Patricia Cretchley

Validation of a questionnaire to measure mathematics confidence, computer confidence, and attitudes towards the use of technology for learning mathematics

This study reports on the validation of a questionnaire designed to measure general mathematics confidence, general confidence with using technology, and attitudes towards the use of technology for mathematics learning. A questionnaire was administered to 289 students commencing a tertiary level course on linear algebra and calculus. Scales formed on the basis of factor analysis demonstrated high internal consistency reliability and divergent validity. A repeat administration confirmed the earlier psychometric findings as well as establishing good test-retest reliability. The resulting instrument can be used to measure attitudinal factors that mediate the effective use of technology in mathematics learning.

Does computer confidence relate to levels of achievement in ICT-enriched learning models?

Employer expectations have changed: university students are expected to graduate with computer competencies appropriate for their field. Educators are also harnessing technology as a medium for learning in the belief that information and communication technologies (ICT’s) can enliven and motivate learning across a wide range of disciplines. Alongside developing students’ computer skills and introducing them to the use of professional software, educators are also harnessing professional and scientific packages for learning in some disciplines. As the educational use of information and communication technologies increases dramatically, questions arise about the effects on learners. While the use of computers for delivery, support, and communication, is generally easy and unthreatening, higher-level use may pose a barrier to learning for those who lack confidence or experience. Computer confidence may mediate in how well students perform in learning environments that require interaction with computers. This paper examines the role played by computer confidence (or computer self-efficacy) in a technology-enriched science and engineering mathematics course in an Australian university. Findings revealed that careful and appropriate use of professional software did indeed enliven learning for the majority of students. However, computer confidence occupied a very different dimension to mathematics confidence: and was not a predictor of achievement in the mathematics tasks, not even those requiring use of technology. Moreover, despite careful and nurturing support for use of the software, students with low computer confidence levels felt threatened and disadvantaged by computer laboratory tasks. The educational implications of these findings are discussed with regard to teaching and assessment, in particular. The TCAT scales used to measure technology attitudes, computer confidence/self-efficacy and mathematics confidence are included in an Appendix. Well-established, reliable, internally consistent, they may be useful to other researchers. The development of the computer confidence scale is outlined, and guidelines are offered for the design of other discipline-specific confidence/self-efficacy scales appropriate for use alongside the computer confidence scale.

MATLAB in early undergraduate mathematics: An investigation into the effects of scientific software on learning

This paper describes an investigation into the effects on attitudes and on learning of introducing scientific software into the learning experience of a large and diverse first year university mathematics class. Instruments were designed to capture students’ reactions over the semester to a set of tasks employing technology and to record attitudes and skills on entry and exit. Their attitudes to mathematics, to computers, and to the role of technology in the learning of mathematics are analysed and related to their strategy for learning, achievement on the course, and other factors. The findings confirm the affective potential for this kind of technology. Implications for mathematics curriculum development are explored.

Research and/or learning and teaching: a study of Australian professors' priorities, beliefs and behaviours

This paper presents findings from an empirical study of key aspects of the teaching and research priorities, beliefs and behaviours of 72 professorial and associate professorial academics in Science, Information Technology and Engineering across four faculties in three Australian universities. The academics ranked 16 research activities and 16 matched learning and teaching (L&T) activities from three perspectives: job satisfaction, role model behaviour and perceptions of professional importance. The findings were unequivocally in favour of research in all three areas and remarkably consistent across the universities. The only L&T activity that was ranked consistently well was ‘improving student satisfaction ratings for teaching’, an area in which academics are increasingly held accountable. Respondents also indicated that their seniors encourage research efforts more than L&T efforts. Recommendations include that higher education rewards for quality L&T are maintained or improved and that recognition of L&T research domains is further strengthened.

Are Australian universities promoting learning and teaching activity effectively? An assessment of the effects on science and engineering academics

The Australian Federal Government and Australian universities have embarked on a bid to raise the profile of learning and teaching (L&T) in universities. Current strategies include increased funding of competitive grants for L&T projects, a wider range of teaching awards and fellowships and a controversial new national competitive Learning and Teaching Performance Fund. Despite these initiatives, advertised positions still target strong researchers, rather, and rewards for L&T initiatives are meagre. To assess the likely impact of these efforts, this report offers findings on the L&T culture among two distinct groups of Australian science, technology and engineering academics: a comparison of the research and L&T behaviours and attitudes of 22 senior academics, and the L&T perceptions and needs reported by 32 academics across all levels. The results are unequivocal: (1) senior academics still perceive that there are far higher professional rewards for research activities than for L&T activity, place far higher value on research leadership roles than L&T leadership, and gain far more job satisfaction from research activities. Moreover, they feel that their seniors support and encourage them far more strongly for research efforts than for L&T efforts; (2) academics at all levels still experience a lack of role models, support and reward for L&T activities; and resent L&T policies that neglect discipline-specific needs. The implications are clear. Unless rewards and support for L&T activities become comparable to those for research, and mainstream job opportunities materialize for academics who invest substantial time in L&T activities, national and institutional rhetoric strategies to encourage L&T activity will continue to be judged as window-dressing and be received with cynicism; and changes in academic behaviour will be marginal.

Technology and mathematics learning at university level : a South African perspective

Abstract We report on attitudes to the use of technology for learning mathematics among a group of early undergraduate South African university students. Fifty-seven students were introduced to the use of Mathematica for graphing and symbolic manipulation in a pilot project in a first-year mathematics course at the University of the Witwatersrand in 2004. Their attitudes (as measured using established instruments at different stages early in the academic year) are generally very positive. Comparison with similar studies conducted in Australian and British universities (using the same or similar instruments) yield comparable results. Considering that computers and graphic calculators are not used at all for learning mathematics in most South African schools, that 39% of the students in our sample do not have computer access at home, and that 19% do not consider themselves computer-literate, this finding is encouraging. Some of the most positive attitudes towards the use of Mathematica stem from those who have had the least access to the use of computers. These generally positive views suggest that these students, in particular, welcome the opportunity to learn to use technology, rather than fear it, and feel empowered by their experience.