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In this study the effects of gender, grade and experience, defined as technological experience on one hand, and software experience on the other, upon various attitudes were examined. Specifically, three sets of attitudes were examined: (1) the usefulness of technology to curriculum, career awareness, self and society, (2) anxiety, confidence, liking and usefulness, and (3) affective and cognitive domains. Three instruments were administered: the Vosburg Survey (1993, modified), the Computer Attitude Scale (Gressard & Loyd, 1986), and the Cognitive and Affective Attitude Scales (Bannon, Marshall, & Fluegal, 1985). The experimental group included 80 grade 10 and 11 students, who were surveyed after two years of intensive work with modern technological applications in their elementary school. The control group consisted of 78 students from the same high school who were of similar age and gender, but who did not have the same intensive elementary school background in the use of technology. Data showed that students with more technological experience had a more positive attitude with regard to liking technology. In addition, greater software experience was related to reduced anxiety and more positive ratings for curriculum, career awareness, self, society, and the cognitive domain. Moreover, greater software experience was related to more positive attitudes for males in the areas of confidence and liking. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1996 .P595. Source: Masters Abstracts International, Volume: 37-01, page: 0053. Thesis (M.Ed.)--University of Windsor (Canada), 1996.
Pluard, Karen Barbara., "The impact of technological experience and software experience on student attitudes." (1996). Electronic Theses and Dissertations. 4041.