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Computer and Math Anxieties of Rural Minority Teachers in Computer Data Analysis
The Clearing House: A Journal of Educational Strategies, Issues and Ideas
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A Computer Anxiety Index (CAIN), which uses a six-point Likert scale of agreement, was developed to measure the trait of computer anxiety and to be predictive of the development of the state of computer anxiety. Computer anxiety was defined as the irrational fear or apprehension felt by an individual when using computers or when considering the possibility of computer utilization. College students enrolled in an undergraduate instructional media class at Iowa State University were used to gather validity and reliability measurements. A four-step validation process involved administering the CAIN to subjects two weeks before a scheduled computer lab, administering the State-Trait Anxiety Index as a concurrent measure of computer anxiety, observing subjects while they were using computers, and comparing results of the computer anxiety measures. Normative data were also gathered from computer professionals, other computer users, educators, junior high school and college students, and other adults. The CAIN was found to be reliable and valid, with practical applications in computer anxiety research, career planning, and identification of computer-anxious individuals. (LMM)
Students in education and social work traditionally display negative attitudes toward statistics, and these attitudes often impede their understanding and use of research methodology. This report evaluates the use of computerized tutorial support for elementary statistics instruction in five different education and social work courses, both graduate and undergraduate, by three different instructors. Regardless of the approach selected by each of the instructors with respect to the incorporation of the computerized support materials, the use of the tutorials was associated with positive outcomes for the students, both in terms of statistical concepts and attitudes toward statistics. The computerized mode of instruction was effective in spite of many students' lack of previous experience with computers and traditionally negative attitudes toward statistics. It was also compatible with the students' self-expressed preferences for learning environments.
South Carolina requires that prospective teachers pass an Education Entrance Examination (EEE) consisting of three parts--writing, reading, and mathematics. Minorities are having difficulty passing the mathematics portion of this test. This study investigated the effects of computer-assisted instruction (CAI) on basic skills mathematics achievement and locus of control of minority students seeking admission to teacher education programs. A pretest/posttest experimental group design was used. Forty-nine EEE mathematics seminar students (all were blacks except one) were randomly assigned to an experimental group and a control group. The seminar was continued for six weeks (18 sessions). The primary difference between the two groups was that the experimental group received 30 minutes of CAI in mathematics during each session. The results of statistical analysis showed that the CAI increased the students' mathematics scores and that they developed a more internal orientation through its use. (YP)
Assessed 40 1st-yr elementary school teachers for mathematics (MATH) anxiety and compared their scores with teaching outcomes. Data show that the most anxious teachers planned less time for MATH instruction and were observed teaching non-MATH content during time allocated for MATH more often than less anxious teachers. Ratings of MATH instruction were not different with respect to MATH anxiety scores. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Research has so far failed to reveal any evidence that sex differences in mathematics performance are biologically based. However, expectations of success and patterns of attribution are sex-linked. Prevailing programs for the correction of "math anxiety" need to be evaluated in the light of contemporary theories of learning that attempt to provide clearly articulated behavior change models to the learning of mathematics. Techniques arising out of such perspectives could be effective in reversing female underachievement in mathematics. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
- Jordan E. W.