Publication Info
Type Article
Year 2010
Venue Turk. Online J. Educ. Technol., 9(1): 185-201.
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Article

Students’ perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales

Kahveci M

2010 — Turk. Online J. Educ. Technol., 9(1): 185-201.

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Citation (APA)

Kahveci M (2010). Students’ perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales. Turk. Online J. Educ. Technol., 9(1): 185-201.

Abstract

The purpose of this two-part study was to establish the reliability of the Turkish-translated Fennema-Sherman Mathematics Attitude Scales (FSMAS), adapted for an educational technology context, and to examine high school students' motivation to use technology for learning across varying personal characteristics (gender, grade, academic focus, prior experience).

The modified FSMAS instrument was administered to students (grades 9-12) at a gifted boarding school in Istanbul. The scale was found to be highly reliable ($\alpha$ ranging from 0.777 to 0.942), and factor analysis identified eight thematic categories.

Overall findings indicated that students hold positive attitudes toward using technology for learning. However:

  • Students in lower grades were more satisfied with technology use.
  • Female students reported feeling less confident than male peers.
  • Students with more prior experience were less confident in their technology use than those with less experience.
  • Students focused on science and mathematics expressed more confidence than those in social sciences.

BibTeX

@article{aj, title = {Students’ perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales}, author = {Kahveci M}, year = {2010}, journal = {Turk. Online J. Educ. Technol., 9(1): 185-201.}, abstract = {The purpose of this two-part study was to establish the reliability of the Turkish-translated **Fennema-Sherman Mathematics Attitude Scales (FSMAS)**, adapted for an educational technology context, and to examine high school students' **motivation to use technology for learning** across varying personal characteristics (gender, grade, academic focus, prior experience). The modified FSMAS instrument was administered to students (grades 9-12) at a gifted boarding school in Istanbul. The scale was found to be **highly reliable** ($\alpha$ ranging from 0.777 to 0.942), and factor analysis identified eight thematic categories. Overall findings indicated that students hold **positive attitudes** toward using technology for learning. However: * Students in **lower grades** were more satisfied with technology use. * **Female students** reported feeling less confident than male peers. * Students with **more prior experience** were less confident in their technology use than those with less experience. * Students focused on **science and mathematics** expressed more confidence than those in social sciences.} }