Dissertation/Thesis Abstract

The Influence of Teachers' Technology Attitude and Aptitude on Students' Performance on Computerized Assessments
by Ashford, Charlotte, Ed.D., Concordia University Irvine, 2018, 193; 10828089
Abstract (Summary)

The purpose of this grounded theory study is to identify teacher factors that affect student performance on computerized exams such as teacher beliefs, professional development, and school resources. Additionally, the researcher seeks to identify student factors that can have an impact on student performance such as student demographics and the socioeconomic status of students.

To analyze and describe any differences in teacher beliefs between two schools, the researcher compared teacher training, administrative support, and teacher comfort with technology as it related to the technology acceptance model (TAM). The question that the researcher hopes to answer, which is a guiding question for this research is:

What factors influence student preparedness for computerized assessments?

The researcher attempts to answer this question by conducting surveys and interviewing teachers. The researcher codes and then analyzes the quantitative data using IBM’s Statistical Package for Research Software Program (SPSS) and codes the qualitative data using NVivo, a data analysis tool, to determine common themes about beliefs about technology. Major sections covered in this document include an introduction, review of the literature, methodology, results, and discussion.

Indexing (document details)
Advisor: Christmas-Thomas, Margaret
Commitee: Davis, ShaRon, Kim, Eugene
School: Concordia University Irvine
Department: Education
School Location: United States -- California
Source: DAI-A 79/12(E), Dissertation Abstracts International
Subjects: Information Technology, Education, Educational technology
Keywords: Computerized assessments, Computerized tests, Student performance, Student preparedness, Technology, Technology attitude
Publication Number: 10828089
ISBN: 978-0-438-21188-9
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