THE INFLUENCE OF TEACHERS’ TECHNOLOGY ATTITUDE AND APTITUDE ON STUDENTS’ PERFORMANCE ON COMPUTERIZED ASSESSMENTS

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dc.contributor.authorAshford, Charlotte
dc.date.accessioned2018-06-28T17:29:00Z
dc.date.available2018-06-28T17:29:00Z
dc.date.issued2018-05
dc.description.abstractThe purpose of this grounded theory study is to identify teacher factors that affect student performance on computerized exams such as teacher beliefs, professional development, and school resources. Additionally, the researcher seeks to identify student factors that can have an impact on student performance such as student demographics and the socioeconomic status of students. To analyze and describe any differences in teacher beliefs between two schools, the researcher compared teacher training, administrative support, and teacher comfort with technology as it related to the technology acceptance model (TAM). The question that the researcher hopes to answer, which is a guiding question for this research is: What factors influence student preparedness for computerized assessments? The researcher attempts to answer this question by conducting surveys and interviewing teachers. The researcher codes and then analyzes the quantitative data using IBM’s Statistical Package for Research Software Program (SPSS) and codes the qualitative data using NVivo, a data analysis tool, to determine common themes about beliefs about technology. Major sections covered in this document include an introduction, review of the literature, methodology, results, and discussion.en_US
dc.identifier.urihttp://hdl.handle.net/11414/3329
dc.language.isoenen_US
dc.subjecttechnology attitudeen_US
dc.subjectstudent performanceen_US
dc.subjectcomputerized testsen_US
dc.titleTHE INFLUENCE OF TEACHERS’ TECHNOLOGY ATTITUDE AND APTITUDE ON STUDENTS’ PERFORMANCE ON COMPUTERIZED ASSESSMENTSen_US

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