Dissertation/Thesis Abstract

Exploring the Perceptions of College Instructors Towards Computer Simulation Software Programs: A Quantitative Study
by Punch, Raymond J., Ed.D., University of Phoenix, 2012, 129; 3531324
Abstract (Summary)

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.

Indexing (document details)
Advisor: Will, Frederic
Commitee:
School: University of Phoenix
School Location: United States -- Arizona
Source: DAI-A 74/03(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Educational technology
Keywords: College instructors, Computer simulation, Educational technology, Simulation, Survey, Teacher perspectives
Publication Number: 3531324
ISBN: 9781267724878
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