Computer Attitudes as a Function of Age, Gender, Math Attitude, and Developmental Status

Abstract

The purpose of this study was to examine whether the variables of age, gender, attitudes toward mathematics, and student type are significantly related to the following four dimensions of computer attitude: anxiety, confidence, liking, and usefulness. Data were collected via a survey instrument that combined demographics with the Loyd and Gressard (1984) Computer Attitude Scale and the Fennema-Sherman (1976) Mathematics Attitude Scale. The 351 male and female participants, in three age groups, were approximately equally divided between developmental and non-developmental students. A multiple analysis of variance revealed no main effect for gender with respect to dimensions of computer attitude. A main effect was found for age, indicating that the youngest group of students reported less computer anxiety and higher levels of confidence than did the other age groups. However, the oldest students reported the highest levels of computer liking and perceived usefulness of computers. Also, students with the highest level of math attitudes had the highest score for all four dimensions of computer attitude. Finally, relative to non-developmental students, developmental students reported significantly more positive attitudes toward the dimensions of computer attitude except perceived usefulness. Implications are discussed.