1. 62 RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
Introduction
Education is not only limited to the teaching
and learning process, it has much broader objectives,
goalsand concepts.Thus,education isawide termand
becoming an increasingly important device to over-
come poverty and other problems to establish a devel-
oped and modern nation. Feature of modern society is
the perception of information technologies in all the
fields of life, including schooling. The new technolo-
gies have been recognized to play a vital role in devel-
oping and improving the teaching-learning process.
Education should be according to need and require-
ments of the students. Computer technology is one of
these new technologies which are considered to be
imparting required education.
Teacherscanbecomeeffectiveagentstomake
useofComputertechnologyduringtheteaching.Ithas
beenrealizedthatcomputertechnologyhasbeenproved
an effective teaching aid in the classes whether the
subject is English or Maths.
Thisstudybelongstotheattitudeoftheteach-
ers of Kurukshetra district of Haryana whether they
are ready for this latest technique. Attitude is defined
as a positive or negative emotional reaction towards a
specific situation.Attitudes are key factors in whether
teachers accept computer as a teaching device in their
teaching practices or not.
This study specifically investigated teach-
ers' attitude towards the Computer technology in En-
glish language and Mathematics teaching. Nowa days
Computer technology, Internet and web-based re-
sources are in many schools and offer teachers and
learners infinite resources and chances for language
and mathematics teaching-learning.
Research Paper—Education
July ,2013
AComparativeStudy ofAttitudeof English Language
Teachers and MathematicsTeachers towards
ComputerTechnology
* Dr. Pinki Malik ** Sharmila Devi
The importance of Computer technology in empowering teachers and learners, and enhancing teaching and students'
achievement has been highlighted in several studies. Similarly, the digital divide between the developed and developing
nations had been of a serious concern to teachers. The paucity of studies on computer technology integration in the
developing nations needs to be addressed so as to ensure total integration of computer technology in the school curricu-
lum. The study specifically investigated teachers' attitude towards the Computer technology in language teaching English
and Mathematics. The data collected through a questionnaire were analyzed using percentages, means and Chi-square
statistics. Findings revealed that, there was no significant difference between English Language Teachers and Mathematics
Teachers' attitudes towards Computer technology.
A B S T R A C T
Key Words: Computer Technology, Attitude, Survey Method And P-value.
* University Collegeof Education, Kurukshetra University, Kurukshetra, Haryana
Reviewof RelatedLiterature
Most studies observed computers attitudes
have also stated a significant relationship between a
computer access and teacher's attitude towards com-
puters. In the study of Korean teachers, Na (1993)
found a positive correlation between teacher's attitude
towards computers and computer ownership, accessi-
bility to school computers, the level of accessibility to
school computers, and number of computer located in
the school.Alessi and Trollip (2001) found that using
computers to teach is better than using books, teach-
ers or other manual and traditional methods. Albion
and Ertmer (2002) suggested that the duration of ac-
quaintance of teachers to ICT is crucial in improving
the skills and their anxiety level. They discussed that
short term exposure to technology would be insuffi-
cient inequipping teachers with therequired skills and
knowledge for confident use of ICT in the classroom.
Research shows that the success of technol-
ogy use in the educational settings largely depends on
teachers attitudes toward technology use (Albirini,
2006, Baylor & Ritchie, 2002). Teachers' attitudes are
considered as a major predictor of the use of newtech-
nologies in the educational settings (Albirini, 2006).
Thus, their attitudes toward computer can play an
important role in the acceptance and actual use of
computers. Thus, it can be concluded that the attitude
further related to the usage frequency of technology
and usage amount of the technology. Thus, an attitude
playsanimportantroleindeterminingpeoplereactions
to situations. Chan et al. (2007) found that the success
or failure of the use of ICT in a classroom very much
depends on the implementers such as educational in-
stitutions, teachers and administrators.

2. 63RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print) E-ISSN-2320-5482, July,2013 VOL-IV *ISSUE- 46
Objective
To study the attitude of English Language Teachers
and Mathematics Teachers towards Computer tech-
nology.
Hypothesis
There is no significant difference between
English language and Mathematics Teachers'Attitude
towards Computer technology.
Methodology
Surveymethodwasusedforthepresentstudy.
Sample
The investigators have randomly selected 50
Secondary School teachers, out of which 25 were En-
glishTeachersand25wereMathematicsTeachersfrom
the Secondary Schools of Kurukshetra district of
Haryana State (India) for the present study.
ToolUsed
A self developed tool 'Teacher's Attitude to-
wards Computer technology' was used by the investi-
gators for the present study.
StatisticalTechniqueUsed
In this study, t-test was used for the analysis
and interpretation of the data.
Analysis And Interpretation
See Table 1
Hypothesis:
NullHypothesis(H0):µ1=µ2
i.e. there is no significant difference between English
language and MathematicsTeachers'Attitudetowards
Computer technology.
NullHypothesis (H1):µ1? µ2
i.e.there issignificantdifferencebetweenEnglishlan-
guage and Mathematics Teachers' Attitude towards
Computer technology.
If the p-value is less than level of significance, then we
rejects the null hypothesis (H0), otherwise we may
accept the null hypothesis. From the table-1, p-value
(0.009)islessthanlevelofsignificance(0.05),hencewe
reject the null hypothesis (H0) at 5% level of signifi-
canceand concludewith95% confidencethatthethere
is significance difference between English Language
and Mathematics Teachers' attitude towards computer
technology. This means that English Language Teach-
ers and Mathematics Teachers have different attitude
towards computer technology. Further the mean score
of Mathematics teachers' attitude was greater than the
English Language teacher' attitude.
Findings
It was observed from the above analysis that
attitude of English Language Teachers and Mathemat-
ics Teachers have different attitude towards computer
technology. Further, on an average the attitude of
mathematics teachers was greater than the attitude of
English language teachers towards Computer
technology.
Conclusion
This study shows the difference between the
attitude of Englishlanguage teachers and mathematics
teachers. English teachers are less interested in using
Computer technology in their classes but mathematics
teachers are showing their full interest in handling
computer in their classes. This would generate a lot of
beneficial information and knowledge to educational
planner that how attitude may be shaped in the field of
a foreign language i.e English. Besides all these the
attitude of any teacher can be affected by several fac-
tors such as cultural, environmental and the availabil-
ity of resources.
1 Albion, P.R.,& Ertmer, P.A(2002). Beyond the foundation: the role of vision and belief in teachers' preparation for
integration of technology. Tech-Trends,46(5),34-38.
2 Alessi,S.M. , & Trollip, S.R.(2001). Multimedia for learning (3rd ed.). USA: Allyn and Bacon.
3 Chan et. al.(2007). Computer Education for Classroom Teaching. Malaysia: McGraw-Hill.
4 Francis-Pelton, L. and Pelton, T. (1996). Building attitudes: how a technology course affects pre-service teachers attitudes
about technology. http://web.uvic.ca/educ/lfrancis/web/attitudesite.html.
5 Na, S. I. (1993). Variables associated with attitudes of teachers toward computers in Korean vocational agriculture high
schools- Doctoral dissertation, The Ohio State University.
6 Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment.
Computers & Education, 37, 163-178
R E F E R E N C E
Table-1
Teacher's N d.f Mean S.D t-value 95% Confidence Interval p-value
of the Difference
Mathematics 25 48 24.92 11.2 2.702 Lower Upper 0.009
English Language 25 17.12 8.9 -13.60332 -1.99668