Indian Streams Research Journal

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1 Vol 5 Issue 7 Aug 2015 ISSN No : ORIGINAL ARTICLE International Multidisciplinary Research Journal Indian Streams Research Journal Executive Editor Ashok Yakkaldevi Editor-in-Chief H.N.Jagtap

2 Welcome to ISRJ RNI MAHMUL/2011/38595 ISSN No Indian Streams Research Journal is a multidisciplinary research journal, published monthly in English, Hindi & Marathi Language. All research papers submitted to the journal will be double - blind peer reviewed referred by members of the editorial board.readers will include investigator in universities, research institutes government and industry with research interest in the general subjects. International Advisory Board Flávio de São Pedro Filho Federal University of Rondonia, Brazil Kamani Perera Regional Center For Strategic Studies, Sri Lanka Janaki Sinnasamy Librarian, University of Malaya Romona Mihaila Spiru Haret University, Romania Delia Serbescu Spiru Haret University, Bucharest, Romania Anurag Misra DBS College, Kanpur Titus PopPhD, Partium Christian University, Oradea,Romania Mohammad Hailat Dept. of Mathematical Sciences, University of South Carolina Aiken Abdullah Sabbagh Engineering Studies, Sydney Ecaterina Patrascu Spiru Haret University, Bucharest Loredana Bosca Spiru Haret University, Romania Fabricio Moraes de Almeida Federal University of Rondonia, Brazil George - Calin SERITAN Faculty of Philosophy and Socio-Political Sciences Al. I. Cuza University, Iasi Editorial Board Hasan Baktir English Language and Literature Department, Kayseri Ghayoor Abbas Chotana Dept of Chemistry, Lahore University of Management Sciences[PK] Anna Maria Constantinovici AL. I. Cuza University, Romania Ilie Pintea, Spiru Haret University, Romania Xiaohua Yang PhD, USA...More Pratap Vyamktrao Naikwade Iresh Swami ASP College Devrukh,Ratnagiri,MS India Ex - VC. Solapur University, Solapur R. R. Patil Head Geology Department Solapur University,Solapur Rama Bhosale Prin. and Jt. Director Higher Education, Panvel Salve R. N. Department of Sociology, Shivaji University,Kolhapur N.S. Dhaygude Ex. Prin. Dayanand College, Solapur Narendra Kadu Jt. Director Higher Education, Pune K. M. Bhandarkar Praful Patel College of Education, Gondia Sonal Singh Vikram University, Ujjain Rajendra Shendge Director, B.C.U.D. Solapur University, Solapur R. R. Yalikar Director Managment Institute, Solapur Umesh Rajderkar Head Humanities & Social Science YCMOU,Nashik S. R. Pandya Head Education Dept. Mumbai University, Mumbai Govind P. Shinde Bharati Vidyapeeth School of Distance Education Center, Navi Mumbai Chakane Sanjay Dnyaneshwar Arts, Science & Commerce College, Indapur, Pune Awadhesh Kumar Shirotriya Secretary,Play India Play,Meerut(U.P.) G. P. Patankar Alka Darshan Shrivastava S. D. M. Degree College, Honavar, Karnataka Shaskiya Snatkottar Mahavidyalaya, Dhar Maj. S. Bakhtiar Choudhary Director,Hyderabad AP India. S.Parvathi Devi Ph.D.-University of Allahabad Sonal Singh, Vikram University, Ujjain Rahul Shriram Sudke Devi Ahilya Vishwavidyalaya, Indore S.KANNAN Annamalai University,TN Satish Kumar Kalhotra Maulana Azad National Urdu University Address:-Ashok Yakkaldevi 258/34, Raviwar Peth, Solapur Maharashtra, India Cell : , Ph No: ayisrj@yahoo.in Website:

3 Indian Streams Research Journal Impact Factor : (UIF) ISSN Volume - 5 Issue - 7 Aug B.ED TRAINEES COMPUTER ANXIETY AND COMPUTER LIKING WITH REFERENCE TO CERTAIN SELECTED VARIABLES 1 2 Barathi, K. and Krishnakumar, R. 1 Research Scholar, Dravidian University. 2 Professor, Department of Education, Annamalai University. ABSTRACT he impact of computer on human life has considerably changed man s environment Tmore and more development programmes envisaged can greatly benefit from the acquisition and analysis, communication, bio-technology and other technological developments. Therefore in this world life a person has to function efficiently the knowledge, skill and attitudes must be acquired. plays an important role in teaching and learning process. So the investigator felt that everybody must have knowledge about computer. The paper focuses on the B.Ed Trainees Liking and Anxiety. The total sample size 860 B.Ed trainees from four districts of Tamilnadu due proportionate weightage was given to Gender, Residence, Type of management, Knowledge in computer, Access to computer at home and Access to computer at college. The investigation was undertaken by using normative survey method of research. To test the hypotheses framed for the present investigation, Descriptive, Differential and Correlational analysis had been utilized for this study. Null hypothesis were framed and tested by the researcher. The findings are shows that there is correlation between computer liking and computer anxiety of B.Ed trainees. KEYWORDS : Anxiety, Liking. INTRODUCTION In the present digital era, the development in various aspects of Technology has reached beyond our imagination and expectations. becomes an integral part of our life. According to Rob McCauley (2001), The success in school is determined by three R s, namely READING, WRITING, and ARITHMETIC. The success becomes greater success is fourth R is added, which is. The is an electronic machine or device for storing processing and analyzing data or information following a set of instructions given to it by humans. The New Educational Policy of India (1986) also focus its attention on an educational system which can produce citizens who are by an large physically, mentally and morally healthy; who are conscious of their duties and rights as well as are thus socially well adjusted, who are keen to learn on a life long basis and 1

4 incessantly eager to improve their performance and who consequently are well grounded individuals competently contributing to the uplift of the quality of life everywhere. The influence of computer is so extensive that the modern society is a Society of Science and Technology. The spread of science promotes respect for the role of reason in human affairs by demonstrating the power of the intellect when used in accordance with the spirit of computer. RELATED STUDIES Erkan Tekinarslan (2008) undertook a study on computer anxiety: a cross-cultural comparative study of Dutch and Turkish university students. The post-hoc analysis indicated that beginner users have significantly higher computer Anxiety levels than advanced and intermediate users. Also, the analysis showed that intermediate users have significantly higher level of computer Anxiety than advanced users. Allan H.K. Yuen, Will W.K. Ma (2007) analysed the teachers' computer acceptance as an important factor to the successful use of computers in education. The results of model testing using LISREL indicated that the two independent variables, perceived usefulness and perceived ease of use, directly affect the intention to computer use as stated in the TAM. Satyanarayana Parayitam, Kiran J. Desai, Mayur S. Desai and Mary K. Eason (2009) have carried out a study on computer attitude as a moderator in the relationship between computer anxiety, satisfaction, and stress. Hierarchical moderated regression results support that the Attitude towards computer acts as a moderator in the relationship between (i) computer Anxiety and stress, (ii) computer Anxiety and job satisfaction, and (iii) computer Anxiety and career satisfaction. Tamyra Pierce (2009) probed in to the social anxiety and technology: face-to-face communication versus technological communication among teens.. Assessing gender differences and social Anxiety also revealed significant differences. The results of the study revealed that teens were using socially interactive technology to communicate with others and it appears that social Anxiety is influencing this use or at least may be serving as a substitute for face-toface communication. S. Korobili, A. Togia, & A. Malliari (2009) made a study on the computer anxiety and attitudes among undergraduate students in Greece. Results indicated that students who became acquainted with computers at early age, acknowledged English language, perceived themselves as competent users of computers and Internet and were frequent users of computers and internet, were less computer anxious and had more positive Attitudes toward computers. Alaba Olaoluwakotansibe Agbatogun (2009) made a study on computer anxiety, self-concept, gender and attitude toward interactive computer technologies: a predictive study among Nigerian teachers. The findings revealed that a combination of the three independent variables were significantly effective in predicting teachers Attitude toward the use of interactive computer technologies (ICT). While, each of the variables contributed to the prediction of the dependent variable, computer Anxiety and gender respectively made the highest and the least significant contributions to the prediction of the outcome. OBJECTIVES OF THE STUDY 1.To find out the level of computer liking of B.Ed trainees. 2.To find out the level of computer anxiety of B.Ed trainees. 3.To find out whether there is any significant difference among the B.Ed trainees computer liking and demographical variables namely. a.gender 2

5 b.educational qualification c.knowledge in computer d.access to computer at home e.access to computer at college f.use of Internet 4.To find out whether there is any significant difference among the B.Ed trainees computer anxiety and demographical variables namely. a.gender b.educational qualification c.knowledge in computer d.access to computer at home e.access to computer at college f.use of Internet 5.To find out whether there is any correlation between the computer liking and computer anxiety of B.Ed trainees. HYPOTHESES OF THE STUDY The following hypotheses have been formulates on the basis of the objectives of the present study. 1.The level of computer liking of B.Ed trainees are low. 2.The level of computer anxiety of B.Ed trainees are high. 3.There is no significant difference in the computer liking of B.Ed trainees based on the back ground variables namely. a.gender b.educational qualification c.knowledge in computer d.access to computer at home e.access to computer at college f.use of Internet 4.There is no significant difference in the computer anxiety of B.Ed trainees based on the back ground variables namely. a.gender b.educational qualification c.knowledge in computer d.access to computer at home e.access to computer at college f.use of Internet 5.There is no correlation between the computer liking and computer anxiety of B.Ed trainees. METHOD OF STUDY The present investigation was undertaken by using normative survey method. The survey method gathers data from a large number of cases at particular time. It is interested in knowing something about the whole population. The present investigation aims to bring out the B.Ed. trainees computer knowledge, confidence, liking and anxiety. 3

6 TOOL USED IN THE STUDY The data are necessary for carrying out research investigation must be collected with the aid of special instruments or devices. The successful research represents on proper selection of tools. The following tools were used for the present study. B.Ed trainees computer liking scale, computer anxiety scale were prepared and validated by Muhammad D. Alkhaldi and Ibrahim M.A Jabri (1997). SAMPLE FOR THE STUDY The present study consists of 860 B.Ed trainees from four districts of Tamilnadu due proportionate weightage was given to Gender, Residence, Type of management, Knowledge in computer, Access to computer at home and Access to computer at college. STATISTICAL TECHNIQUES USED IN THE STUDY In the present study the following statistical techniques were used. i.descriptive Analysis (mean, median, S.D) ii.differential Analysis (t test & F test) iii.correlational Analysis (correlation co-efficient ANALYSIS OF B.Ed TRAINEES COMPUTER LIKING Table 1 The Mean and Standard Deviation of B.Ed Trainees Liking Sample N Mean Standard Deviation Entire Sample In order to find out the level of computer liking of the B.Ed trainees, the mean and S.D have been calculated. They were found to be and 6.20 it is presented in Table 1. The mean value of the scale is 25. The calculated mean value is higher than the mean value. Hence the hypotheses that the level of computer liking of B.Ed trainees are low is rejected and concluded that the B.Ed trainees have high computer liking. ANALYSIS OF B.Ed TRAINEES COMPUTER ANXIETY Table 2 The Mean and Standard Deviation of B.Ed Trainees Anxiety Sample N Mean Standard Deviation Entire Sample In order to find out the level of computer anxiety of the B.Ed trainees, the mean and S.D have 4

7 been calculated. They were found to be and 5.40 it is presented in Table 2. The mean value of the scale is 25. The calculated mean value is higher than the mean value. Hence the hypotheses that the level of computer anxiety of B.Ed trainees are high is rejected and concluded that the B.Ed trainees have low computer anxiety. DIFFERENTIAL ANALYSIS Table 3 B.Ed Trainees Liking and Anxiety with respect of Gender Variables Gender N Mean S.D. df t value Significant at 0.05 level Liking Anxiety Male Female Male Female Significant Not Significant In the Table 3, The t test was applied to find out whether there is any significant difference in the B.Ed trainees computer liking and computer anxiety with respect to their gender. In the table 3, the computer liking score the calculated t value is found to be which is greater than the table value are significant at 0.05 level. From the computer anxiety score the calculated t value is found to be which is lesser than the table value and not significant at 0.05 level. There is no significant difference in the B.Ed trainees computer anxiety based on gender. Table 4 B.Ed Trainees Liking and Anxiety with respect to their Educational Qualification Variables Liking Educational Qualification N Mean S.D. df t value Sign. Level 0.05 level UG N S PG Anxiety UG N S PG In the Table 4, The t test was applied to find out whether there is any significant difference in the B.Ed trainees computer liking and computer anxiety with respect to their educational qualification. From the computer liking score the calculated t value is found to be which is lesser than the table value and not significant at 0.05 level. From the computer anxiety score the calculated t value is found 5

8 to be which is lesser than the table value and not significant at 0.05 level. Hence the hypothesis that there is no significant difference in the B.Ed trainees liking and computer anxiety with respect to their educational qualification. Table 5 B.Ed Trainees Liking and Anxiety with respect to Knowledge Variables Knowledge in N Mean S.D. df F value Sig. Level 0.05 level Liking Anxiety Yes No Courses done if any Yes No Courses done if any Significant Significant In the Table 5, The F test was applied to find out whether there is any significant difference in the B.Ed trainees computer computer liking and computer anxiety with respect to their computer knowledge. From the computer liking score the calculated f value is found to be which is significant at 0.05 level. From the computer anxiety score the calculated f value is found to be which is significant at 0.05 level. Table 6 B.Ed Trainees Liking and Anxiety with respect to Access at Home Variables Access at Home N Mean S.D. df t value Significant at 0.05 level Liking Score Yes Significant No Anxiety Score Yes Significant No In the Table 6, The t test was applied to find out whether there is any significant difference in the B.Ed trainees computer liking and computer anxiety with respect to their access computer at home. From the computer liking score the calculated t value is found to be which is significant at 0.05 level. From the computer anxiety score the calculated t value is found to be which is 6

9 significant at 0.05 level. Hence the hypothesis is rejected and concluded that there is significant difference in the B.Ed trainees computer confidence, computer liking based on access computer at home. Table 7 B.Ed Trainees Liking and Anxiety with respect to Access at College Variables Access at College N Mean S.D. df t value Significant at 0.05 level Liking Score Yes Significant Anxiety Score No Yes Not Significant No In the Table 7, The t test was applied to find out whether there is any significant difference in the B.Ed trainees computer liking and computer anxiety with respect to their access computer at college. From the computer liking score the calculated t value is found to be which is significant at 0.05 level. From the computer anxiety score the calculated t value is found to be which is not significant at 0.05 level. The B.Ed trainees differ in their computer liking with respect to their access to computer at college. Table 8 B.Ed Trainees Liking and Anxiety with respect to Use of Internet Variables Liking Anxiety Use of Internet N Mean S.D. df Every day Once a week Very Rarely Never Every day Once a week Very Rarely Never F value Significant at 0.05 level Significant Not Significant In the Table 8, The F test was applied to find out whether there is any significant difference in the B.Ed trainees computer liking and computer anxiety with respect to their use of internet. From the computer liking score the calculated f value is found to be which is significant at 0.05 level. From the computer anxiety score the calculated f value is found to be which is not significant at 0.05 level. 7

10 CORRELATION ANALYSIS To measure the degree of linear relationship between the variable is known as coefficient of correlation. It includes to find out the nature of relationship between the sets of dependent variables like computer knowledge and confidence, computer knowledge and liking, computer knowledge and anxiety, computer confidence and liking computer confidence and anxiety, computer liking and anxiety of the B.Ed trainees. For this purpose pearson s product movement (?) correlation co-efficient was computed between the above mentioned every two sets of scores. Table 9 Variable gvalue Significant at 0.01 level Liking & Anxiety Significant In the Table 9, Liking and Anxiety set s correlated (?) value is which is higher than the table value (0.081) and significant at 0.01 level. Hence the hypothesis that there is no correlation between the computer liking and computer anxiety of B.Ed trainees is rejected and concluded that there is correlation between computer liking and computer anxiety of B.Ed trainees. FINDINGS The computer liking of the B.Ed trainees are high whereas the computer anxiety is low. There is significant difference in the B.Ed trainees computer liking based on gender. There is no significant difference in the B.Ed trainees computer liking and anxiety based on educational qualification. There is significant difference in the B.Ed trainees computer liking and anxiety based on knowledge in computer. There is significant difference in the B.Ed trainees access computer at home computer liking and anxiety based on access to computer at home. There is no significant difference in the B.Ed trainees computer anxiety based on access to computer at college. There is significant difference in the B.Ed trainees computer liking based on access of computer at college. There is significant difference in the B.Ed trainees computer liking based on use of Internet. There is no significant difference in the B.Ed trainees computer anxiety based on use of Internet. There is correlation between the computer liking and anxiety of B.Ed trainees. REFERENCES 1.Alaba OlaoLuwaketansibe Agbatogun (2009) A Study on Anxiety Self-Concept Gender and Attitude toward Interactive Technologies a Predictive Study among Nigerian teacher. 2.Allan H.K. Yuen Will W. K. Ma-analysed the Teachers Acceptance. 3.Efkan Tekenarstan (2008) undertook a Study on Anxiety across Cultural Comparative Study of Dutch and Tarkesis University Students. 4.Garrett, H.E. (2011) Statistics in Psychology and Education, Effect and Internet, First Edition BPB 8

11 Publication, New Delhi. 5.John W. Best and James V. Kahn, (July 1999) Research in Education, Seventh edition, Prentice Hall of India, Pvt Ltd, New Delhi. 6.Korabili S., Togia, A. Malliari A, (2009) A Study on the Anxiety and Attitude among Undergraduate Students in Greece. 7.Mangal S.K. (2002) Statistics in Psychology and Education, Second Edition, Prentice-Hall of India Pvt. Ltd., New Delhi. 8.Sathyanarayana Parayitam, Kitan J. Desai Mayur S. Desai and Mary K. Eason (2009) have carried out a Study on Attitude as a Moderator in the Relationship between Anxiety, Satisfaction and Stress. 9.Tamya Pievce (2009) Probed In To The Social Anxiety And Technology. 9

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