Correlating Computer Laboratory Environments with Student Attitudes and Efficacy: A Study in Indian Secondary Schools

Abstract

This study examines the relationship between computer laboratory environments, attitudes toward computers, and academic self-efficacy among middle and secondary school students in Jammu, India. Utilising quantitative methods, the research employed the computer laboratory environment inventory (CLEI) and the attitude towards computers and computer courses (ACCC) questionnaire to evaluate students' perceptions of their computer laboratory settings and their attitudes toward computers. Additionally, the academic efficacy scale was used to measure students' beliefs in their academic capabilities. The sample comprised 122 students from seven private schools. Results confirmed the reliability and validity of the CLEI, ACCC, and academic efficacy scales. Findings indicate that students perceive their computer labs as cohesive, well-integrated with theoretical instruction, and technologically adequate. Positive attitudes towards computers were noted, with students finding computer work enjoyable and valuable, experiencing low anxiety, and demonstrating high self-efficacy. However, there were no significant correlations between perceptions of computer lab environments and attitudes towards computers or academic efficacy. Gender analysis revealed differences in some dimensions of the CLEI and ACCC favouring females, but no gender differences in academic efficacy were observed.