Computer Attitudes, Computer Teaching Efficacy and LearningOutcomes OF Fresh Graduate Teacher in Relationship to Computer use

This was a survey research which investigated six important issues concerning computer use among fresh graduated teachers from teacher training colleges in Sabah. The first issue was concerned with the levels of computer attitudes (CA), computer teaching efficacy (CTE), learning outcomes (LO) and computer use based on the selected demographic and personal background. The second was concerned with the effects of CA, CTE and LO on computer use. The third was concerned with moderating effects of SE on relationship between CA, CTE and LO towards computers use. The fourth was concerned with the mediating effects of CA and CTE on relationship between LO and computer use. The fifth was concerned with the mediating effects of CA on relationship between CTE and computer use. The final was concerned with the best predictor for computer use for planning, instructional, assessment and communication. A set of questionnaire was used as the research instrument and stratified systematic sampling was used to determine the research samples. The samples consisted of 192 primary and secondary school teachers. The data were analyzed using descriptive and inferential statistics (factor analysis and regression analysis). Research hypotheses were tested at significance level of a = 0.05. The findings showed that fresh graduated teachers have high in CTE and LO, and moderate in CA and computer use. CA, CTE and LO had significant effects on computer use. SE has moderating impacts on the relationships between CA, CTE and LO towards computer use. From the findings, it was also shown that CA and CTE have mediating impacts on the relationships between LO and computer use. CA has mediating effect on the relationship between CTE and LO. The final findings had shown that CA (usefulness) was the best predictor for computer use for planning, communication and instruction purposes. CTE (general) was the best predictor for computer use for assessment purposes. In short, the study provided wider implications for theory development, practices and policymaking that can be associated with the computer use among teachers. As a whole, most of the theoretical rationales used in explaining those relationships have been supported.

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