e-Pedagogium 2009, 9(1):20-30

High school students relation to information and communication technologies in the context of biology

Milan Kubiatko, Zuzana Haláková
PaedDr. Milan Kubiatko, PhD., Educational Research Centre, Faculty of Education, Masaryk University, Poříčí 31, 603 00 Brno, Czech republic, mkubiatko@gmail.com
RNDr. Zuzana Haláková, PhD., Department of Didactics in Sciences, Psychology and Pedagogy, Faculty of Natural Sciences, Comenius University, Mlynska dolina, 842 15 Bratislava, Slovakia30, zhalakova@gmail.com

The impact of information and communication technologies and computers on our daily lives has been steadily increasing. This fact influences the change of attitudes toward information and communication technologies. In our contribution we focused on finding the differences between genders according to computer attitudes. A questionnaire with 33 Likert type items was used in our research. The sample consists of 518 students from 9 high schools. Data were evaluated with factor analysis, ANOVA, Pearson's chi-square test, Pearson's product moment and for finding out reliability of questionnaire we used Cronbach's alpha. The results of the questionnaire were divided into five dimensions in the concrete 1. The positive influence of ICT; 2. The negative influence of ICT; 3. Advantages of ICT; 4. ICT used in biology lesson; 5. Disadvantages of ICT. Totally, boys have more positive attitudes than girls.

Keywords: attitudes, information and communication technologies, biology, students, questionnaire

Published: February 1, 2009  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Kubiatko, M., & Haláková, Z. (2009). High school students relation to information and communication technologies in the context of biology. e-Pedagogium, 9(1), 20-30
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. PEAT, M., FERNANDEZ, A. The role of information technology in biology education: an Australian perspective. Journal of Biological Education, 2000, Vol. 34, No. 2, pp. 69-73. Go to original source...
    2. SPICER, J. I., STRATFORD, J. Student perceptions of a virtual field trip to replace a real field trip. Journal of Computer Assisted Learning, 2001, Vol. 17, No. 4, pp. 345-354. Go to original source...
    3. DOWNIE, R., MEADOWS, J. Experiences with a dissection opt-out scheme in university level biology. Journal of Biological Education, 1995, Vol. 29, No. 3, pp. 187-194. Go to original source...
    4. SAMSEL, R., SCHMIDT, G., HALL, J., WOOD,L., SCHROTF, S., SCHUMACKER, P. Cardiovascular physiology teaching computer simulations vs. animal demonstrations. Advances in Physiology Education, 1994, Vol. 11, no. 1, pp. 36-46. Go to original source...
    5. SMITH, B., CAPUTI, P., RAWSTORNE, P. Differentiating computer experience and attitudes toward computers: an empirical investigation. Computers in Human Behavior, 2000, Vol. 16, No. 1, pp. 59-81. Go to original source...
    6. AL-KHALDI, M., AL-JABRI, M. The relationship of attitudes to computer utilization: new evidence from a developing nation. Computers in Human Behavior, 1998, Vol. 14, No. 1, pp. 23-42. Go to original source...
    7. LOYD, B.H., GRESSARD, C. Reliability and factorial validity of computer attitude scales. Educational and Psychological Measurement, 1984, Vol. 44, No. 2, pp. 501-505. Go to original source...
    8. DORUP, J. Experience and attitudes towards information technology among first year medical students in Denmark: Longitudinal questionnaire survey. Journal of Medical Internet Research, 2004, Vol. 6, No. 1, e10. Go to original source...
    9. KAPLAN, R. The gender gap at the PC keyboard. American Demographics, 1994, Vol. 16, No. 1, p18.
    10. CAMPBELL, P., MCGABE, G. Predicting the success of freshman in a computer science major. Communications of the ACM, 1984, Vol. 27, No. 11, pp. 1108-1113. Go to original source...
    11. PALAIGEORGIOU, G. E., SIOZOS, P. D., KONSTANTAKIS, N. I., TSOUKALAS, I. A. A Computer Attitude Scale for Computer Science Freshmen and Its Educational Implications. Journal of Computer Assisted Learning, 2005, Vol. 21, No. 5, pp. 330-342. Go to original source...
    12. HAUNSEL, P.B., HILL, R.S. The microcomputer and achievement and attitudes in high school biology. Journal of Research in Science Teaching, 1989, Vol. 26, No. 6, pp. 543-549. Go to original source...
    13. ANASTASI, A. Psychological testing (7th ed.). New York, Macmillan, 1996, 721p. ISBN 1-4288-0058-1
    14. COOPER, J. The digital divide: the special case of gender. Journal of Computer Assisted Learning, 2006, Vol. 22, No. 5, pp. 320-334. Go to original source...
    15. NORTH, A. S., NOYES, J. M. Gender influences on children computer attitudes and cognitions. Computers in Human Behavior, 2002, Vol. 18, No. 2, pp. 135-150. Go to original source...
    16. BODOMO, A. Student Attitudes towards the Use of ICT during SARS-induced Class Suspension - A Preliminary Report. Sars Bulletin, 2003, on-line http://www.hku.hk/cgi-bin/sars/message_bulletin.pl(2008-06-12).
    17. VARANK, I. Effectiveness of Quantitative Skills, Qualitative Skills, and Gender in Determining Computer Skills and Attitudes: A Causal Analysis. Clearing House: A Journal of Educational Strategies, 2007, Vol. 81, No. 2, pp. 71-80. Go to original source...
    18. TAYLOR, N., CORRIGAN, G. New South Wales primary school teachers' perceptions of the role of ICT in the primary science curriculum - a rural and regional perspective. International Journal of Science and Mathematics Education, 2007, Vol.5, No. 1, pp. 85-109. Go to original source...
    19. ROGERS, L., FINLAYSON, H. Does ICT in science really work in the classroom? Part 1: The individual teacher experience. School Science Review, 2003, Vol. 84, No. 309, pp. 105-112.

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content