The purpose of the quantitative regression study was to explore and to identify relationships between attitudes toward use and perceptions of value of computer-based simulation programs, of college instructors, toward computer based simulation programs. A relationship has been reported between attitudes toward use and perceptions of the value of simulation learning enhances the use of simulations as a learning tool for college instructors. Previous literature has demonstrated the effectiveness of learning with simulations. Eighty six participants were selected from a national survey bank to complete the Attitudes Toward Using Simulation Instruction Inventory (ASII) questionnaire. A regression analysis was performed determining that the model is linear, the errors have normal distribution (straight line) with frequencies falling inside a 95% confidence level. The independent variable, simulation use, significantly predicted the dependant variables of attitudes and perceptions, p = .04 that is < .05. Simulation use explained a significant proportion of variance in attitudes and perceptions of instructors, F = 3.6 The null hypothesis would be rejected. The dependant variable of frequency of use was not 0. The F - Static for all predictor variables was positive and less than 8.49. Significant relationships exist among the variables. The research showed that positive attitudes and perspectives increase the use of simulations.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational technology|
|Keywords:||College instructors, Computer simulation, Educational technology, Simulation, Survey, Teacher perspectives|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be