Abstract
This is a five-year study conducted with JHS students studying with 1:1
laptops. The study tested the effects of 1:1 laptops on students' attitudes,
motivation, self-efficacy and behavioral intention towards learning with 1:1
laptops according to the Theory of Planned Behavior (TPB). These variables
were tested in two levels: Individuals level (same students at different grade
levels), and a comparison between different years (students of the same age
group in different school years). Participants (N = 770) answered a
questionnaire structured according to motivational and TPB variables.
Findings show that attitudes changed over time, but differently for the
individual level and between different years. On the individuals' level,
attitudes decline between 7th and 9th grade. A SEM analysis shows that
students' attitudes and self-efficacy explain part of their intention to learn
with laptops, therefore ways of maintaining positive attitudes, self-efficacy
and strengthening school norms should be considered. However, when
comparing different years, students' attitudes increase over the years: The
attitudes of students who started the program at a later stage were more
positive than those who began before them. This may indicate that students
who experience the program in progressed stage are better prepared with
realistic expectations.
laptops. The study tested the effects of 1:1 laptops on students' attitudes,
motivation, self-efficacy and behavioral intention towards learning with 1:1
laptops according to the Theory of Planned Behavior (TPB). These variables
were tested in two levels: Individuals level (same students at different grade
levels), and a comparison between different years (students of the same age
group in different school years). Participants (N = 770) answered a
questionnaire structured according to motivational and TPB variables.
Findings show that attitudes changed over time, but differently for the
individual level and between different years. On the individuals' level,
attitudes decline between 7th and 9th grade. A SEM analysis shows that
students' attitudes and self-efficacy explain part of their intention to learn
with laptops, therefore ways of maintaining positive attitudes, self-efficacy
and strengthening school norms should be considered. However, when
comparing different years, students' attitudes increase over the years: The
attitudes of students who started the program at a later stage were more
positive than those who began before them. This may indicate that students
who experience the program in progressed stage are better prepared with
realistic expectations.
| Translated title of the contribution | Up and down: Trends in Students' Perceptions about Learning in a 1:1 Laptop Model – A Longitudinal Study |
|---|---|
| Original language | Hebrew |
| Title of host publication | האדם הלומד בעידן הטכנולוגי |
| Subtitle of host publication | ספר הכנס האחד-עשר לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס |
| Editors | יורם עשת, אינה בלאו, אבנר כספי, ניצה גרי, יורם קלמו, ורד סילבר-ורוד |
| Place of Publication | רעננה |
| Pages | 58-69 |
| Number of pages | 12 |
| State | Published - 2016 |
IHP publications
- ihp
- Attitude (Psychology)
- Computer-assisted instruction
- Laptop computers
- Motivation in education
- School children
- Self-efficacy