{"id":{"repo_id":"hull","oai_identifier":"oai:hull-repository.worktribe.com:4209637"},"canonical_url":"https://search.dev.ndltd.org/etd/hull/oai:hull-repository.worktribe.com:4209637","repository":{"repo_id":"hull","name":"University of Hull","base_url":"https://hull-repository.worktribe.com/oaiprovider"},"display":{"title":"A questionnaire survey of the teaching of computer studies, pupils attitudes toward computers and perceptions of the learning environment","abstract":"Chapters 1 to 4 summarise previous studies of pupils' use of computers in school and at home, attitudes of pupils toward computers, and correlates of affective learning. Results from previous research were used to guide the selection of the objectives of the study and its methodology set out in Chapter 5. The development of the 206-item Checklist and other scales included in the teacher instrument is described in Chapter 6 and the selection of scales for the pupil questionnaire in Chapter 7.Checklist responses from 253 teachers were used to identify 19 teaching Activities and subsequently five Styles of Teaching. The characteristics of the Styles were described in terms of the level of teachers' use of types of resources and their classroom interactions with pupils and were found to be associated with specific teacher variables. Pupil questionnaires were completed by 2200 pupils in 102 classes. Boys, pupils with experience of using a computer at home or at school, and those choosing science-based courses were shown to have more favourable attitudes toward computers. Multiple regression analysis was used to identify relationships between teacher and pupil characteristics, teachers' Activities, perceptions of the classroom environment and attitudes toward computers. A separate analysis was used to seek possible relationships between Teaching Style and the 21 attitude and classroom environment scales. A sample of 61 teachers provided information on their Computer Studies lessons. It was found that most lessons belonged to one of a few patterns and used a narrow range of resources. The relationships between lesson format, resource use, teacher characteristics and pupil ability were studied.The findings of the study are interpreted in terms of the pressures of external examinations. Some implications of the findings for the teaching of Information Technology or similar courses are given with a suggestion for follow-up study.","abstract_html":"Chapters 1 to 4 summarise previous studies of pupils' use of computers in school and at home, attitudes of pupils toward computers, and correlates of affective learning. Results from previous research were used to guide the selection of the objectives of the study and its methodology set out in Chapter 5. The development of the 206-item Checklist and other scales included in the teacher instrument is described in Chapter 6 and the selection of scales for the pupil questionnaire in Chapter 7.Checklist responses from 253 teachers were used to identify 19 teaching Activities and subsequently five Styles of Teaching. The characteristics of the Styles were described in terms of the level of teachers' use of types of resources and their classroom interactions with pupils and were found to be associated with specific teacher variables. Pupil questionnaires were completed by 2200 pupils in 102 classes. Boys, pupils with experience of using a computer at home or at school, and those choosing science-based courses were shown to have more favourable attitudes toward computers. Multiple regression analysis was used to identify relationships between teacher and pupil characteristics, teachers' Activities, perceptions of the classroom environment and attitudes toward computers. A separate analysis was used to seek possible relationships between Teaching Style and the 21 attitude and classroom environment scales. A sample of 61 teachers provided information on their Computer Studies lessons. It was found that most lessons belonged to one of a few patterns and used a narrow range of resources. The relationships between lesson format, resource use, teacher characteristics and pupil ability were studied.The findings of the study are interpreted in terms of the pressures of external examinations. 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Multiple regression analysis was used to identify relationships between teacher and pupil characteristics, teachers' Activities, perceptions of the classroom environment and attitudes toward computers. A separate analysis was used to seek possible relationships between Teaching Style and the 21 attitude and classroom environment scales. A sample of 61 teachers provided information on their Computer Studies lessons. It was found that most lessons belonged to one of a few patterns and used a narrow range of resources. The relationships between lesson format, resource use, teacher characteristics and pupil ability were studied.The findings of the study are interpreted in terms of the pressures of external examinations. Some implications of the findings for the teaching of Information Technology or similar courses are given with a suggestion for follow-up study."]},{"key":"dc:title","label":"Title","values":["A questionnaire survey of the teaching of computer studies, pupils attitudes toward computers and perceptions of the learning environment"]}]}],"canonical_facts":{"dc:contributor.sponsor":["Economic & Social Research Council"],"dc:creator":["Moore, Jeffery Logan"],"dc:date":["1988-01-01"],"dc:date.issued":["1988"],"dc:description.abstract":["Chapters 1 to 4 summarise previous studies of pupils' use of computers in school and at home, attitudes of pupils toward computers, and correlates of affective learning. Results from previous research were used to guide the selection of the objectives of the study and its methodology set out in Chapter 5. 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