An attitudinal comparison toward computers between underclassmen and graduating seniors

Two hundred four business students at a large midwestern university participated in a study designed to measure computer attitude differences between underclassmen and graduating seniors. The 24 item Attitude Toward Computer Scale (ATCS) developed by Francis (1993) was used to measure students' attitudes. A number of statistically significant differences was found between the two groups for the student demographics such as the number of university computer courses previously taken, years of computer experience, computer ownership, and overall knowledge of computer. The other variables of gender, number of high school computer courses, and grade point average (GPA) were found to be non significant. (Keywords: attitude, computer, computer experience, computer knowledge, gender, college students.)

Introduction

Due to the increased use of personal computers in class work at university campuses, many students are faced with mastering a tool that may appear threatening to them. Some surveys show that many individuals are optimistic about the potential benefits of computers in promoting a new era of faster and more efficient performance and improved productivity (Lee, 1970). On the other hand, other research focuses on the concerns and problems that come with computer use. Such problems may include computer phobia, technostress, loss of privacy, depersonalization, and fear (Meier, 1985). Consequently, there is a growing concern that negative attitudes toward computers might affect individual motivation and performance (Eason & Damodaran, 1981; Shneiderman, 1979). Purpose of Study

The purpose of this study is to statistically test the effectiveness of the 24 item Attitude Toward computer Scale (ATCS) developed by Francis (1993) for measuring college students attitudes toward computers. The tests students are divided into the following two groups: 1) underclassmen and 2) graduating seniors. For these two groups their attitudes toward computers are compared as affected by several student demographic factors. These factors include a) group (underclassmen verses seniors), b) gender, c) number of university computer courses completed, d) number of high school computer courses completed, e) years of computer experience, f) students' grade point average, g) overall knowledge of computer, and h) ownership of a computer. Background

The issue of negative attitudes toward computers becomes especially important if found to be concentrated among certain categories of individuals having particular background characteristics. There is a risk that such negative attitudes may prevent these groups from gaining access to or effectively using computers in their work places and may even limit their chances of getting and holding employment. The importance of these likely outcomes becomes even clearer now that generally accepted work force predictions suggest that society is moving toward requiring more information intensive types of jobs utilizing computers (Omar, 1992).

Francis (1993) developed a new measure of attitude toward computer scale (ATCS) to measure students' attitudes toward computers for use among undergraduate students which operationalizes the affective attitudinal domain. Item selection, the internal structure of the scale and content validity were established using a sample of 378 first year undergraduate students in Wales. The process of determining the 24 item scale involved a factor analysis condensation of five other scales totaling 97 items. The strongest factor pertained to the affective attitudinal domain which explained a very large portion of the attitude measure's variance.

Some previous empirical studies have shown a positive association among various student demographic variables and students' attitudes toward computers. Clement (1981) found that college students have positive attitudes toward computers in general. For these students, learning how to use computers is a rewarding and pleasant experience. Koohang (1987) reported that the students' grade level significantly affected their attitudes toward computers. Omar (1992) found that students in upper-level classes have more positive attitudes toward computers than do students in lower level classes. Of course by that time, these students would have had more experiences to learn how a computer can benefit them.

Some researchers have found the relationship of student gender to computer attitude to be statistically significant, with female students exhibiting more positive attitudes toward the computer than male students (Loyd & Gressard, 1984). Miura & Hess (1983) suggest that the relationship between gender and students' computer attitudes is especially important because failure to acquire computer literacy may become a barrier to women's advancement in certain careers.

Geissler & Horridge (1993) found that the attitudes of those students who had taken high school or university computer courses were found to be significantly different from those of students who did not. Omar (1992) reported that the more computer-related courses taken by students, the higher their computer attitude scores were and the more positive their attitudes toward computers.

Regarding years of computer experience and attitudes toward computers, many researchers have found a positive relationship. (Loyd & Gressard, 1984b; 1986; Koohang, 1987; Anderson, 1987)

When researching the relationship of students' GPA to attitude toward computers, Nickell & Pinto (1986) found that scores on the computer attitudes scale for students who were just beginning an introductory computer course were positively correlated with their final course grades.

Overall students' knowledge of computers can be positively related to the students' attitudes toward computers. Koohang & Byrd (1987) found that students who are more familiar with computer keyboarding may express more positive attitudes. The amount of computer exposure may be related to more positive computer attitudes. One may express more positive attitudes toward computers based on increased exposure to computers (Loyd & Gressard (1984b).

When researching the effect of computer ownership on students' attitudes toward computers, Geissler & Horridge (1993) found that the attitudes of those students who owned a computer had self-perceived levels of current knowledge about computers and a greater commitment to learning more about them. Several researchers have reported that prior computer exposure (in particular, having a computer at home) had a stronger influence on computer attitudes than did gender. Students who own computers are more inclined to view computers as making them more capable of performing cognitive/creative activities. They also feel more motivated to become familiar with computers and feel a stronger need for computers in their lives than do students who do not own computers (Harvey & Wilson, 1985; Levin & Gordon, 1989; Loyd & Gressard, 1984).

Method Subjects

A total of 204 business students from a large midwestern university voluntarily completed the attitude toward computer scale (ATCS) developed and validated by Francis (1993). These students were divided into two distinct groups which consisted of 103 underclassmen and 101 seniors. The underclassmen consisted of 46 females and 57 males who were taking a required computer literacy course. The seniors were comprised of 29 females and 72 males who were taking a required business curriculum capstone strategic management and business policy course just prior to graduation. Attitude Toward Computer Scale (ATCS) The ATCS contains twenty-four statements about computers on a Likert-type scale ranging from 1 to 5, with 1 indicating "strong disagreement" with the item and 5 indicating "strong agreement" with the item. For the purpose of data analysis, the values obtained on items stated negatively were reversed in order to maintain a unified direction on the scale in which high scores represent positive attitudes and low scores, negative. Possible scores on the ATCS ranged from a minimum score of 24 (indicating an extremely negative attitude) to a maximum score of 120 (indicating an extremely positive attitude) toward computers. Hence, a student scoring 72 would be neutral toward computers.

Results

Reliability/Factor Analysis

The ATCS was tested on this data for reliability using Cronbach's alpha, and yielded a coefficient of reliability of 0.96 which is similar to that found by Francis. In addition, as can be seen in Table 1, the factor item rest of scale correlation coefficients ranged between 0.54 and 0.80, while the factor loadings ranked between 0.61 and 0.83. These results compare favorably with those obtained by Francis which were that the item rest of scale correlation coefficients ranged from 0.59 and 0.82, while the factor loadings ranged from 0.62 and 0.85. The first factor variance for Francis was 54.1% whereas this study found 52.4%. Hence, the statistics from both populations are good indicators of the homogeneity and unidimensionality of the ATCS. Validity

The ATCS (see Table 1) was tested for validity by noting that for each question item, both the highest factor loading and the largest factor item rest of scale correlation was clearly central to the domain of affective computerrelated attitudes. This item reads. "I enjoy using a computer." This outcome supports the findings of Francis.

Means and Standard Deviations for ATCS Table 2 displays means and standard deviations for each ATCS item scale and totals. Separate results are provided for underclassman and seniors. Consistent with Francis' study, all 24 items were treated as part of a single scale to measure students' attitudes. A reliability analysis confirmed this approach (Cronbach' alpha = .96).

Effect of Groups on Attitudes Groups and Attitudes. The ATCS score for all university students was found to have a mean of 95.49 (N=204, SD=13.72). The mean score for the underclassmen was 92.07 (N=103, SD=12.88) and the mean for the seniors was 98.97 (N=101, SD=13.73). In contrast, Francis' student group in Wales had a weighted mean of 76.59 (N=378, SD=17.25). Hence all groups had positive attitudes toward computers. The seniors had significantly more positive attitudes toward computers than underclassmen (p

Impact of Demographic Variables on Student Attitudes. Analysis of variance tests comparing underclassmen versus seniors' attitudes toward computers revealed significant differences for several demographic variables used with the ATCS. (See Table 3) A significant attitudes toward computers difference existed between the two groups of underclassmen and seniors (p = .0003). As the number of university computer courses taken by students increased, student ATCS scores increased, as did their attitudes become more positive toward computers (p=.0016). This result replicates the previous findings of Price (1985) and Omar (1992). In accordance with other studies, as individuals gain computer experience, the more positive becomes their attitudes toward computers. (Loyd & Gressard 1986; Koohang, 1989). This study showed a significant positive correlation between students' computer experiences and attitudes toward the computer. (p = .0001)

This study revealed a significant difference between students attitudes and their overall knowledge of computers (p = .0000). Specifically, computer knowledge was found to have a statistically significant relationship to the development of more positive attitudes toward computers. In addition, those students who own a computer (N=82) have more positive attitudes toward computers than those (N=122) who did not (p = .0037).

As in previous studies, no significance difference was found between gender and attitudes toward computers (Jones, 1983, Lloyd & Gressard, 1984; Price 1986). As the number of high school computer courses completed increased, the ATCs scores showed a corresponding increase, however, no significant relationship was found between underclassmen and seniors as to their attitudes toward computers. Anderson (1987) and Omar (1992) found no significant correlation between students' grade point average (GPA) and their attitudes toward computers. This study confirms their findings.

Conclusion

In general, the results of the present research support the reliability and validity of the ATCS. The student survey scores ranged from 9 - 98 (m = 95.5) on a 120 point scale in which a score of 72 would indicate a neutral attitude toward computers. Francis' students survey scores averaged 77 points.

This study found that ATCS scores for university students were predictably related to number of university computer courses completes, years of computer experience, overall computer knowledge, and ownership of a personal computer. However, no significant differences were found relative to gender as was the case in similar populations studied by Francis (1993).

In response to Francis' (1993) recommendation that the ATCS be utilized in other research contexts, the reliability and validity scores of this study nearly identically matched those of Francis' findings and permitted the identification of a number of student demographic variables that positively correlated with students' attitudes toward computers. However, in this study, students' attitudes toward computers were significantly greater than for those students in the Francis' study. Finally, this study supports Francis' premise that the ATCS should be tried in other research contexts. Contributors

James E. Walters is a professor of Management at Ball State University. He received his D.B.A. from Kent State University in Decision Sciences. His current research interests include computer networks, distance education, information systems, student computer use, and business uses of the computer. He has been an avid computer user since 1957. He has also published in Computers and Operations Research, and Hospital Financial Management, and has many proceedings articles. (Address. Department of Management, Ball State University, Muncie, IN 47304.) James R. Necessary, is an Assistant Professor, Department of Business Education and Office Administration, College of Business, Ball State University, Muncie, IN 47304.)

James R. Necessary, is an Assistant Professor, Department of Business Education and Office Administration, College of Business, Ball State University, Muncie, IN 47306. His current research interests include processes of computer knowledge acquisition, gender equity issues in relation to computers and students' attitudes toward computers. He has published in numerous journals including Education, College Student Journal, Perceptual & Motor Skills, Journal of Reality Therapy, Psychological Reports, Journal of Instructional Psychology, and The Delta Pi Epsilon Journal.

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