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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article
13 (June, 2007) Meral HAKVERDI, Berna GÜCÜM & Hünkar KORKMAZ Factors Influencing Pre-service Science Teachers’ Perception of Computer Self-efficacy |
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Asia-Pacific Forum on Science Learning and Teaching, Volume 8, Issue 1, Article
13 (June, 2007) Meral HAKVERDI, Berna GÜCÜM & Hünkar KORKMAZ Factors Influencing Pre-service Science Teachers’ Perception of Computer Self-efficacy |
Correlations were computed between the pre-service science teachers’ computer self-efficacy, outcome expectancy, personal use of computers, educational use of computers, level of computer use, grade level, age and number of computer-related courses (see Table 5).
Computer self-efficacy and age were negatively correlated (r = - .145, p= .012). Pre-service science teachers’ computer self-efficacy was also negatively correlated with grade level (r = - .261, p= .000), level of computer use (r = - .622, p= .000), educational use of computers (r = - .329, p= .000) and personal computer use (r = - .280, p= .000). Pre-service science teachers’ computer self-efficacy was not correlated with outcome expectancy or number of compute- related courses. Outcome expectancy was not correlated with any of the variables at 0. 05 level of significance.
Table 5. Pearson Product-Moment Correlation between Outcome Variables and Explanatory Variables
1
2
3
4
5
6
7
8
1. Computer self-efficacy 1.000
-.031
-.280**
-.329**
-.622**
-.261**
-.145 *
-.054
2. Outcome expectancy
1.000
.008
.027
.065
-.005
-.030
-.008
3. Personal use of computers
1.000
.441**
.477**
.144*
.119*
.002
4. Educational use of computers
1.000
.459**
.254**
.160**
.082
5. Level of computer use
1.000
.305**
.209**
.066
6. G rade level
1.000
.616**
.412**
7. Age
1.000
-.225**
8. Number of computer-related courses
1.000
Note: p< .05*, p<0.01** N= 305
Pre-service science teachers’ computer self-efficacy and age were negatively correlated (r = - .145, p= .012). Pre-service science teachers’ computer self-efficacy was also negatively correlated with grade level (r = - .261, p= .000), level of computer use (r = - .622, p= .000), educational use of computers (r = - .329, p= .000) and personal computer use (r = - .280, p= .000). Pre-service science teachers’ computer self-efficacy was not correlated with outcome expectancy or number of computer-related courses. Pre-service science teachers’ outcome expectancy was not correlated with any of the variables at 0. 05 level of significance.
At the 0.01 level of significance, pre-service science teachers’ personal computer use was correlated with: educational computer use (r = .441, p= .000) and level of computer use (r = .477, p= .000). Educational use of computers was correlated with level of computer use (r = .459, p= .000) and grade level(r = .254, p= .000).
Copyright (C) 2007 HKIEd APFSLT. Volume 8, Issue 1, Article 13 (June, 2007). All Rights Reserved.
