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Research Analysis - in educational computing

This research delves into factors influencing the effectiveness of technology in educational settings, analyzing data through factor and cluster analysis. The study identifies barriers that hinder student learning outcomes.

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Research Analysis - in educational computing

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  1. Research Analysis-in educational computing Analysis by: Blair Copeland Presented to: Gerald Knezek, PhD CECS 6510

  2. Scree Plot The abrupt and pronounced change in slope implies that six orseven factors may be identifiable.

  3. Factor Variance Explained Similarly checking the column for percent of variance explained shows the seven factors.

  4. Factor Analysis

  5. Cluster Analysis

  6. Factor Analysis Mapping to Cluster Analysis

  7. HICLUS Analysis

  8. Multidimensional Scaling-ALSCAL Measure: Interval – Euclidean Distance Level of Measurement: Ordinal

  9. MDPREF Analysis

  10. Multidimensional Scaling-ALSCAL Measure: Interval – Chebychev Level of Measurement: Ordinal

  11. Multidimensional Comparison Measure: Interval – Chebychev vs Measure: Interval – Euclidean Space

  12. Factor Domains Learning Objective Barriers Teaching

  13. Factor Domains - One

  14. Factor 1 • 7. Teachers need to directly influence students using technology for students to learn. • 8. Students cannot complete technology objectives unless the teacher first demonstrates the objectives. • 9. Teachers must directly collaborate with students for students to learn. • 15. Students need strict guidelines to complete learning objectives.

  15. Factor 1 • 7. Teachers need to directly influence students using technology for students to learn. • 8. Students cannot complete technology objectives unless the teacher first demonstrates the objectives. • 9. Teachers must directly collaborate with students for students to learn. • 15. Students need strict guidelines to complete learning objectives.

  16. Factor 1 Reliability Respectable  • Student Technology-Efficacy Requires Intervention • Student ability to produce effect using technology requires teaching

  17. Factor Domains – One to Two

  18. Factor 2 • 12. Students spend more time getting started than learning when using technology. • 13. Technology is too difficult for students to learn effectively. • 14. Students only benefit from technology when instructions are specific. • 17. Students interact so much they do not learn effectively.

  19. Factor 2 • 12. Students spend more time getting started than learning when using technology. • 13. Technology is too difficult for students to learn effectively. • 14. Students only benefit from technology when instructions are specific. • 17. Students interact so much they do not learn effectively.

  20. Factor 2 Reliability Minimally  Respectable • Barriers to Student Technology-Efficacy • Barriers to Students using Technology to produce an effect

  21. Factor Domains – Two to Three

  22. Factor 3 • 1. Technology is worth the effort it takes to prepare for use in class. • 6. Students learn more effectively using technology when teachers have technology training. • 19. Students receive little benefit from technology unless assignments are completed.

  23. Factor 3 • 1. Technology is worth the effort it takes to prepare for use in class. • 6. Students learn more effectively using technology when teachers have technology training. • 19. Students receive little benefit from technology unless assignments are completed.

  24. Factor 3 Reliability Unacceptable  • Technology Impact on Instruction • Technology Value to Instruction

  25. Factor Domains – Three to Four

  26. Factor 4 • 2. Support personnel do provide the resources I need so students can effectively use technology. • 3. Teachers have not been effectively prepared to teach using technology. • 16. Using technology allows student to collaborate to complete objectives.

  27. Factor 4 • 2. Support personnel do provide the resources I need so students can effectively use technology. • 3. Teachers have not been effectively prepared to teach using technology. • 16. Using technology allows student to collaborate to complete objectives.

  28. Factor 4 Reliability Unacceptable  • Resource Facilitation on Technology-Efficacy

  29. Factor Domains – Four to Five

  30. Factor 5 • 10. Teachers spend so much time overcoming technology problems students often learn nothing from an assignment. • 20. Students are often unaware of the objectives placed on technology use.

  31. Factor 5 • 10. Teachers spend so much time overcoming technology problems students often learn nothing from an assignment. • 20. Students are often unaware of the objectives placed on technology use.

  32. Factor 5 Reliability Unacceptable  • Teacher Barriers to Technology

  33. Factor Domains – Five to Six

  34. Factor 6 • 5. Teachers must stay current or students cannot benefit from using technology. • 11. Students have trouble staying on task when technology use is not limited. • 18. Student objectives are measured only by completed assignments.

  35. Factor 6 • 5. Teachers must stay current or students cannot benefit from using technology. • 11. Students have trouble staying on task when technology use is not limited. • 18. Student objectives are measured only by completed assignments.

  36. Factor 6Reliability Unacceptable  • Teacher Barriers to Teaching

  37. Factor Domains – Six to Seven

  38. Factor 7 • 4. Technology changes too quickly for teachers to stay current.

  39. Factor 7Reliability • Barriers to Teacher Technology-Efficacy • Needs further attention and expansion. Cronbach’s Alpha would not produce any meaningful results with one variable.

  40. Factor Domains Learning Objective Barriers Teaching

  41. Suggested Factor Meaning Expected Two and Got Seven??? • Student Technology-Efficacy Requires Intervention • Barriers to Student Technology-Efficacy • Technology Impact on Instruction • Resource Facilitation on Technology-Efficacy • Teacher Barriers to Technology Objectives • Teacher Barriers to Teaching Objectives • Barriers to Teacher Technology-Efficacy

  42. Group Analysis • Independent Samples t-Test • No Factor Significance Between • Gender • Teachers & Students • ANOVA • Factor Two Significant • F 2.187 (sig .450) • Barriers to Student Technology-Efficacy • Grade Level Taught • Expected older & younger students would differ.

  43. Higher Order Factor Analysis

  44. Higher Order Factor One • Barriers to Student Technology-Efficacy • Barriers to Teacher Technology-Efficacy - Barriers to Instruction-Efficacy.

  45. Higher Order Factor Two • Resource Facilitation on Technology-Efficacy - Instruction-Efficacy using Technology.

  46. Higher Order Factor Three • Technology Impact on Instruction - Technology Impact on Instruction-Efficacy.

  47. Higher Order Factor Four • Student Technology-Efficacy Requires Intervention • Teacher Barriers to Technology Objectives • Teacher Barriers to Teaching Objectives - Minimally Loaded, Likely Discard. - Teacher Impact on Objectives.

  48. Higher Order Factor Analysis

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