1. 82 RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49
Introduction:
This study is aiming to investigate the atti-
tude of secondary school teachers who are teaching
Computer Education which is relatively a newer idea
in Indian Education. The degree of success of this
programme of Computer Education in secondary
school is expected to be affected by the awareness
and attitude of secondary school teachers towards
Computer Education, because the Teacher plays an
important role in the conduct of any Educational
programme and the performance of the teachers is af-
fected by their attitude towards the curriculum they
are teaching.
Objectives:
The present study was undertaken with the
following general objectives in view.
1. To study the attitudes of teachers working in gov-
ernment, aided and unaided secondary schools to-
wards the teaching of computer education and its di-
mensions i.e. computer anxiety, computer confidence,
computer interest.
2. To study the attitudes of male and female teachers
of secondary schools towards the teaching of com-
puter education and its dimensions i.e. Computer anxi-
ety, computer confidence, computer interest.
Research Paper— Education
Aug- Oct ,2013
AStudy on Attitdudes of Secondary School Teachers
Towards TeachingofComputerEducation
In Belgaum District.
* Damodar E Gayakwad
* Principal.Acharya Deshbhushan college of Education, SHAMANEWADI, (Bedkihal Circle)
3. To study the attitudes of teachers working in urban
and rural secondary schools towards the teaching of
computer education and its dimensions i.e. Computer
anxiety, computer confidence, computer interest.
Variables of The Study:
Dependent Variable: Attitude of secondary schools
teachers IndependentVariable: Dimensions of computer
Education - Computer anxiety, Computer confidence,
Computer interest.
ModerateVariable: 1.Type of School 2.Gender.
3. Location
Population andSample: Thepopulationofthepresent
study consisted of all the teachers those who have
been working in Secondary schools. The total sample
selected for the study comprises of 600 Secondary
school teachers (300 male and300 female) from differ-
ent Secondary schools of Belgaum district .
ToolsUsed:
ComputerAttitude Scale(CAS) developed by
Tahira Khatoon , Reader and Manika Sharma of De-
partment of Education. Aligarh Muslim University,
Aligarh is used.
StatisticalAnalysis
The researcher has used Differential analysis
for the study
Table 1 The mean and SD values of attitude towards computer education and its dimensions of teachers of
secondary schools by types of management.
Variable Summary Government Aided Unaided Total
(n=150) (n=210) (n=240) (n=600)
Attitude towards Means 57.70 59.82 60.64 59.62
teaching computer education Std.Dev. 5.66 4.51 4.21 4.85
Dimensions
Computer anxiety Means 12.62 13.16 13.49 13.16
Std.Dev. 2.88 2.31 2.35 2.50
Computer confidence Means 10.70 11.28 11.36 11.17
Std.Dev. 2.49 2.44 2.37 2.44
Computer interest Means 11.45 12.05 12.08 11.91
Std.Dev. 2.25 2.11 2.06 2.14

2. 83RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49
Data Analyses and Interpretation
Hypothesisofthestudy.
1.There is no significant difference between teachers
working in government, aided and unaided secondary
schools towards the teaching of computer education
and its dimensions i.e. Computer anxiety, Computer
confidence, Computer interest..
See Table 1
2. There is no significant difference between male and
female teachers of secondary schools towards the
teaching of computer education and its dimensions
i.e. Computer anxiety, Computer confidence, Computer
interest.
See Table 2
3.There is no significant difference between teachers
working in urban secondary schools and rural sec-
ondary schools towards the teaching of computer edu-
cation and its dimensions i.e. Computer anxiety, Com-
puter confidence, Computer interest.
See Table 3
Findings:
• The teachers belongs to aided secondary schools
have significant higher attitude towards computer
education compared to government secondary
school teachers.
• The teachers belongs to unaided secondary
schools have significant higher attitude towards
computer education compared to government sec
ondary school teachers.
• The teacher belongs to unaided secondary school
teachers have significant higher attitude towards
computer education as compared to aided second
ary school teachers.
• The teachers of secondary schools belongs to dif
ferent types of management (government, aided and
unaided) have different attitude towards computer
anxiety.
• The teachers belongs to aided secondary schools
have significant higher attitude towards computer
anxiety compared to government secondary
schools.
Table 2 The mean and SD values of attitude towards computer education and its dimensions of teachers of
secondary schools by gender.
Variable Summary Male Female Total
(n=380) (n=220) (n=600)
Attitude towards teaching Means 61.41 56.52 59.62
computer education Std.Dev. 4.14 4.40 4.85
Dimensions
Computer anxiety Means 13.59 12.41 13.16
Std.Dev. 2.24 2.74 2.50
Computer confidence Means 11.57 10.48 11.17
Std.Dev. 2.41 2.33 2.44
Computer interest Means 12.21 11.39 11.91
Std.Dev. 2.12 2.07 2.14
Table 3 The mean and SD values of attitude towards computer education and its dimensions of teachers of
secondary schools by location.
Variable Summary Rural Urban Total
(n=350) (n=250) (n=600)
Attitude towards teaching Means 57.14 63.09 59.62
computer education Std.Dev. 4.19 3.34 4.85
Dimensions
Computer anxiety Means 12.63 13.90 13.16
Std.Dev. 2.61 2.13 2.50
Computer confidence Means 10.57 12.00 11.17
Std.Dev. 2.24 2.46 2.44
Computer interest Means 11.57 12.39 11.91
Std.Dev. 2.07 2.14 2.14

3. 84 RESEARCH ANALYSIS AND EVALUATION
International Indexed & Refereed Research Journal, ISSN 0975-3486, (Print), E- ISSN -2320-5482, Aug- Oct, 2013 (Combind) VOL –V * ISSUE- 47-49
• The teachers belong to unaided secondary schools
have significant higher attitude towards computer
anxiety as compared to government secondary
school teachers.
• The teachers belong to aided and aided secondary
schools have similar scores of attitude towards com
puter anxiety.
• The teachers of secondary schools belongs to dif
ferent types of management (government, aided and
unaided) have different attitude towards computer
confidence.
• The teachers belongs to aided secondary schools
have significant higher attitude towards computer
confidence scores compared to government sec
ondary schools.
• The teachers belong to unaided secondary schools
have significant higher attitude towards computer
confidence scores compared to government sec
ondary schools.
• The teachers belong to aided and unaided second
ary schools have similar scores of attitude towards
computer confidence.
• The teachers of secondary schools belongs to dif
ferent types of management (government, aided and
unaided) have different attitude towards computer
interest scores.
The teachers belongs to aided secondary schools
have significant higher attitude towards computer in-
terest compared to government secondary school
teachers.
The teachers belong to unaided secondary
schools have significant higher attitude towards com-
puter interest as compared to government secondary
school teachers. The teachers belong to aided and
unaided secondary schools have similar scores of atti-
tude towards computer interest.
Recommendations ofTheStudy
1. There is an urgent need to train teachers of primary
schools teachers regarding the pre-service and in-
service training in computer education, only if they
are trained they will be able to do justice to the
infused computer education topics.
2. There is an urgent need to train teachers of sec
ondary schools teachers regarding the pre-service
and in-service training in computer education, only
if they are trained they will be able to do justice to
the infused computer education topics.
3. Periodical workshops and seminars should be ar
ranged constantly for teachers on computer edu
cation by the department education of each state
government and also central government.
4. The teachers must be supplied with various teach
ing aids for computer education such as guides,
handbook, charts, maps, slides, films, photographs,
and other audio-visual aids on environment.
5. Computer education must be relevant to the imme
diate computer of the learner in order to be useful
and meaningful to him or her.
6. Extracurricular computer programmes for school
children are a powerful tool for imparting computer
education to children and should be increasingly
encouraged. Such program should incorporate four
elements. They are adventure, learning, grassroots
action and links with both computer offenders and
beneficiaries.
7. Teachers should make use of day to day school
activities such as essay writing, poster making, arts,
crafts, drawing, painting etc. to make the students
aware about computer and to develop in them posi
tive computer attitudes.
8. Parent teacher associations should discuss to
gether about computer education strategies criti
cally and evolve appropriate school-home integra
tion for infusing the right attitudes for the children.
1. Agarwal J.E (1982) : Educational reserach. An introduction Arya Book, Depot, New Delhi.
2 Ajzen, I. and Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Prentice Hall, Englewood Cliffs,
N.J.
3. Allen, M. J. and Yen, W. M. (1979). Introduction to measurement theory. Belmont, CA : Wadsworth, Inc.
4. Allport, G. W. (1935). Attitudes. In C. M. Murchenson (Ed.) Handbook of social psychology. Warcester, Mass : Clark
University Press.
R E F E R E N C E