Assessing South Africa Learners’ Attitudes Towards Technology by Using the PATT (Pupils’ Attitudes Towards Technology) Questionnaire

Rensburg, Susan van; Ankiewicz, Piet; Myburgh, Chris

doi:10.1023/a:1008848031430

Cited by 39 publications

(23 citation statements)

References 11 publications

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“…The tool in question is Lee's (1999Lee's ( , 2008 examination tool, which was modified to assess attitudes to engineering. His study tool is a Korean version of the tool used in the Pupils' Attitudes Towards Technology (PATT) project (Ardies, De Maeyer, & Gijbe, 2014;Van Rensburg, Ankiewicz, & Myburgh, 1999;Volk & Yip, 1999;Yu, Lin, Han, & Hsu, 2012) that has already been conducted several times internationally. Researchers investigating attitudes toward engineering in South Korea typically replaced "technology" with "engineering" in Lee's (1999Lee's ( , 2008 survey questions to assess attitudes toward engineering.…”

Section: Attitudes Toward Engineeringmentioning

confidence: 99%

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Kwon

2016

EURASIA J MATH SCI T

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The purpose of this study was to investigate the effect of motivation to learn technology, as perceived by South Korean middle school students, on their attitudes toward engineering. Using the instruments of Glynn et al. (2011) and Lee (2008), the study focused on eighth and ninth grade students in four middle schools located in South Korea's larger cities. The study identified a positive correlation between middle school students' motivation to learn technology and their attitudes toward engineering. Also, the engineering interest was found to be mostly affected by motivation to learn technology; and the engineering curriculum and engineering consequence, by career motivation. Based on the educational implications of these study findings, this essay discusses the implementation of engineering in the middle school technology curriculum.

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Section: Attitudes Toward Engineeringmentioning

confidence: 99%

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Kwon

2016

EURASIA J MATH SCI T

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“…However, more recent studies reveal increasingly positive attitudes towards technology (Correard, 2001;Fang et al, 2007;Khunyakari et al, 2009;van Rensburg et al, 1999). Osborne et al (2003) point out negative attitudes reported by internationally studies carried out in the field of science and technology over the past 20 years.…”

Section: Research In the Field Of Technology Education And Its Importmentioning

confidence: 99%

“…When past studies are examined in relation to gender, a trend can be seen among male students seeming to have more positive attitudes towards technology than female students (Becker and Maunsaiyat, 2002;Boser, Palmer and Daugherty, 1998;Francis and Greer, 1999;Khunyakari et al, 2009;van Rensburg et al, 1999;Volk et al, 2003).…”

Section: Research In the Field Of Technology Education And Its Importmentioning

confidence: 99%

“…It is generally believed that technological innovations contribute to development, that technology-related information enhances performance, and that use of technology is of great importance for the future and the welfare of society. If this is so, in order to maintain and further progress, technological information should be incorporated in the curricula of schools (Fang et al, 2007;Khunyakari et al, 2009;van Rensburg et al, 1999).…”

Section: Importance and Contribution Of Technologymentioning

confidence: 99%

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Middle School Students’ Attitudes Towards Technology In Relation To Demographic And Affective Domain

Sahin

Ekli²,

Deniz³

2015

Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi

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The study investigates middle school students' attitudes towards technology and key variables influencing these attitudes. For this purpose, the present study was carried out among 1,396 students in the 6 th 7 th and 8 th grades (age range 12-15) attending 23 middle schools, of which 708 (50.7%) were female and 688 (49.3%) were male. A validated national version of Pupils' Attitude towards Technology (TR-PATT) was used to determine their attitudes towards technology. A majority of the students had positive attitudes towards technology. There were significant differences between male and female students' attitudes. Moreover, it was found that attending schools in urban areas, having prior technology training, and having parents with technology-related jobs had positive impacts on attitudes towards technology. However, as grade level increased, trust in technology decreased. They described technology in terms of household appliances, computers, and the internet and stated that it made life easier. A large majority of the students stated that technology was useful for the country; that, because of technology, everything works well; and that technology is the future.

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“…Several studies (McCarthy & Moss, 1990;Volk & Ming, 1999;Meide, 1997;Van Rensburg, Ankiewicz & Myburgh, 1999) have discovered that girls had a stronger gender discrimination view related to themselves regarding technology. Growney (1995, p.23) made an observation that "statistical evidence indicates that although when girls choose to engage with Technology they do well, very few make that choice".…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparative Analysis of Patterns of Girls’ Attitudes towards Design and Technology: Botswana and Swaziland.

Gaotlhobogwe

2015

AJTE

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Assessing South Africa Learners’ Attitudes Towards Technology by Using the PATT (Pupils’ Attitudes Towards Technology) Questionnaire

Cited by 39 publications

References 11 publications

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering

Middle School Students’ Attitudes Towards Technology In Relation To Demographic And Affective Domain

A Comparative Analysis of Patterns of Girls’ Attitudes towards Design and Technology: Botswana and Swaziland.

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