Dissertation
Technology for classroom training students’ attitudes towards technology
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Technology for classroom training students’ attitudes towards technologyThe study found that the status of technology for classroom training (TCT) has no significant effect on students' attitudes towards technology (ATT). According to the data, the TCT is β = 0.047, SE = 0.117, t = 0.400, p = 0.689, and f2 = 0.001. This indicates that the presence or absence of technology in classrooms may not be a significant factor in influencing students' attitudes towards technology in the context of mechanical engineering education at Ghanaian technical universities. Regarding the effect of technology in the classroom on students' attitudes towards technology, the results of previous research have been varied. Some studies have found positive relationships between technology integration in classrooms and students' attitudes (e.g., Tombak & Ateşkan, 2019; Wilson, 2021) whereas others, including the current study, have found non-significant relationships (e.g., Cheng et al., 2023). The non-significant relationship between TCT and ATT in this study can be interpreted in light of Davis's (1989) theory of technology assimilation. It is possible that the classroom technology does not have a strong enough impact on students' perceptions of ease of use and usefulness to substantially influence their attitudes towards technology. On the basis of these findings, the hypothesis stating that the status of classroom technology has a significant effect on students' attitudes towards technology is refuted. Nevertheless, it is essential to recognise the limitations of the research. First, the sample size and scope are restricted to mechanical engineering students at Ghanaian technical institutions, which may restrict the generalizability of the findings to other disciplines or countries. Second, the study relies on self- reported information from students, which is susceptible to social desirability bias. Future research could integrate objective measures of classroom technology usage and student attitudes in an effort to address this issue. Despite these limitations, the study offers insight into the relationship between classroom technology and student attitudes towards technology in Ghanaian technical universities. The findings indicate that focusing merely on classroom technology may not be enough to improve students' attitudes towards technology. To cultivate positive attitudes and improve learning outcomes in mechanical engineering programmes, a more comprehensive approach that also addresses other factors, such as laboratory equipment quality and digital infrastructure, may be required. This information can assist policymakers and educators in their efforts to close the digital skills divide and improve the quality of engineering education by employing disruptive technologies. Download 2.1 Mb. Share with your friends:
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