Development of a Self-Efficacy Scale of Technology Usage in Education

Mustafa Doğru

doi:10.12973/eurasia.2014.1204a

Full Text (PDF)

Mustafa Doğru ¹ ^*

More Detail

¹ Akdeniz University, TURKEY^* Corresponding Author

Abstract

The purpose of this study was to develop a scale instrument to allow us to establish the self-efficacies of elementary education teachers regarding their use of information technologies when educating their students. The study group comprised a total of 924 teachers from different branches working in central Ankara elementary schools. Based on the data acquired from the scales, exploratory and confirmatory factor analyses were conducted during the process of testing the construct validity of the scale. In the wake of the exploratory and confirmatory factor analysis, the model comprising 48 clauses and two factors was found to be statistically and theoretically coherent. When the obtained results are considered with regards to its reliability, the scale can be said to be sufficiently reliable. The scale instrument is thought to put forth perceptions of self-efficacy regarding the use of technology from the context of basic skills and anxiety state.

Keywords

information technologies
elementary education
self-efficacy
use of technology

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 6, June 2017, 1785-1798

https://doi.org/10.12973/eurasia.2014.1204a

Publication date: 18 Apr 2017

Article Views: 3633

Article Downloads: 5609

Open Access References How to cite this article

References

Akkoyunlu, B. & Orhan, F. (2003). Relation between the computer usage self-efficacy belief and its demographic aspects of the students. The Turkish Online Journal of Educational Technology (TOJET), 2(3), 86-93.
Algan, C. E. (2006). The perception of self-efficacy of the use of it in education of the classroom teachers' teaching at private schools & the way of benefit from it in their lessons. Unpublished Master‟s Thesis, Institute of Educational Sciences, Istanbul.
Albion, P. (2001). Some factors in the development of self-efficacy beliefs for computer use among teacher education students. Journal of Technology & Teacher Education, 9(3), 321-348.
Anderson, J. C. & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49(2), 155-173.
Arnold, S. R., Padilla, M. J., & Tunhikorn, B. (2009). The development of pre-service science teachers‟ professional knowledge in utilizing ICT to support professional lives. Eurasia Journal of Mathematics, Science & Technology Education, 5(2), 91-101.
Aşkar, P. & Umay, A. (2001). Perceived computer self-efficacy of the students in the elementary mathematics teaching programme. Hacettepe University Journal of Education, 21, 1-8.
Ayas, T. & Horzum, M. B. (2010). Cyber bully/victim scale development study. Journal of Akademik Bakış. Retrieved January 17, 2011, from http://www.akademikbakis.org/19/04.pdf
Ayyıldız H. & Cengiz E. (2006). A conceptual investigation of structural equation models (SEM) on testing marketing models. Süleyman Demirel University The Journal of Faculty of Economics and Administrative Sciences, 11(1). 63‐84.
Bandura, A. (1977). Self- efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
Barbeite, F. G. & Weiss, E. M. (2004). Computer self-efficacy and anxiety scales for an Internet sample: testing measurement equivalence of existing measures and development of new scales. Computers in Human Behavior, 20, 1–15.
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A Review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
Büyüköztürk Ş. (2007) Handbook for social science data analysis. Ankara: Pegem A Publishing.
Cassidy, S. & Eachus, P. (2002) Developing the computer user self-efficacy (cuse) scale: Investigating the relationship between computer self-efficacy, gender and experience with computers. Journal of Educational Computing Research, 26(2), 133-153.
Cole, D. A. (1987). Utility of confirmatory factor analysis in test validation research. Journal of Consulting and Clinical Psychology, 55(4), 1019-1031.
Compeau, D. R. & Higgins, C. A. (1995). Computer self-efficacy: Development of a measure & initial test. MIS Quarterly, 19(2), 189-211.
Eminoğlu, E. & Nartgün, Z. (2009). Üniversite öğrencilerinin akademik sahtekarlık eğilimlerinin ölçülmesine yönelik bir ölçek geliştirme çalışması. Uluslararası İnsan Bilimleri Dergisi, 6(1), 215- 240.
Fančovičová, J. & Prokop, P. (2008). Students‟ attitudes toward computer use in Slovakia. Eurasia Journal of Mathematics, Science & Technology Education, 4(3), 255-262.
Guinea, A. O. & Webster, J. (2011). Are we talking about the task or the computer? An examination of the associated domains of task-specific and computer self-efficacies. Computers in Human Behavior, 27(2), 978–987.
Hennessy, S., Ruthven, K. & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155– 192.
Hinkin, T. R. (1998). A brief tutorial on development of measures for use in survey questionnaires, Organizational Research Methods, 1(1), 104-121.
Hu, L. T. & Bentler, P. M. (1999). Cut‐off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1‐55.
International Society for Technology Education (ISTE) (2000). National educational technology standards for teachers. Eugene: ISTE Publications.
Kabakçı, Ö. F. & Owen, F. K. (2010). A study of development of social emotional learning scales. Education and Science, 35(157).
Kaplan, R. M. & Saccuzzo, D. P. (2005). Psychological testing: Principles, applications and issues. Thomson Wadswort. Retrieved January 31, 2011, from http://www.google.com/books?hl=tr&lr=&id=4TIeNjMlrsC&oi=fnd&pg=PR19&dqpychologica l+testing+principles+and+applications&ots=hoELuUslD&sig=JbxIAkwaxDJSbImiTz2q8MS8lgA #v=onepage&q&f=false
Kayri, M. & Günüç, S. (2009). The adaptation of internet addiction scale into Turkish: The study of validity and reliability. Ankara University, Journal of Faculty of Educational Sciences, 42(1), 157-175.
Kline, R. B. (2005). Principles and practice of structural equation modeling: Methodology in the social sciences. New York: The Guilford Press.
Kozma, R. & Anderson R. E. (2002). Qualitative case studies of innovative pedagogical practices using ICT. Journal of Computer Assisted Learning, 18(4), 387–394.
Lin, C-Y. (2008). Beliefs about using technology in the mathematics classroom: interviews with preservice elementary teachers. Eurasia Journal of Mathematics, Science & Technology Education, 4(2), 135-142.
MNE (2009). The Ministry of National Education 2010-2014 Strategic Plan, Strategy Development Presidency, Ankara.
Marsh, H. W. & Hocevar, D. (1988). A new powerful approach to multitrait-multimethod analysis: Application of second order confirmatory factor analysis. Journal of Applied Psychology, 73(1), 107- 117.
Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103(2), 391-410.
Murphy, C. A., Coover, D., & Owen, S. V. (1989). Development and validation of the computer selfefficacy scale. Education and Psychological Measurement, 49(4), 893-899.
Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education 50(3), 1084–1091.
Pelgrum, W. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163–178.
Raines, J. M. & Clark, L. M. (2011). A brief overview on using technology to engage students in mathematics. Current Issues in Education, 14(2), 1-6.
Senteni, A. (2006). Information and communications technology integration and developmental intervention: Enabling knowledge creation and capacity building in developing countries‟ organizations. Educational Technology Research and Development, 54(3) 300–311.
Schumacker, R. E. & Lomax, R. G. (2010). A beginner’s guide to Structural Equation Modeling. New Jersey: Lawrence Erlbaum Associates.
Šorgo, A., Verčkovnik, T. V., & Kocijančič, S. (2010). Information and communication technologies (ICT) in biology teaching in Slovenian secondary schools. Eurasia Journal of Mathematics, Science & Technology Education, 6(1), 37-46.
Stevens, J. (1996). Applied multivariate statistics for the social sciences. New Jersey: Lawrence Erlbaum Associates Publishers.
Şahin, İ. (2009). Validity and reliability of educational internet use self-efficacy beliefs scale. Selçuk University Journal of Institute of Social Sciences, 21, 461-471.
Şimşek, Ö. F. (2007). Introduction to the Structural Equation Modeling: Basic Principals and LISREL Applications. Ankara: Ekinoks.
Tabachnick, B. G. & Fidell, I. S. (2001). Using Multivariate Statistics (4th ed), Ally and Bacon.
Torkzadeh, G., & Koufterous, X. (1994). Factorial validity of a computer self-efficacy scale and the impact of computer training. Education and Psychological Measurement, 54(3), 813-821.
Torkzadeh, G. & Van Dyke, T. P. (2001). Development and validation of an Internet self-efficacy scale. Behaviour & Information Technology, 20(4), 275-280.
Torkzadeh, G. & Van Dyke, T. P. (2002). Effects of training on Internet self-efficacy and computer user attitudes. Computers in Human Behavior 18(5), 479-494.
Yushau, B. (2006). Computer attitude, use, experience, software familiarity and perceived pedagogical usefulness: The case of mathematics professors. Eurasia Journal of Mathematics, Science and Technology Education, 2(3), 1-17.
Williams, H. S. & Kingham, M. (2003). Infusion of technology into the curriculum. Journal of Instructional Psychology, 30(3), 178-84.

How to cite this article

APA

Doğru, M. (2017). Development of a Self-Efficacy Scale of Technology Usage in Education. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1785-1798. https://doi.org/10.12973/eurasia.2014.1204a

Vancouver

Doğru M. Development of a Self-Efficacy Scale of Technology Usage in Education. EURASIA J Math Sci Tech Ed. 2017;13(6):1785-98. https://doi.org/10.12973/eurasia.2014.1204a

AMA

Doğru M. Development of a Self-Efficacy Scale of Technology Usage in Education. EURASIA J Math Sci Tech Ed. 2017;13(6), 1785-1798. https://doi.org/10.12973/eurasia.2014.1204a

Chicago

Doğru, Mustafa. "Development of a Self-Efficacy Scale of Technology Usage in Education". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 6 (2017): 1785-1798. https://doi.org/10.12973/eurasia.2014.1204a

Harvard

Doğru, M. (2017). Development of a Self-Efficacy Scale of Technology Usage in Education. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), pp. 1785-1798. https://doi.org/10.12973/eurasia.2014.1204a

MLA

Doğru, Mustafa "Development of a Self-Efficacy Scale of Technology Usage in Education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 6, 2017, pp. 1785-1798. https://doi.org/10.12973/eurasia.2014.1204a