facing difficulties in learning computer applications

Facing Difficulties in Learning Computer Applications

EDU 776(Issues in Education)

Research Project

Submitted in Partial Fulfillment of the Requirements

For the Degree of Masters of Arts in Education

(Concentration in Adult Education)

Submitted by

Najamuddin Mohammed

Student Number

246244

Submitted to

Dr. Sue DuFord

(Project Instructor)

November 20 2007

1

ABSTRACT

The purpose of this study was to determine how the factors of personal

access time to computer technology and computer skills can lead to the fear of

learning new computer applications from students in Central Michigan

University's Master of Arts in Education cohorts 19 and 20 at Humber College. A

survey questionnaire was administered and the results were analyzed to see how

strong correlations exists between fear of learning new computer applications

and the factors of access to computer technology, computer literacy and access

to computer technology support.

It was discovered that there is a strong negative correlation between

computer skills and the fear of learning new computer applicants. There was a

moderate negative correlation between access time and the fear of learning new

computer applications and finally there was a small negative correlation between

factor of having adequate support and the fear of learning new computer

applications. Spearman rank correlation statistical analysis methodology was

used to determine if correlations did exists and strength of the correlations.

Further research is needed on determining on how factors of computer skills,

computer technology access and computer support are correlated.

2

TABLE OF CONTENTS

CHAPTER 1: THE PROBLEM DEFINED…………………………………….………6

Background Statement ………………………………………………….……..6

Problem Statement…………………………………………………………...…7

Purpose of Study……………………………………………………………......7

Research Questions…………………………………………………………….8

Definitions of Terms………………….….……………………………………...8

Limitations of Study……………………..………………………………………9

CHAPTER 2: LITERATURE REVIEW………………………………………….…10

CHAPTER 3: METHODOLOGY……………………………………………….…….18

Population/Sample…………………………………………………………….18

Data Collection Method(s) …………………………………………….……..18

Data Analysis Method(s) ……………………………………………………..19

CHAPTER 4: DATA ANALYSIS……………………………………………….…….23

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS…….32

Summary……………………………………………………………………….32

Conclusions…………………………….………………………………………35

Recommendations ……………………….………………………………...…36

REFERENCES………………………………………………………………………...37

3

APPENDICES………………………………………………………………...………..42

A: Letter Permission from Research

Institution…………………………………………………………………….….42

B: The Research

Questionnaire……………………………………………………....................43

C: Consent Form for Research

Questionnaire………………………………………………………...………..44

4

LIST OF TABLES

2 Data obtained from research survey questionnaires part one……………19

3 Data obtained from research survey questionnaires part two…………….20

4 Spearman’s rank correlation coefficient: Testing for correlation between

fear and access…………………………………………………………..……21


fear and skills…………………………………………………………..………22


fear and support…………………………………………………………..……25

5

CHAPTER 1: THE PROBLEM DEFINED

Background Statement

Information technology is having a profound affect on aspects of education

including the delivery of instruction through the use of new computer

applications. It is essential all learners not only become familiar but very

comfortable with information technology; especially, computer applications to

become effective learners. There is a need to have transferable computer skills

or literacy so learners can be comfortable and easily learn new computer

applications. Research regarding computer literacy and fear of learning new

computer applications has been done with members of cohorts 19 and 20, who

have taken Masters of Arts in Education degree program through Central

Michigan University at offsite location of Humber College.

The young learners between, who are between the ages of 18-24 years

old, now entering post-secondary institutions have for the most part the familiarity

and comfort level with information technology to learn new computer applications

with out much fear or apprehension. However, the adult learners who are 25

years old and older for the most part are not as familiar or comfortable with

information technology and have considerable amount of fear with trying to use

information technology or when learning a new computer application.

This fear seems to be correlated with the level of competency they have

with information technology and computer applications and the amount of access

6

time they have at home, work and at colleges/universities that they are attending.

Research needs to be done to be determined how strong this correlation

between access time, computer literacy and the fear of learning new computer

applications is and what can be done with the results of the research to strategy

to minimize the fear of learning computer applications among adult learners.

Problem Statement

There seems to be a fear of learning new computer applications among

adult learners in college and university programs, and this fear of learning new

computer applications seems to be linked to computer skills and lack of access

time to computer technology at home and at college/university for adult learners.

There is a need to discover the link between how computer skills and lack of

access to computer technology can lead to the fear of learning new computer

applications for adult learners.

Purpose of Study

The purpose of this study is to determine how the factors of personal



University's Master of Arts in Education cohorts 19 and 20 at Humber College.

7

Research Questions

This study seeks to answer questions whether there is a strong correlation

between computer skills, access time and fear of learning new computer

applications.

1. How strong is the correlation between computer skills and fear of learning new

computer applications for members of cohorts 19 and 20, who have taken

masters of arts in education degree program through Central Michigan University

at offsite location of Humber College?

2. How strong is the correlation between access time and fear of learning of new

computer applications for members of cohorts 19 and 20, who have taken

masters of arts in education degree program through Central Michigan University

at offsite location of Humber College?

Definition of Terms

Fear

In the context of this paper the term fear is going to be equivalent to the anxiety.

Cohort

“Groups of students who enroll at the same time and go through a program by

taking the same courses at the same time” (Imel, 2002, p.1).

8

Information technology, Technology, Information tools

All these terms are going to refer to both computer-based hardware and

software.

Limitation of Study

Participants in this study will be restricted to students who are enrolled in

courses in Central Michigan University Masters of Arts in Education with

concentration in Adult Education program hosted at Humber College Institute of

Technology & Advanced Learning in Cohorts 19 and 20. Students had to learn

to use, at the very least two online computer applications WebCT and First

Search, during their course work. Cohort members were surveyed within the

time period of February 2007 to March 2007.

The researcher having being a colleague of the participants may be seen

as a limitation in terms of the researcher having bias that may affect the findings,

analysis and final results. However, researchers’ understanding and familiarity of

participants experience can allow a better understanding of the relevant issues

that have effect on the study. Another limitation of this study is that gender and

socio-economic factors were not taken into consideration. In the long term

gender and socio-economic do not seem to play critical part when it comes to

9

students and how access time and computer skills fear of learning new

computer applications.

CHAPTER 2: LITERATURE REVIEW

In conducting the literature review it was discovered the terms such as

technology, multimedia applications, information technology, and instructional

technology can refer to computer-based hardware or software and such terms

are used interchangeably. It will be taken that all such terms are referring to

computer applications for the purpose of this study; however this will pointed out,

when it is deemed necessarily for clarity’s sake.

Colleges and universities have invested heavily in the information

technology in the effort to improve and enrich educational experience for learners

but the investments have not paid and there is a need to treat technology fluency

as a liberal art as follows:

“As a liberal art, technology must be taught at the level of critical thinking

and reasoning” (Trinkle, 2005, p1).

10

“As a liberal art, technology fluency needs to be broadly integrated into the

college curriculum and experience” (Trinkle, 2005, p1).

“As a liberal art, technology should be treated beyond the academic

program. Liberal arts schools have long had mission to shape the whole

person- mind, body, and spirit” (Trinkle, 2005, p1).

All this leads to the realization that there should be a good support system in

place for both faculty and learners in learning to use information technology tools

such as various computer applications such as word processors, presentations

spreadsheets (Trinkle, 2005). Definition of technology fluency is almost exactly

identical to Shapiro and Humes definition of information literacy which is:

“a new liberal art that extends from knowing how to use computers and

access information to critical reflection on the nature of the information

itself, its technical infrastructure, and its social, cultural, and even

philosophical context and impact” (as cited in Mednick, 2002, p4).

Shapiro and Humes are cited from the paper “Information Literacy: The New

Challenge” ( Mednick,2002).; where it also stated that information literacy can be

hard to achieve for college students since due to the ever changing nature of

technology and the advances that are constantly occurring, which leads to

“information overload” for students, so it is incumbent on educators librarians and

11

instructors to help facilitate the spread of information literacy/competency and

make sure it is being practiced in the classroom. This paper also states that:

“The way to assure that college level students are information literate is to

integrate information literacy into the academic curricula--across all

disciplines. Because of this information literacy takes a commitment from

all levels of academia, from the top down-- from administration to faculty to

students” ( Mednick, 2002, p6)

Similar findings are found in “Using Computer Technology in Teaching”

paper where a holistic approach to teaching computer skills is advocated

(Parsons & Beauchamps, 2000 ). Using an holistic approach to teach

information technology tools, such as computer applications, reduces the lack of

familiarity and hence reduces the fear of the unknown, this ties in well with the

need for user friendly and consistent interface design for computer applications

to help learners use the technology at hand as indicated by research

(Vonderwell & Zachariah, 2005).

Research indicates that even a basic introductory course in computer

science reduces student anxiety and such courses have a strong effect on

negative feelings, in a positive way, in that they reduce the fear of failure

(Kolehmainen, 1992). These results have also been reproduced by surveying

over 500 college students with respect to attitudes towards computer use, taking

12

into consideration their prior knowledge and experience with computers (Hunt &

Bohlin, 1991). This is closely related to student perceptions and attitudes

towards technology and how they have a very important affect on learning

outcomes; researchers recommend that instructors spend time and energy

developing the learning climate as stated in study by Daley (as cited in Imel,

2001). The term technology here is used to refer to both hardware and software

(Imel, 2001). It is important to schedule class time for using the computer

applications that are to be learned (Castleman, 1995). Two variables of

computer experience and hours per week per week spent with a computer are

found to be significantly related to reduced computer anxiety, enhanced

confidence, greater computer knowledge, and increased liking of computers

(Necessary & Parrish, 1996).

Interestingly enough in a study titled “Computer learning behavior:

Strategies for learning and behavior improvement” by Vincent, Meche and Ross

(2002, p331-332) it is cited:

Upon measuring computer attitudes of college students enrolled in a required

computer information systems course, Marcoulides (p151-159) concluded that

computer anxiety is still present regardless of prior computer experience.

Additionally, two studies showed that even experienced computer users report

symptoms of computer anxiety when they are confronted with learning new

13

computer applications (Ostrowski, Gardner, and Motawi, p26-42; Elder, Gardner,

and Ruth, p17-21).

According to study by Desai (2001) in the discussion and implication

section it is stated that it seems that having a moderate level of computer anxiety

is better than having low or high level of computer anxiety when it comes to test

results. It seems computer anxiety/fear cannot be fully eliminated but moderated

and having some of it is better than having very little of it. McInerney and

Others(1994) found there may be up to 10 factors underlying anxiety towards

computers for beginners.

Referring to Vincent, Meche, and Ross (2002), once again it seems there

is a number investigations looking at associations between previous computer

usage, age, obsession, and computer attitudes, but the results have been rather

mixed. It is also mentioned it is important to have demonstration equipment and

classroom layout are extremely important and much care must go into insuring

students get the best classroom experience. Finally, it is mentioned that Bloom’s

Taxonomy of Educational Objectives (2002) provides excellent guidelines for

lesson planning.

Blooms taxonomy can be used to help design good online instruction

when using various online computer applications for course management as

14

indicated in a study that uses taxonomy of educational objectives to help develop

a graduate-level online instruction (as cited in Chyung & Stepich 2003). This is

important in that it demonstrates that we are not necessarily dealing with a brand

new paradigm when trying to help learners learn using information technology

tools; especially, when utilizing computer applications. When it comes to adult

learners in the classroom and learning new knowledge in general there has to be

integration with previous knowledge; there is a need for adult learners to actively

participate in the learning experience and integration of new knowledge ( Zemke

& Zemke 1984).

The extent to which computer-based tools encourage spontaneous

student collaboration was one of the earliest surprises about computers. A

clear advantage of email for today’s busy commuting students is that it

opens up communication among classmates even when they are not

physically together. (Chickering & Ehrmann 1996)

The above quote simply states one of the main advantages of using

computer-based tools in the classroom which is readily accepted in academia,

that collaborative nature of computer-based tools is inherent in their design.

Course design that incorporates collaborative learning and instructional

technology can help learners to overcome their fears of the difficult content

material and the underlying computer technology including new computer

applications (Evans, 2000).

15

Students are open to new ways of learning via new media such as using

computer applications, but are constrained by amount of time they have to

devote to the learning process and settle for ‘satisficing’ approach to learning

(Thorpe, 2000, p10). Some examples concrete examples of this attitude from

Thrope’s paper listed below:

We have not time to do more than skim and sketch in the meanings

of what we are learning ad cannot give time to explore resources,

check out conferences or bulletin boards for new understandings

(p10).

We have also found that workplace learners do not necessarily

want to use their computer for learning even where home access

and personal skills are not an issue (p10).

There are great benefits in helping learners over come difficulties in

learning computer applications; Eskicioglu and Kopec (2003) found the statistics

listed down below that indicate the benefits of multimedia technologies ( including

computer applications) in the classroom:

Multimedia applications can enhance student learning. Active

learning indicates what percentage we remember: 10% of what we

16

read, 20% of what we hear, 30% of what we see, 50% of what we

hear and see, 70% of what we say, and 90%of what we both say

and do (Todd as cited in Eskicioglu & Kopec, 2003, p5).

According to the United States Department of Defense data, we

have short-term retention of approximately 20% of what we hear,

40% of what we see and hear, and 75% of what we see, hea, and

do. Trainees complete courses with multimedia in one-third the time

of those receiving traditional instruction, and reach competency

levels up to 50% higher. In most cases, the overall co9st of

instruction is lower (Oblinger as cited in Eskicioglu & Kopec, 2003,

p6).

In broad terms, computer-based instruction works. It offers a 10%

to 20% improvement in performance over conventional training

methods and a one-third reduction in time on task. They [trainers]

can reduce the amount of time that a trainee spends learning by

one-third (Fletcher as cited in Eskicioglu & Kopec, 2003, p6).

Eskicioglu & Kopec (2003) also found the focus should not be

technology but the use of technology in educating students.

17

CHAPTER 3: METHODOLOGY

Population/Sample

The population for this research study was from adult learners enrolled in

Central Michigan University Masters of Arts in Education with concentration in

Adult Education at off-site location Humber in their Cohort 19 and 20 sections.

Both qualitative and quantitative methods were used in research study.

Approximately 40 survey questionnaires (see Appendix A) were distributed to

learners. However, only 19(47%) of the questionnaires were completed and

returned within the deadline given. It took adult learners about 20 minutes to

complete the survey questionnaire.

Data Collection Method(s)

Literature review was done on the thesis topic. Questionnaire with cover

letter (see Appendix B) requesting participation was sent out to participants using

email.

18

The survey questionnaire was administered via email to the students of

Central Michigan University’s Masters of Arts in Education cohorts 19 and 20 at

Humber College. After the survey questionnaire was completed by adult learners

emailed back the survey. The survey questionnaire consisted of twenty questions

divided into four sections. First section of the survey questionnaire consists of

five questions asking about the learners’ self-perception of their computer skills

and proficiency. The second section of the survey questionnaire consisted of five

questions asking about student access to the computer technology. The third

section of the survey questionnaire consists of five questions on fear of

information technology and computer applications. Finally, the fourth section

consist of five questions concerning whether adult learners have adequate

support when it comes to information technology or computer applications or

know where to get support.

19

Data Analysis Method(s)

The twenty survey questions were grouped into four groups each

consisting of five questions each in the following categories: skills, access, fear

and support.

Skills category survey questions used 5-point Likert scale (Excellent = 5,

Above Average = 4, Average = 3, Below Average = 2, Extremely Poor = 1).

Access category survey questions used Yes/No type questions ; with

“Yes” responses being given value of four and “No” responses given value of so

comparison with other survey questions which were done with Likert scale can

be made.

Fear category survey questions used 5-point Likert scale (Strongly Agree

= 5, Agree = 4, Undecided = 3, Disagree = 2, Strongly Disagree = 1)

Support category survey questions used Yes/No type questions; with

“Yes” responses being given value of four and “No” responses given value of two

so comparison with other survey questions which were done with Likert scale can

be made.

20

Fear category survey questions were correlated with the three other

categories of skills, access and support to see how strong a correlation exists

between fear and the other three categories.

There were instances when some of the questions were not answered so

an average of the answers given by the participant in that particular survey

category of questions was given. These averaged answers are noted by * symbol

in the data collection tables.

The data obtained from this research was analyzed using Spearman rank-

order correlation coefficient provided by the website:

http://faculty.vassar.edu/lowry/VassarStats.html using Ordinal Data link and then

selecting Rank Order Correlation weblink to enter data. The data was double

checked for accuracy using http://www.wessa.net/rankcorr.wasp it provided both

corrected and non-corrected Spearman rank-order correlation coefficient. The

correction refers to how the calculations are handled when taking into

consideration that several rank values might be the same. It was discovered the

first website used corrected Spearman rank-order correlation coefficient.

Hypothesis 1

The null and alternative hypotheses as stated below were tested as follows:

21

Null Hypothesis: Having access to computer technology will not reduce fear of

learning new computer applications.

Alternative Hypothesis: Having access to computer technology will reduce the

fear of learning new computer applications.

Hypothesis 2


Null Hypothesis: Having good computer skills will not reduce fear of learning new


Alternative Hypothesis: Having good computer skills will reduce the fear of

learning new computer applications.

Hypothesis 3


Null Hypothesis: Having adequate support with computer technology will not

reduce fear of learning new computer applications.

Alternative Hypothesis: Having adequate support with computer technology will

reduce the fear of learning new computer applications.

22

CHAPTER 4: DATA ANALYSIS

The purpose of this study is was determine how the factors of personal




The number of surveys sent out was 40 and the number of surveys

returned was 19. Some of the surveys submitted had some questions that were

not answered, so average value of responses given by participant for related

questions was given and these data points are noted with “*” symbol (see Table

1 and Table 2). Four survey participants didn’t answer any of the support

questions so that is why correlation calculations involving support have only

fifteen participants and their responses (see Table 5).

23

Table 1: DATA OBTAINED FROM RESEARCH SURVEY QUESTIONNARES

Rating of Scores based on 5-point Likert Scale for Skills

Total Ranked Score

Rating of Scores based on 5-point Likert Scale for Fear

Total Ranked Score

Participant 5 5 5 5 5 /25 5 5 5 5 5 /25 1 4 2 4 5 5 20 1 1 1 1 1 5 2 3 3 3 4 4 17 4 3 4 4 5 20 3 3 3 3 3 3 15 4 4 4 4 3 19 4 2 2 3 3 2 12 4 5 4 5 5 23 5 4 4 3 3 4 18 4 3 3 4 4 18 6 4 3 3 3 3 16 3 5 4 4 4 20 7 4 4 4 4 4 20 2 2 3 4 2 13 8 5 5 5 5 5 25 4 3 3 4 3 17 9 3 3 3 4 *3 16 3 2 4 3 2 14

10 3 2 3 3 3 14 2 3 4 5 4 18 11 4 3 3 4 *4 18 3 2 3 3 3 14 12 5 5 5 5 5 25 1 1 3 1 1 7 13 4 4 4 4 4 20 3 3 4 2 2 14 14 4 4 5 5 *5 23 1 1 1 1 1 5 15 5 5 5 5 5 25 1 1 3 2 *3 10 16 2 2 3 2 *2 11 4 4 5 5 5 23 17 3 3 4 4 3 17 3 3 5 5 3 19 18 4 4 4 4 3 19 5 1 2 1 1 10 19 3 3 3 1 1 11 4 4 4 3 3 18

Survey questions dealing with access and support were given in “Yes/No”

format and then translated into 5-point Likert Scale with “Yes” responses given

value of four and “No” responses value of two (see Table 2)

24

Table 2: DATA OBTAINED FROM RESEARCH SURVEY QUESTIONNAIRES

Access Survey Questions

Total Ranked Score

Support Survey Questions

Total Ranked Score

Participant Yes =4 No = 2 /25 Yes = 4

No = 2 /25

1 Yes Yes Yes Yes Yes 20 No Yes No Yes No 14 2 Yes Yes Yes No Yes 18 Yes Yes Yes No No 16 3 No No Yes No Yes 14 Yes No Yes No *3 13 4 Yes Yes Yes No Yes 18 No No Yes Yes No 14 5 Yes Yes Yes No No 16 Yes Yes Yes Yes No 18 6 Yes Yes Yes No Yes 18 Yes Yes No Yes No 16 7 Yes Yes Yes No Yes 18 Yes No Yes No Yes 16 8 Yes Yes Yes No Yes 18 Yes Yes No Yes *3 17 9 Yes Yes Yes No Yes 18 Yes No No Yes No 14

10 Yes No No No Yes 14 Yes No No Yes *3 15 11 Yes Yes Yes No Yes 18 Yes Yes No No Yes 16 12 Yes Yes Yes Yes Yes 20 Yes Yes No Yes Yes 18 13 Yes Yes Yes No Yes 18 Yes No Yes Yes No 16 14 Yes Yes Yes Yes Yes 20 Yes Yes No No *3 13 15 Yes Yes No No Yes 16 16 Yes Yes Yes No Yes 18 17 Yes No Yes No Yes 16 18 Yes Yes Yes No Yes 18 Yes Yes No Yes Yes 18 19 Yes Yes Yes Yes Yes 20 No Yes

25

Table3: SPEARMAN’S RANK CORRELATION COEFFICIENT: TESTING FOR

CORRELATION BETWEEEN FEAR AND ACCESS

X = Fear Results Y = Access Results Ranks for Raw Data for Pairs X Y X Y

1 1.5 17.5 5 20 2 16.5 10.5 20 18 3 14.5 1.5 19 14 4 18.5 10.5 23 18 5 12 4 18 16 6 16.5 10.5 20 18 7 6 10.5 13 18 8 10 10.5 17 18 9 8 10.5 14 18

10 12 1.5 18 14 11 8 10.5 14 18 12 3 17.5 7 20 13 8 10.5 14 18 14 1.5 17.5 5 20 15 4.5 4 10 16 16 18.5 10.5 23 18 17 14.5 4 19 16 18 4.5 10.5 10 18 19 12 17.5 18 20

P one tailed = 0.036577 P two tailed = 0.073153

n = 19 Rs = -0.4211 t = -1.91 Df = 17

Table 3: Data analysis provided: http://faculty.vassar.edu/lowry/VassarStats.html using Ordinal Data link and then selecting Rank Order Correlation weblink to enter data. Accuracy of data analysis was double checked using:

Wessa, P. (2007), Free Statistics Software, Office for Research Development and

Education,

version 1.1.22-r2, URL http://www.wessa.net/

All rights reserved. Academic license for non-commercial use only.

Data was entered in at: http://www.wessa.net/rankcorr.wasp to get the following

results:

26

Spearman's rank correlation coefficient (Rho) = -0.421092

95% CI for rho (Fisher's Z transformed) = -0.734767 to 0.04095

Upper side P = 0.963 (H1: positive correlation)

Lower side P = 0.037 (H1: negative correlation)

Two sided P = 0.074 (H1: any correlation)

Since spearman rank correlation coefficient is near value of negative one there is

a moderately negative correlation between two factors that were measured. Null

Hypothesis is rejected and Alternative Hypothesis is accepted.

27

Table 4: SPEARMAN’S RANK CORRELATION COEFFICIENT: TESTING FOR

CORRELATION BETWEEEN FEAR AND SKILLS

X = Fear Results Y = Skills Results Ranks for Raw Data for Pairs X Y X Y

1 1.5 14 5 20 2 16.5 8.5 20 17 3 14.5 5 19 15 4 18.5 3 23 12 5 12 10.5 18 18 6 16.5 6.5 20 16 7 6 14 13 20 8 10 18 17 25 9 8 6.5 14 16

10 12 4 18 14 11 8 10.5 14 18 12 3 18 7 25 13 8 14 14 20 14 1.5 16 5 23 15 4.5 18 10 25 16 18.5 1.5 23 11 17 14.5 8.5 19 17 18 4.5 12 10 19 19 12 1.5 18 11

P one tailed = 0.000053 P two tailed = 0.000105 n = 19 Rs = -0.7725 t = -5.02 Df = 17

Table 4: Data analysis provided: http://faculty.vassar.edu/lowry/VassarStats.html using Ordinal Data link and then selecting Rank Order Correlation weblink to enter data.

Accuracy of data analysis was double checked using: Wessa, P. (2007), Free Statistics Software, Office for Research

Development and Education,



Data was entered in at: http://www.wessa.net/rankcorr.wasp to get the following results:

28

Spearman's rank correlation coefficient (Rho) = -0.772506 95% CI for rho (Fisher's Z transformed) = -0.908086 to -0.49035 Upper side P > 0.9999 (H1: positive correlation)

Lower side P < 0.0001 (H1: negative correlation)


Since spearman rank correlation coefficient is near value of negative one there is

a strong negative correlation between two factors that were measured. Null

Hypothesis is rejected and Alternative Hypothesis is accepted.

29

Table 5: SPEARMAN’S RANK CORRELATION COEFFICIENT: TESTING FOR

CORRELATION BETWEEEN FEAR AND SUPPORT

X = Fear Results Y = Support Results Ranks for Raw Data for Pairs X Y X Y

1 1.5 4 5 14 2 13.5 9 20 16 3 12 1.5 19 13 4 15 4 23 14 5 10.5 14 18 18 6 13.5 9 20 16 7 5 9 13 16 8 9 12 17 17 9 7 4 14 14

10 10.5 6 18 15 11 7 9 14 16 12 3 14 7 18 13 7 9 14 16 14 1.5 1.5 5 13 15 4 14 10 18

P one tailed = 0.418462 P two tailed = 0.836923 n = 15 Rs = -0.0581 t = -0.21 Df = 13

Table 5: Data analysis provided: http://faculty.vassar.edu/lowry/VassarStats.html using Ordinal Data link and then selecting Rank Order Correlation weblink to enter data.

Accuracy of data analysis was double checked using:

Wessa, P. (2007), Free Statistics Software, Office for Research

Development and Education,



Data was entered in at: http://www.wessa.net/rankcorr.wasp to get the

following results:

30

Spearman's rank correlation coefficient (Rho) = -0.05813

95% CI for rho (Fisher's Z transformed) = -0.553899 to 0.468071

Upper side P = 0.5838 (H1: positive correlation)

Lower side P = 0.4162 (H1: negative correlation)


Since spearman rank correlation coefficient is near value of zero, slightly

negative, there is little or no correlation between two factors that were measured.

Null Hypothesis is rejected and Alternative Hypothesis is accepted.

31

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The purpose of this study is to determine how the factors of personal




Participants were surveyed via email regarding factors of personal access

time to computer technology, their computer skills, access to computer support

and the level of fear they have when it comes to learning new computer

applications. Likert scale methodology was primarily used in the survey

questionnaires. Statistical analysis was done employing Spearman Rank

Correlation Coefficient methodology to see how strong a correlation there was

between the fear of learning new computer applications and the factors of

personal access time to computer technology, computer skill levels and access

to computer support respectively.

Course design that incorporates collaborative learning and instructional

technology can help learners to overcome their fears of the difficult content

material and the underlying computer technology including new computer

applications (Ruby, 2000).

32

Using an holistic approach to teach information technology tools, such as

computer applications, reduces the lack of familiarity and hence reduces the fear

of the unknown, this ties in well with the need for user friendly and consistent

interface design for computer applications to help learners use the technology at

hand as indicated by research (Vonderwell & Zachariah 2005).

Blooms taxonomy can be used to help design good online instruction

when using various online computer applications for course management as

indicated in a study that uses taxonomy of educational objectives to help develop

a graduate-level online instruction (as sighted in Chyung & Stepich 2003). This is

important in that it demonstrates that we are not necessarily dealing with a brand

new paradigm when trying to help learners learn using information technology

tools; especially, when utilizing computer applications. When it comes to adult

learners in the classroom and learning new knowledge in general there has to be

integration with previous knowledge; there is a need for adult learners to actively

participate in the learning experience and integration of new knowledge (Zemke

& Zemke 1984).

Here are great benefits in helping learners over come difficulties in

learning computer applications; Eskicioglu and Kopec (2003) found the statistics

listed down below that indicate the benefits of multimedia technologies ( including

computer applications) in the classroom:

33

Multimedia applications can enhance student learning.

Active learning indicates what percentage we remember: 10% of

what we read, 20% of what we hear, 30% of what we see, 50% of

what we hear and see, 70% of what we say, and 90%of what we

both say and do (Todd as cited in Eskicioglu & Kopecc, 2003, p5).

According to the United States Department of Defense data,

we have short-term retention of approximately 20% of what we

hear, 40% of what we see and hear, and 75% of what we see, hea,

and do. Trainees complete courses with multimedia in one-third the

time of those receiving traditional instruction, and reach

competency levels up to 50% higher. In most cases, the overall

co9st of instruction is lower (Oblinger as cited in Eskicioglu &

Kopec, 2003, p6).

In broad terms, computer-based instruction works. It offers a

10% to 20% improvement in performance over conventional

training methods and a one-third reduction in time on task. They

[trainers] can reduce the amount of time that a trainee spends

learning by one-third (Fletcher as cited in Eskicioglu & Kopec 2003,

p 6).

34

Eskicioglu and Kopec (2003) also found the focus should not be technology but

the use of technology in educating students.

Conclusions

It was discovered that there is a strong negative correlation between

computer skills and the fear of learning new computer applicants. There was a

moderate negative correlation between access time and the fear of learning new

computer applications and finally there was a small negative correlation between

factor of having adequate support and the fear of learning new computer

applications. Keeping in mind quite a few applicants didn’t fill out completely the

survey questions relating to support survey questions, so results of only fifteen

participants that filled out both the fear and support category survey questions

were used as opposed to results of 19 participants in the other two categories.

It seems that incorporating development of computer skills and access to

computer technology in the course curriculum will help lessen the fear of learning


35

Recommendations

Students; especially, adult learners should be encouraged to continually

develop their computer skills and familiarize themselves with the latest computer

technology as part of their life long learning plan and hopefully this will lessen

their fear of learning news computer applications. Further research is needed on

determining on how factors of computer skills, computer technology access and

computer support are correlated.

36

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9b/80/14/43/73.pdf Retrieved October 14, 2007

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Chyung, S. & Stepich, D. (2003). Applying The “Congruence” Principle of

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October 14, 2007

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41

APPENDICES

42

Appendix B: Letter of Permission to distribute Survey

February 28, 2007

Mr. Najamuddin Mohammed

24 Mabelle Avenue, Suite 402

Toronto, Ontario, Canada M9A4X7

Dear Mr. Mohammed, I have reviewed the materials sent by Dr. DuFord regarding your study of the perceptions of CMU graduate students concerning personal access time to computer technology and how computer skills affect learning new computer applications. Your research protocol appears to be in keeping with that policy, thus, I gladly extend permission for you to distribute surveys to the subject pool described.

Good luck in this undertaking.

Very truly yours,

Jamie B. Slater, Ed.D. Director of Organizational Research and Assessment

Off-Campus Programs Central Michigan University

43

Appendix C: Consent Form for Research Questionnaire

Central Michigan University

February 12, 2007

From: Najamuddin Mohammed

Dear: Participant

I am interested in determining how the factors of and personal access time to computer technology and computer skills can lead to the fear of learning new computer applications from students in Central Michigan University's Master of Arts in Education cohorts 19 and 20 at Humber College. My intent is to use the results to formulate a strategy to minimize the fear of learning computer applications among adult learners. You have been selected to participate in this study because we had participated in a Central Michigan University class in Master of Arts in Education program together. This study is in partial fulfillment of Master of Arts in Education program with concentration in Adult Education. The enclosed questionnaire is designed to obtain information about your computer skills and personal access time to computer technology while taking place Central Michigan University courses. This study has been approved by university's review board. Your responses will be anonymous and seriously considered in developing the planned strategy. At your request summary of results of the survey can be provided to you as well as a copy of the complete study. I would appreciate your completion of the questionnaire by March 21. Taking into consideration that your schedule is busy and your time is valuable. However, we hope that the 20 minutes it will take you to complete the questionnaire it will help lead to better understanding how to overcome fear of learning new computer applications. Thank you in advance for your participation. If you have questions about the study, you can contact me at 416-891-3967 or email me at [email protected] with your concerns. You may also contact my faculty advisor for this study Dr. Susan DuFord: [email protected]

Yours truly,

Najamuddin Mohammed

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Appendix D: Survey

Survey Questions Skills: For next set of questions use the following scale to record your answers: Excellent = 5, Above Average = 4, Average = 3, Below Average = 2, Extremely Poor = 1 1. How would rate your computer skills? 1 2 3 4 5 Answer: 2. How would you describe your personal experience with computer applications? 1 2 3 4 5 Answer: 3. How easily are you able to learn new computer applications? 1 2 3 4 5 Answer: 4. How would you describe your personal experience using the Internet? 1 2 3 4 5 Answer: 5. How you rate your Internet skills?

45

Access: 6. Do you have computer access at home? a)Yes b) No Answer: 7. Do you have enough personal access time to use your computer effectively? a)Yes b) No Answer: 8. Do you have high speed internet access at home? a)Yes b) No Answer: 9. Do you spend 20 hours or more online at home? a)Yes b) No Answer: 10. Do you use your internet access to look up services and find answers to questions you have? a)Yes b) No Answer:

46

Fear: For next set of questions use the following scale to record your answers: Strongly Agree = 5, Agree = 4, Undecided = 3, Disagree = 2, Strongly Disagree = 1 11. Do you have some concerns/fears when it comes to learning new computer applications? 1 2 3 4 5 Answer: 12. Are you afraid you will be left behind your fellow classmates when it comes to learning new computer applications? 1 2 3 4 5 Answer: 13. If you had more time with computer technology and applications would it be less intimidating for you to learn new computer applications. 1 2 3 4 5 Answer: 14. Do you find it difficult to navigate through all the features and options in computer applications? 1 2 3 4 5 Answer: 15. Are you fearful when it comes to learning a computer application on your own? 1 2 3 4 5 Answer:

47

Support: 16. Is there someone you can turn to when it comes to problems you are using or learning new computer applications? a)Yes b) No Answer: 17. If you were able to access to new computer applications from home would this help you in learning to using them? a)Yes b) No Answer: 18. Would you require a computer lab setting with an instructor to learn a new computer application? a)Yes b) No Answer: 19. Do you use the help features in computer applications when trying to learn them? a)Yes b) No Answer: 20. Are computer applications intuitive enough? a)Yes b) No Answer:

facing difficulties in learning computer applications

Documents