STUDENTS’ ATTITUDES TOWARDS ICT AND THEIR

ACHIEVEMENT IN ENGLISH

MRS. HIND MALLAHI

DR. MOHAMMED LAROUZ

MOULAY ISMAIL UNIVERSITY

MEKNES, MOROOCO

OUTLINEContextualization of the study

Statement of the problem

Objective of the study

Identification of the population

Instruments

Data analysis

Discussion of the results

Conclusion

2

Information and Communication Technology (ICT)

a lot of supportsignificance has become one of the main interests of the

educational field

implementation has changed the way teachers teach and how students

learn.

allows students to benefit from various technological resources and

from different techniques and methods of teaching.

Contextualization of the study 3

a lot of efforts to change the dynamic of the educational sector

the government

equipping schools with many computers and Internet

connections.

is looking for new approaches to facilitate the assimilation of information,

knowledge in general and the improvement of teaching-learning process in

particular.

to attain a successful and effective learning in order to improve the

outcome of teaching and learning process which can be perceived in

students’ academic achievement.

the purpose

4

depends mainly on taking account students’ motivation and

attitudes.

The integration

students perceive ICTs to be more enjoyable, funny, attractive

and more motivating.

attitudes towards computers can be seen as

“significant determinants of behavior that may

influence computer utilization”.

Al – Khaldi & Al –Jabri

(1997)

Discovering the importance of

ICT and the impact of

attitudes on academic outcome

a substantial step in the teaching and

learning process.

5

Statement of the problem

The impact of ICT

increasing in our daily life

the change of attitudes towards its use in the formal context

Do students’ attitudes to ICT have positive and significance influence on their

English achievement?

The research questions What are students’ attitudes towards ICT?

Will there be differences in achievement in the use of ICT?

What is the relationship between students’ attitudes towards ICT and academic

achievement?

6

Purpose of the study

To illustrate the importance of ICT in EFL classrooms.

To investigate the relationship between students’ attitudes towards

ICT and their achievement in English.

Objective

To determine English students’ attitudes towards the use of ICT in

classroom.

7

Identification of the population

the population

males females

The participants 53 students

22

the first year of the master

program in Applied Linguistics

14

the second year

of the master

program from

the same

fillière

17

Professional Bachelor program students

8

The use of three different groups examining students’ attitudes towards ICT and its impact on

English achievement in the three levels using the

same instruments and procedures.

9

Instruments

the instrumentation

questionnaire test

students’ attitudes towards ICT

43 items

4

students’ personal information

39

students’ attitudes towards ICT

attached to a five-point Likert Scale

method for obtaining individual responses to types of questions

comprehension questions

language exercises

writing

10

Data analysis

examined the data quantitatively analyzed through using SPSS software Program

descriptive statistics describe the properties of data collected from the respondents

The variables

parametric statistical tests Non parametric statistical tests

One – way ANOVA Chi square

11

Discussion of the results

The first part students’ attitudes of PBP, First year and second year Master students

towards ICT through the use of a series of statements from the questionnaire

and test the relationship between the attitudes and level .

Q1 * level Crosstabulation

Level

Total BA S10 S8

Q1 1,00 (Strongly

disagree)

Count 1 0 2 3

% within level 5,9% ,0% 9,1% 5,7%

3,00(neutral) Count 0 0 1 1

% within level ,0% ,0% 4,5% 1,9%

4,00(agree) Count 7 7 5 19

% within level 41,2% 50,0% 22,7% 35,8%

5,00strongly

agree)

Count 9 7 14 30

% within level 52,9% 50,0% 63,6% 56,6%

Total Count 17 14 22 53

% within level 100,0% 100,0% 100,0% 100,0%

Statement 1: I would like to know more about ICT

Strongly disagree=1; disagree=2; neutral=3; agree=4; strongly agree=5

Chi-Square Tests

Value Df Asymp. Sig. (2-sided)

Pearson Chi-Square 4,974a 6 ,547

Likelihood Ratio 6,109 6 ,411

N of Valid Cases 53

a. 6 cells (50, 0%) have expected count less than 5. The minimum expected count is ,26.

12

Q3 * level Crosstabulation

Level

Total BA S10 S8

Q3 1,00 Count 1 0 2 3

% within level 5,9% ,0% 9,1% 5,7%

3,00 Count 1 0 3 4

% within level 5,9% ,0% 13,6% 7,5%

4,00 Count 4 7 11 22

% within level 23,5% 50,0% 50,0% 41,5%

5,00 Count 11 7 6 24

% within level 64,7% 50,0% 27,3% 45,3%

Total Count 17 14 22 53

% within level 100,0% 100,0% 100,0% 100,0%

Statement 3: I feel I should develop my ICT skills for my leaning benefit:

Chi-Square Tests

Value Df Asymp. Sig. (2-sided)

Pearson Chi-Square 8,461a 6 ,206

Likelihood Ratio 10,336 6 ,111

N of Valid Cases 53

a. 6 cells (50,0%) have expected count less than 5. The minimum expected count is ,79.

13

Q14 * level Crosstabulation

Level

Total BA S10 S8

Q14 1,00 Count 1 0 1 2

% within level 5,9% ,0% 4,5% 3,8%

2,00 Count 0 0 2 2

% within level ,0% ,0% 9,1% 3,8%

3,00 Count 3 1 3 7

% within level 17,6% 7,1% 13,6% 13,2%

4,00 Count 8 6 11 25

% within level 47,1% 42,9% 50,0% 47,2%

5,00 Count 5 7 5 17

% within level 29,4% 50,0% 22,7% 32,1%

Total Count 17 14 22 53

% within level 100,0% 100,0% 100,0% 100,0%

Statement 14: ICT seems to motivate students to learn:

Chi-Square Tests

Value Df Asymp. Sig. (2-sided)

Pearson Chi-Square 6,360a 8 ,607

Likelihood Ratio 7,475 8 ,486

N of Valid Cases 53

a. 10 cells (66,7%) have expected count less than 5. The minimum expected count is ,53.

14

Statement 13: ICT distracts students from the subject material:

Q13 * level Crosstabulation

Level

Total BA S10 S8

Q13 1,00 Count 2 2 3 7

% within level 11,8% 14,3% 13,6% 13,2%

2,00 Count 1 8 8 17

% within level 5,9% 57,1% 36,4% 32,1%

3,00 Count 9 2 5 16

% within level 52,9% 14,3% 22,7% 30,2%

4,00 Count 3 2 6 11

% within level 17,6% 14,3% 27,3% 20,8%

5,00 Count 2 0 0 2

% within level 11,8% ,0% ,0% 3,8%

Total Count 17 14 22 53

% within level 100,0% 100,0% 100,0% 100,0%

Chi-Square Tests

Value Df Asymp. Sig. (2-sided)

Pearson Chi-Square 16,088a 8 ,041

Likelihood Ratio 17,535 8 ,025

N of Valid Cases 53

a. 11 cells (73,3%) have expected count less than 5. The minimum expected count is ,53.

15

Statement 17: learning with ICT makes me feel exhausted and tired:

Q17 * level Crosstabulation

Level

Total BA S10 S8

Q17 1,00 Count 4 2 3 9

% within level 23,5% 14,3% 13,6% 17,0%

2,00 Count 4 11 8 23

% within level 23,5% 78,6% 36,4% 43,4%

3,00 Count 1 0 6 7

% within level 5,9% ,0% 27,3% 13,2%

4,00 Count 6 1 4 11

% within level 35,3% 7,1% 18,2% 20,8%

5,00 Count 2 0 1 3

% within level 11,8% ,0% 4,5% 5,7%

Total Count 17 14 22 53

% within level 100,0% 100,0% 100,0% 100,0%

Chi-Square Tests

Value Df Asymp. Sig. (2-sided)

Pearson Chi-Square 17,269a 8 ,027

Likelihood Ratio 18,686 8 ,017

N of Valid Cases 53

a. 12 cells (80,0%) have expected count less than 5. The minimum expected count is ,79.

16

Statement 20: learning with ICT makes me feel apprehensive:

Q20 * level Crosstabulation

Level

Total BA S10 S8

Q20 1,00 Count 1 0 3 4

% within level 5,9% ,0% 13,6% 7,5%

2,00 Count 3 6 2 11

% within level 17,6% 42,9% 9,1% 20,8%

3,00 Count 9 2 7 18

% within level 52,9% 14,3% 31,8% 34,0%

4,00 Count 2 6 9 17

% within level 11,8% 42,9% 40,9% 32,1%

5,00 Count 2 0 1 3

% within level 11,8% ,0% 4,5% 5,7%

Total Count 17 14 22 53

% within level 100,0% 100,0% 100,0% 100,0%

Chi-Square Tests

Value df Asymp. Sig. (2-sided)

Pearson Chi-Square 15,634a 8 ,048

Likelihood Ratio 17,423 8 ,026

N of Valid Cases 53

a. 11 cells (73,3%) have expected count less than 5. The minimum expected count is ,79.

17

The second part students’ achievement including reading comprehension,

language and writing descriptively.

Case Processing Summary

Level

Cases

Valid Missing Total

N Percent N Percent N Percent

Readingcomp BA 17 100,0% 0 ,0% 17 100,0%

S10 14 100,0% 0 ,0% 14 100,0%

S8 22 100,0% 0 ,0% 22 100,0%

Descriptives

Level Statistic Std. Error

Readingcomp BA Mean 13,3529 ,36321

95% Confidence Interval for

Mean

Lower Bound 12,5830

Upper Bound 14,1229

5% Trimmed Mean 13,4477

Median 14,0000

Variance 2,243

Std. Deviation 1,49755

Minimum 10,00

Maximum 15,00

Range 5,00

Interquartile Range 1,50

Skewness -1,070 ,550

Kurtosis ,228 1,063

S10 Mean 14,0000 ,37796

95% Confidence Interval for

Mean

Lower Bound 13,1835

Upper Bound 14,8165

5% Trimmed Mean 14,1111

Median 14,5000

Variance 2,000

Std. Deviation 1,41421

Minimum 11,00

Maximum 15,00

Range 4,00

Interquartile Range 1,25

Skewness -1,523 ,597

Kurtosis 1,360 1,154

S8 Mean 13,5455 ,24377

18

S8 Mean 13,5455 ,24377

95% Confidence Interval for Mean Lower Bound 13,0385

Upper Bound 14,0524

5% Trimmed Mean 13,5505

Median 14,0000

Variance 1,307

Std. Deviation 1,14340

Minimum 12,00

Maximum 15,00

Range 3,00

Interquartile Range 2,25

Skewness -,228 ,491

Kurtosis -1,359 ,953

19

The third part impact of level on reading comprehension, language and writing.

one way ANOVA

ANOVA

Readingcomp

Sum of Squares Df Mean Square F Sig.

Between Groups 2,096 2 1,048 ,578 ,565

Within Groups 90,584 50 1,812

Total 92,679 52

the differences between Means are likely due to chance and not likely

due to the independent variable which is level.

20

The final part the relationship between students’ attitudes and achievement

Q1 * readingcomp Crosstabulation

Readingcomp

Total 10,00 11,00 12,00 13,00 14,00 15,00

Q1 1,00 Count 1 0 1 0 1 0 3

% within readingcomp 100,0% ,0% 14,3% ,0% 5,0% ,0% 5,7%

3,00 Count 0 0 1 0 0 0 1

% within readingcomp ,0% ,0% 14,3% ,0% ,0% ,0% 1,9%

4,00 Count 0 1 2 5 4 7 19

% within readingcomp ,0% 25,0% 28,6% 83,3% 20,0% 46,7% 35,8%

5,00 Count 0 3 3 1 15 8 30

% within readingcomp ,0% 75,0% 42,9% 16,7% 75,0% 53,3% 56,6%

Total Count 1 4 7 6 20 15 53

% within readingcomp 100,0% 100,0% 100,0% 100,0% 100,0% 100,0% 100,0%

Chi-Square Tests

Value Df Asymp. Sig. (2-sided)

Pearson Chi-Square 34,857a 15 ,003

Likelihood Ratio 22,290 15 ,100

Linear-by-Linear Association 4,415 1 ,036

N of Valid Cases 53

a. 20 cells (83,3%) have expected count less than 5. The minimum expected count is ,02.

21

there is no statistically significant relationship between students’ attitudes

and achievement in language and writing.

data

4 statements prove that students’ attitudes have an impact on students’

achievement in reading comprehension.

22

Conclusion

reveal students’ attitudes towards the use of ICT

the purpose discuss to what extent ICT has marked a new trend in the

educational field

examine the impact of students’ attitudes on the academic

achievement, particularly on reading comprehension, language and

writing.

ICT

students enjoy the class

the course becomes more interactive

creates an effective and rich learning atmosphere

23

24