872(0.404) -0.678(0.513)
Correlations between characteristics and computer attitudes before the course, after the course, and the
before/after differences in attitudes are presented in Table 4, using Spearman's rho correlations. Before the
course only education level and anxiety were significantly related (rs = 0.194, p < 0.05). After the course, age
and usefulness (rs = -0.221, p < 0.01) were shown to have a significant relationship. Education and anxiety (rs =
0.150, p < 0.05) and Liking (rs = -0.158, p < 0.05), and PC ownership with anxiety (rs = -0.159, p < 0.05) were
all shown to be significant. Differences between before and after the course found that age and usefulness were
significantly related (rs = -0.162, p < 0.05), as were nationality and anxiety (rs = -0.152, p < 0.05). PC ownership
with anxiety (rs = -0.191, p < 0.05) and usefulness (rs = -0.151, p < 0.05) both had significant relationships.
Table 4. Spearman's rho correlations between characteristics and computer attitudes before the course, after the
course, and the before/after differences in attitudes
Spearman's rho Correlations (rs value)
Subscale
Age Education Working PC
Status Ownership Nationality
Before class(A)
Anxiety -0.101 0.194* 0.023 0.044 0.002
Liking 0.009 -0.138 0.020 -0.078 0.008
Usefulness
After class(B)
-0.094 0.081 0.031 0.027 0.053
Anxiety 0.008 0.150* 0.026 -0.159* -0.148
Liking -0.010 -0.158* -0.067 -0.041 -0.018
Usefulness
Differences(B-A)
-0.221** 0.092 -0.011 -0.144 -0.006
Anxiety 0.125 -0.070 -0.021 -0.191* -0.152*
Liking -0.027 -0.040 -0.092 0.041 0.017
Usefulness -0.162* 0.070 -0.061 -0.151* -0.036
*p < 0.05, **p < 0.01, ***p < 0.001
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