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

2024-09-03T08:44:29+08:00

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.

Mobile Assisted Language Learning: Ecuadorian Undergraduate Polytechnic Students' Perceptions

2024-08-12T09:41:05+08:00

Despite the increased use of mobile devices for language learning, little research has examined Ecuadorian university students' perceptions of Mobile-Assisted Language Learning (MALL). This study aims to explore undergraduate polytechnic students' perceptions of using MALL for English skills development. Also, it looks at the different factors associated with the acceptance of technology and identifies those that are more common. This quantitative research design uses a survey adapted from the Technology Adoption Model (TAM). It counts with the participation of 126 Ecuadorian undergraduate polytechnic students taking English as a foreign language classes. Participants were very positive about using MALL applications to learn English during their off-classroom time. The average total mean score was 4.373. It was also determined, through multiple regression analysis, that Perceived Usefulness (t = 6.025, p < 0.000), Social Influence (t = 2.876, p < 0.000), and Perceived Outcomes (t = 3.903, p <0.000) were the highest predictors of MALL acceptance. The two main contributions of this study to the literature are that students feel a connection between their language learning aims and attaining them by using MALL. Perceived Outcome is a high predictor of MALL usage. The findings suggest that Ecuadorian educational practices should increasingly integrate Mobile-Assisted Language Learning (MALL) technologies, as students perceive them as highly useful, especially in improving language skills, fostering social collaboration, and offering personalized, flexible learning experiences that align with their technological readiness and cultural context.

Social Education Research

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

Mobile Assisted Language Learning: Ecuadorian Undergraduate Polytechnic Students' Perceptions