Chapter 7 Major Findings and Discussion for Secondary School Sector Sector
7.1 Empowering Learners with IT
7.1.3 Belief and Attitude towards Use of IT for Learning
School heads were satisfied with students’ positive attitude towards using IT for learning
87% of school heads were satisfied or very satisfied that students possessed positive attitude towards using IT in their learning in MS1. No statistically significant difference was observed in MS2 (Table 7.6, [S1]HSQ1b).
Table 7.6 School heads’ levels of satisfaction with students’ belief and attitude towards the use of IT for learning ([S1]HSQ1b)
Mean SD N Count (%) of School Heads choosing the option (1-5)
Very satisfied Satisfied Quite satisfied
(一般) Not
satisfied
Totally not satisfied
P-value
“Students possess positive attitude towards using IT in their learning.”
MS1 3.99 0.53 397 51 ( 13 ) 295 ( 74 ) 48 ( 12 ) 3 ( 1 ) 0 ( 0 ) MS2 3.97 0.51 354 41 ( 12 ) 261 ( 74 ) 52 ( 15 ) 0 ( 0 ) 0 ( 0 ) 0.423 Mean: 1=“Totally not satisfied” and 5=“Very satisfied”; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Students, teachers and parents perceived that IT had positive impact on learning
Regarding the perceived impact of IT on students’ learning outcomes, students, teachers and parents showed very positive perception of learning with IT. Students’ levels of agreement on their learning outcome as derived from learning with IT is depicted in Table 7.7 ([S6]SQ15a.i-ix).
The perceived outcome that was agreed or strongly agreed by slightly more than half of the surveyed students in MS1 was “widen perspective through more interaction with the outside world” (52% of S2, 56% of S4 and 60% of S6), with mean ratings of 3.59 (SD:0.92), 3.61 (SD:0.93) and 3.63(SD:0.89) respectively on a scale of 1 to 5 where 1 was ‘strongly disagree’ and 5 was ‘strongly agree’. It was followed by “strengthen understanding of subject knowledge” (49%
of S2, 51% of S4 and 59% of S6). There was a slightly higher proportion of S6 than S4 or S2 students who agreed or strongly agreed that “enhance interest in self-learning of subject content”
(47% of S2, 49% of S4 and 55% of S6) and “enhance information processing ability” (46% of S2, 46% of S4 and 56% of S6) were impacts of IT on learning outcomes. There was a progressive decrease from S2 to S6 in the proportion of students choosing ‘agree’ or ‘strongly agree’ on all the other listed impacts. 38%, 34% and 30% of S2, S4 and S6 students respectively agreed or strongly agreed to the effect of using IT to “enhance communication and presentation skills”, with mean ratings of 3.30 (SD:0.92), 3.20 (SD:0.91) and 3.02 (SD:0.94) respectively on a scale of 1 to 5 where 1 was ‘strongly disagree’ and 5 was ‘strongly agree’. There was a statistically significant increase in the learning outcome of “enhance information processing ability” for S2 students (from 46% to 48%) in MS2. For S4 students, a statistically significant increase was noted in the following learning outcomes: “enhance academic performance” (from 35% to 40%), “enhance interest in self-learning of subject content” (from 49% to 52%), “enhance planning and learning management skills” (from 37% to 40%) and “enhance communication and presentation skills”
(from 34% to 37%). For S6 students, a statistically significant decrease was observed in the learning outcomes of “strengthen understanding of subject knowledge” (from 59% to 54%) and
“enhance interest in self-learning of subject content” (from 55% to 52%).
Teachers’ perception of outcomes as derived from students’ learning with IT is depicted in Table 7.8 ([S5]TQ15a-i). In MS1, about 70% of the teachers agreed or strongly agreed that learning with IT could widen perspective through more interaction with the outside world (69%) as well as enhancing students’ self-learning and interest in learning subject content (67%). In addition, they agreed or strongly agreed that IT could strengthen students’ understanding of the subject content (64%) and enhance information processing ability (64%). Around 40% of the teachers agreed or strongly agreed that IT could enhance students’ planning and learning management skills (42%), provide opportunities for collaborative learning (40%) as well as enhance academic performance (39%) and creativity (38%). 31% of the teachers agreed or strongly agreed that IT could enhance students’ communication and presentation skills. A statistically significant increase was noted in the percentages of teachers who agreed or strongly agreed with the learning outcome of using IT for students to “enhance academic performance” (from 39% to 42%) in MS2.
Table 7.9 ([S7]PQ5a-f) presents the parents’ belief of the impact of IT on the learning outcomes.
In MS1, relatively high percentages of the parents agreed or strongly agreed to the following learning outcomes as derived from their children’s learning with IT: providing rich learning resources for their children’s learning (66%) and widening children’s perspective through more interaction with the outside world (61%). The items which were rated at or below 50% were providing collaborative learning opportunities for the children (50%), enhancing their interest in self-learning of subject matter (49%), enhancing their academic performance (40%) and enhancing their communication and presentation skills (37%). In MS2, no statistically significant difference was identified in all the learning outcome of using IT for students.
Table 7.7 Students’ levels of agreement to their learning outcomes as derived from learning with IT ([S6]SQ15a.i-ix)
MS1 MS2
Mean SD N Count (%) of Students choosing the option Mean SD N Count (%) of Students choosing the option Class
levels
(1-5) Strongly
agree Agree Neutral Disagree Strongly disagree
(1-5) Strongly
agree Agree Neutral Disagree Strongly disagree
P-value
i. 3.38 0.85 2271 227 ( 10 ) 662 ( 29 ) 1190 ( 52 ) 131 ( 6 ) 62 ( 3 ) 3.42 0.87 1850 217 ( 12 ) 549 ( 30 ) 931 ( 50 ) 96 ( 5 ) 56 ( 3 ) 0.300 ii. 3.49 0.83 2267 219 ( 10 ) 891 ( 39 ) 1000 ( 44 ) 97 ( 4 ) 60 ( 3 ) 3.52 0.85 1844 212 ( 11 ) 717 ( 39 ) 786 ( 43 ) 82 ( 4 ) 47 ( 3 ) 0.377 iii. 3.47 0.86 2271 238 ( 10 ) 850 ( 37 ) 996 ( 44 ) 121 ( 5 ) 66 ( 3 ) 3.51 0.90 1835 243 ( 13 ) 661 ( 36 ) 772 ( 42 ) 100 ( 5 ) 58 ( 3 ) 0.349 iv. 3.35 0.82 2270 176 ( 8 ) 696 ( 31 ) 1195 ( 53 ) 142 ( 6 ) 61 ( 3 ) 3.39 0.86 1843 190 ( 10 ) 566 ( 31 ) 922 ( 50 ) 111 ( 6 ) 55 ( 3 ) 0.157 v. 3.44 0.83 2264 216 ( 10 ) 805 ( 36 ) 1069 ( 47 ) 115 ( 5 ) 59 ( 3 ) 3.51 0.86 1846 229 ( 12 ) 662 ( 36 ) 823 ( 45 ) 85 ( 5 ) 47 ( 3 ) 0.031 * vi 3.34 0.91 2271 233 ( 10 ) 677 ( 30 ) 1059 ( 47 ) 220 ( 10 ) 81 ( 4 ) 3.39 0.92 1844 227 ( 12 ) 551 ( 30 ) 850 ( 46 ) 154 ( 8 ) 62 ( 3 ) 0.129 vii 3.30 0.92 2270 224 ( 10 ) 643 ( 28 ) 1083 ( 48 ) 229 ( 10 ) 91 ( 4 ) 3.35 0.94 1840 227 ( 12 ) 501 ( 27 ) 867 ( 47 ) 180 ( 10 ) 65 ( 4 ) 0.191 viii 3.43 0.91 2267 260 ( 11 ) 779 ( 34 ) 989 ( 44 ) 163 ( 7 ) 76 ( 3 ) 3.48 0.92 1843 235 ( 13 ) 663 ( 36 ) 767 ( 42 ) 114 ( 6 ) 64 ( 3 ) 0.134 S2
ix 3.59 0.92 2267 372 ( 16 ) 816 ( 36 ) 920 ( 41 ) 83 ( 4 ) 75 ( 3 ) 3.59 0.93 1846 325 ( 18 ) 642 ( 35 ) 728 ( 39 ) 102 ( 6 ) 49 ( 3 ) 0.982 i. 3.29 0.81 2176 140 ( 6 ) 640 ( 29 ) 1158 ( 53 ) 177 ( 8 ) 61 ( 3 ) 3.36 0.84 1787 146 ( 8 ) 573 ( 32 ) 899 ( 50 ) 112 ( 6 ) 58 ( 3 ) 0.001 ***
ii. 3.51 0.79 2177 181 ( 8 ) 937 ( 43 ) 907 ( 42 ) 115 ( 5 ) 38 ( 2 ) 3.50 0.81 1788 147 ( 8 ) 764 ( 43 ) 752 ( 42 ) 81 ( 5 ) 44 ( 2 ) 0.998 iii. 3.47 0.84 2178 208 ( 10 ) 850 ( 39 ) 917 ( 42 ) 159 ( 7 ) 44 ( 2 ) 3.51 0.82 1786 170 ( 10 ) 748 ( 42 ) 737 ( 41 ) 88 ( 5 ) 42 ( 2 ) 0.036 * iv. 3.31 0.80 2174 140 ( 6 ) 664 ( 31 ) 1133 ( 52 ) 194 ( 9 ) 43 ( 2 ) 3.35 0.81 1787 125 ( 7 ) 583 ( 33 ) 918 ( 51 ) 114 ( 6 ) 47 ( 3 ) 0.032 * v. 3.45 0.80 2171 178 ( 8 ) 824 ( 38 ) 1011 ( 47 ) 117 ( 5 ) 42 ( 2 ) 3.47 0.81 1787 145 ( 8 ) 716 ( 40 ) 797 ( 45 ) 85 ( 5 ) 44 ( 2 ) 0.286 vi 3.29 0.85 2177 172 ( 8 ) 629 ( 29 ) 1090 ( 50 ) 235 ( 11 ) 51 ( 2 ) 3.31 0.85 1789 152 ( 9 ) 509 ( 28 ) 928 ( 52 ) 145 ( 8 ) 55 ( 3 ) 0.429 vii 3.20 0.91 2176 169 ( 8 ) 567 ( 26 ) 1047 ( 48 ) 313 ( 14 ) 80 ( 4 ) 3.28 0.89 1788 149 ( 8 ) 516 ( 29 ) 877 ( 49 ) 178 ( 10 ) 69 ( 4 ) 0.002 **
viii 3.38 0.91 2174 220 ( 10 ) 741 ( 34 ) 932 ( 43 ) 209 ( 10 ) 71 ( 3 ) 3.40 0.87 1789 174 ( 10 ) 609 ( 34 ) 817 ( 46 ) 140 ( 8 ) 50 ( 3 ) 0.765 S4
ix. 3.61 0.93 2170 356 ( 16 ) 870 ( 40 ) 756 ( 35 ) 122 ( 6 ) 67 ( 3 ) 3.60 0.92 1780 276 ( 16 ) 711 ( 40 ) 644 ( 36 ) 96 ( 5 ) 53 ( 3 ) 0.364 i. 3.23 0.79 1727 75 ( 4 ) 516 ( 30 ) 908 ( 53 ) 182 ( 11 ) 45 ( 3 ) 3.21 0.82 1421 58 ( 4 ) 410 ( 29 ) 785 ( 55 ) 103 ( 7 ) 65 ( 5 ) 0.477 ii. 3.56 0.78 1724 119 ( 7 ) 892 ( 52 ) 586 ( 34 ) 93 ( 5 ) 33 ( 2 ) 3.49 0.79 1419 74 ( 5 ) 699 ( 49 ) 537 ( 38 ) 69 ( 5 ) 40 ( 3 ) 0.006 **
iii. 3.52 0.83 1726 137 ( 8 ) 817 ( 47 ) 613 ( 35 ) 120 ( 7 ) 39 ( 2 ) 3.45 0.84 1418 95 ( 7 ) 637 ( 45 ) 544 ( 38 ) 95 ( 7 ) 47 ( 3 ) 0.012 * iv. 3.25 0.81 1720 79 ( 5 ) 566 ( 33 ) 828 ( 48 ) 207 ( 12 ) 40 ( 2 ) 3.28 0.79 1415 60 ( 4 ) 474 ( 34 ) 719 ( 51 ) 124 ( 9 ) 38 ( 3 ) 0.453 v. 3.54 0.81 1724 147 ( 9 ) 812 ( 47 ) 620 ( 36 ) 115 ( 7 ) 30 ( 2 ) 3.54 0.76 1418 118 ( 8 ) 626 ( 44 ) 599 ( 42 ) 55 ( 4 ) 20 ( 1 ) 0.305 vi 3.17 0.89 1720 99 ( 6 ) 496 ( 29 ) 795 ( 46 ) 269 ( 16 ) 63 ( 4 ) 3.23 0.95 1419 123 ( 9 ) 409 ( 29 ) 615 ( 43 ) 211 ( 15 ) 61 ( 4 ) 0.054 vii 3.02 0.94 1726 77 ( 4 ) 440 ( 26 ) 758 ( 44 ) 345 ( 20 ) 105 ( 6 ) 3.00 0.97 1419 64 ( 5 ) 357 ( 25 ) 624 ( 44 ) 256 ( 18 ) 118 ( 8 ) 0.971 viii 3.22 0.89 1724 97 ( 6 ) 574 ( 33 ) 728 ( 42 ) 268 ( 16 ) 57 ( 3 ) 3.27 0.96 1419 116 ( 8 ) 472 ( 33 ) 572 ( 40 ) 190 ( 13 ) 69 ( 5 ) 0.166 S6
ix 3.63 0.89 1723 254 ( 15 ) 769 ( 45 ) 552 ( 32 ) 108 ( 6 ) 40 ( 2 ) 3.63 0.88 1417 205 ( 14 ) 634 ( 45 ) 460 ( 32 ) 90 ( 6 ) 28 ( 2 ) 0.964 Students’ learning outcomes as derived from learning with IT
i. Enhance academic performance ii. Strengthen understanding of subject knowledge
iii. Enhance interest in self-learning of subject content iv. Enhance planning and learning management skills
v. Enhance information processing ability vi. Enhance creativity
vii. Enhance communication and presentation skills viii. Provide opportunities for collaborative learning
ix. Widen perspective through more interaction with the outside world
Mean: 1=“Strongly disagree” and 5= “Strongly agree”; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Table 7.8 Teachers’ levels of agreement to students’ learning outcomes as derived from learning with IT ([S5]TQ15a-i)
MS1 MS2
Mean SD N Count (%) of Students choosing the option Mean SD N Count (%) of Students choosing the option (1-5) Strongly
agree Agree Neutral Disagree Strongly disagree
(1-5) Strongly
agree Agree Neutral Disagree Strongly disagree
P-value
a. 3.28 0.71 2722 45 ( 2 ) 1012 ( 37 ) 1356 ( 50 ) 280 ( 10 ) 29 ( 1 ) 3.34 0.69 2029 40 ( 2 ) 811 ( 40 ) 1002 ( 49 ) 159 ( 8 ) 17 ( 1 ) 0.004 **
b. 3.61 0.65 2720 84 ( 3 ) 1646 ( 61 ) 857 ( 32 ) 118 ( 4 ) 15 ( 1 ) 3.62 0.63 2028 69 ( 3 ) 1219 ( 60 ) 653 ( 32 ) 80 ( 4 ) 7 ( 0 ) 0.816 c. 3.69 0.67 2721 172 ( 6 ) 1660 ( 61 ) 763 ( 28 ) 112 ( 4 ) 14 ( 1 ) 3.71 0.65 2030 127 ( 6 ) 1264 ( 62 ) 569 ( 28 ) 59 ( 3 ) 11 ( 1 ) 0.339 d. 3.32 0.73 2718 59 ( 2 ) 1081 ( 40 ) 1269 ( 47 ) 280 ( 10 ) 29 ( 1 ) 3.34 0.73 2029 59 ( 3 ) 817 ( 40 ) 934 ( 46 ) 200 ( 10 ) 19 ( 1 ) 0.268 e. 3.64 0.66 2719 138 ( 5 ) 1604 ( 59 ) 864 ( 32 ) 98 ( 4 ) 15 ( 1 ) 3.64 0.66 2029 105 ( 5 ) 1176 ( 58 ) 669 ( 33 ) 69 ( 3 ) 10 ( 0 ) 0.643 f. 3.24 0.77 2721 60 ( 2 ) 979 ( 36 ) 1289 ( 47 ) 345 ( 13 ) 48 ( 2 ) 3.28 0.78 2031 60 ( 3 ) 755 ( 37 ) 939 ( 46 ) 239 ( 12 ) 38 ( 2 ) 0.128 g. 3.05 0.85 2717 55 ( 2 ) 781 ( 29 ) 1226 ( 45 ) 547 ( 20 ) 108 ( 4 ) 3.08 0.85 2029 51 ( 3 ) 592 ( 29 ) 926 ( 46 ) 381 ( 19 ) 79 ( 4 ) 0.259 h 3.21 0.83 2717 70 ( 3 ) 1004 ( 37 ) 1149 ( 42 ) 418 ( 15 ) 76 ( 3 ) 3.25 0.80 2029 51 ( 3 ) 780 ( 38 ) 868 ( 43 ) 292 ( 14 ) 38 ( 2 ) 0.131 i. 3.71 0.72 2720 241 ( 9 ) 1624 ( 60 ) 716 ( 26 ) 114 ( 4 ) 25 ( 1 ) 3.71 0.71 2025 180 ( 9 ) 1177 ( 58 ) 569 ( 28 ) 89 ( 4 ) 10 ( 0 ) 0.410 Students' learning outcomes as derived from their learning with IT
a. Enhance academic performance
b. Strengthen understanding of the subject content
c. Enhance self-learning and interest in learning the subject content d. Enhance planning and learning management skills
e. Enhance information processing ability f. Enhance creativity
g. Enhance communication and presentation skills h. Provide opportunities for collaborative learning
i. Widen perspective through more interaction with the outside world
Mean: 1=“Strongly disagree” and 5= “Strongly agree”; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Table 7.9 Parents’ levels of agreement on the learning outcomes as derived from students’ learning with IT ([S7]PQ5a-f)
MS1 MS2
Mean SD N Count (%) of Students choosing the option Mean SD N Count (%) of Students choosing the option (1-5) Strongly
agree Agree Neutral Disagree Strongly disagree
(1-5) Strongly
agree Agree Neutral Disagree Strongly disagree
P-value
a. 3.75 0.69 6004 677 ( 11 ) 3312 ( 55 ) 1870 ( 31 ) 127 ( 2 ) 18 ( 0 ) 3.73 0.70 4355 484 ( 11 ) 2372 ( 54 ) 1379 ( 32 ) 99 ( 2 ) 21 ( 0 ) 0.468 b. 3.34 0.76 5987 346 ( 6 ) 2040 ( 34 ) 2976 ( 50 ) 572 ( 10 ) 52 ( 1 ) 3.35 0.77 4331 254 ( 6 ) 1486 ( 34 ) 2138 ( 49 ) 405 ( 9 ) 47 ( 1 ) 0.648 c. 3.46 0.76 5978 395 ( 7 ) 2496 ( 42 ) 2585 ( 43 ) 460 ( 8 ) 42 ( 1 ) 3.44 0.77 4339 287 ( 7 ) 1776 ( 41 ) 1889 ( 44 ) 356 ( 8 ) 32 ( 1 ) 0.256 d. 3.24 0.84 5973 341 ( 6 ) 1872 ( 31 ) 2727 ( 46 ) 933 ( 16 ) 100 ( 2 ) 3.24 0.86 4332 253 ( 6 ) 1387 ( 32 ) 1947 ( 45 ) 648 ( 15 ) 97 ( 2 ) 0.264 e. 3.45 0.79 5977 396 ( 7 ) 2564 ( 43 ) 2412 ( 40 ) 537 ( 9 ) 69 ( 1 ) 3.45 0.80 4339 296 ( 7 ) 1872 ( 43 ) 1718 ( 40 ) 398 ( 9 ) 54 ( 1 ) 0.499 f. 3.66 0.79 5972 686 ( 11 ) 2988 ( 50 ) 1914 ( 32 ) 322 ( 5 ) 62 ( 1 ) 3.63 0.81 4312 477 ( 11 ) 2118 ( 49 ) 1415 ( 33 ) 241 ( 6 ) 61 ( 1 ) 0.159 Learning outcomes as derived from students’ learning with IT
a. Provide rich learning resources to your child for learning b. Enhance your child’s academic performance
c. Enhance your child’s interest in self-learning of subject matter d. Enhance your child’s communication and presentation skills e. Provide collaborative learning opportunities for your child
f. Widen your child’s perspective through more interaction with the outside world
Mean: 1=“Strongly disagree” and 5= “Strongly agree”; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Students liked to use computers for learning
As far as the acceptance of using IT as a tool for learning was concerned, students liked to use computers for learning. 80% of S2, 82% of S4 and 76% of S6 students indicated that they liked using computers for learning in class in MS1 (Table 7.10, [S6]SQ3a). A statistically significant decrease was noted in the percentages of S2 (from 80% to 79%) and S4 students (from 82% to 78%) who liked using computers for learning in class whereas a statistically significant increase was found in that of S6 students (from 76% to 77%) in MS2. In MS1, 60%, 62% and 58% of S2, S4 and S6 students respectively liked using computers for learning beyond school hours (Table 7.11, [S6]SQ11e). A statistically significant increase was observed in the percentages of S2 (from 60% to 71%), S4 (from 62% to 69%) and S6 (from 58% to 66%) students who liked using computers for learning beyond school hours in MS2.
The reasons that students liked using IT for learning in class are presented in Table 7.10 ([S6]SQ3b.ii). In MS1, among those students who liked to use computers in class, around 55% of the surveyed secondary school students expressed that their learning interest was enhanced (53%
of S2, 57% of S4 and 60% of S6). Teachers’ explanation and demonstration became more vivid and clear by using computers (53% of S2, 57% of S4 and 61% of S6). 34% of S2 students liked to use computers in class as they could work individually with computers. However, the proportion of students choosing this reason dropped to 26% and 25% for S4 and S6 students respectively. In MS2, there was a statistically significant decrease in the percentage of S2 students (from 53% to 48%) choosing the reason of “teachers’ explanation and demonstration become more vivid and clear by using computers”. The reason “can use the computer by yourself” was significantly increased from 26% to 31% for S4. For S6 students, a statistically significant decrease was identified in the reasons of “can use the computer by yourself” (from 25% to 18%) and “enhance learning interest” (from 60% to 50%).
Among those students who did not like using computers for learning in class, teachers’ restriction of students’ computer use was the most common reason. In MS1, the percentage of S2 students (63%) for the above reason was more than twice than that of S6 students (30%). There was a statistically significant decrease in S2 (from 63% to 56%) and S6 (from 30% to 22%) students for this item in MS2. 8% to12% of the surveyed secondary school students (8% of S2, 12% of S4 and 11% of S6) felt that insufficient computers was another reason for not liking to use IT for learning in class. There was a statistically significant increase in S2 students (from 5% to 9%) choosing the reason of “do not know how to use computers” in MS2 (Table 7.10, [S6]SQ3c).
Students showed moderate level of willingness in using IT for learning – a statistically significant increase was noted in students’ level of willingness in this area
Students’ attitude towards the use of IT in learning process is reflected by their interest in exploring innovative IT hardware and software and also by their willingness to allocate more time in using IT for learning. When students were asked about their interest in using innovative IT tools, techniques and applications, around 45% of the students showed interest in new technology in MS1. 46% of S2, 45% of S4 and 43% of S6 students were interested or very interested in the use of emerging innovative IT tools, techniques and applications, with mean ratings of 3.37 (SD:1.06), 3.34 (SD:1.01) and 3.29 (SD:0.98) respectively on a scale of 1 to 5 where 1 was ‘not interested at all’ and 5 was ‘very interested’ ([S6]SQ21). There was a statistically significant increase in this area for S2 (from 46% to 55%), S4 (from 45% to 53%) and S6 students (from 43% to 57%) in MS2. When students were further asked to indicate their willingness to allocate more time in using IT for learning, 36% of S2, 36% of S4 and 32% of S6 students reported that they were willing or very willing to do so in MS1, with mean ratings of 3.24 (SD:0.98), 3.25 (SD:0.91) and 3.15 (SD:0.91) respectively on a scale of 1 to 5 where 1 was ‘totally not willing’ and 5 was ‘very willing’ ([S6]SQ22). A statistically significant increase was noted in this area for S2 (from 36% to 45%), S4 (from 36% to 43%) and S6 students (from 32% to 36%) in MS2 (Table 7.12, [S6]SQ21,22).
Table 7.10 Whether students liked to use computers for learning in class and the reasons they liked or did not like to use computer for learning in class ([S6]SQ3a,b.ii,c)
Percentage (%) choosing the option
S2 S4 S6
MS1 MS2 P-value
MS1 MS2 P-value
MS1 MS2 P-value Students liked to use the computers for
learning in class
(N=2279) (N=1872) (N=2182) (N=1805) (N=1727) (N=1438)
YES 80 79 82 78 76 77
NO 20 21
0.000 ***
18 22 0.000 ***
24 23 0.000 ***
(N=1828) (N=1489) (N=1787) (N=1411) (N=1312) (N=1102)
Reasons students liked to use computers for learning in class
Can use the computer by yourself 34 37 0.324 26 31 0.003** 25 18 0.000 ***
Can use computers in small groups 8 9 0.276 6 6 0.792 7 5 0.057
Teachers’ explanation and demonstration become more vivid and clear by using computers
53 48 0.003 ** 57 54 0.137 61 64 0.214
Enhance learning interest 53 52 0.292 57 58 0.766 60 50 0.000 ***
Other reasons 16 14 0.164 15 17 0.110 14 17 0.050 *
Reasons students did not like to use computer for learning in class
(N=451) (N=384) (N=395) (N=393) (N=415) (N=336)
Do not know how to use computers 5 9 0.015 * 8 8 0.740 5 5 0.831
Insufficient number of computers 8 9 0.791 12 12 0.970 11 9 0.879
Teachers restrict our use of computers 63 56 0.042 * 44 48 0.303 30 22 0.026 *
Other reasons 38 34 0.208 48 43 0.146 71 69 0.394
Multiple responses items; Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Table 7.11 Whether students liked to use computers for learning beyond school hours ([S6]SQ11e)
Percentage (%) choosing the option
S2 S4 S6
MS1 MS2 P-value
MS1 MS2 P-value
MS1 MS2 P-value Students liked to use the computers for
learning beyond school hours
(N=2185) (N=1578) (N=2077) (N=1507) (N=1654) (N=1171)
YES 60 71 62 69 58 66
NO 40 29
0.000 ***
38 31
0.000 ***
42 34
0.000 ***
Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.
Table 7.12 Students’ interest in the use of emerging innovative IT tools, techniques and applications as well as their willingness to allocate more time in using IT for learning ([S6]SQ21,22)
MS1 MS2
Mean SD N Count (%) of Students choosing the option Mean SD N Count (%) of Students choosing the option Class
levels
(1-5)
Very
interested Interested
Quite interested
(一般)
Not interested
Not interested
at all
(1-5)
Very
interested Interested
Quite interested
(一般)
Not interested Not interested
at all
P-value
Levels of interest in the use of emerging innovative IT tools, techniques and applications Mean: 1=“Not interested at all” and 5=“Very interested”
S2 3.37 1.06 2251 334 ( 15 ) 688 ( 31 ) 843 ( 37 ) 243 ( 11 ) 143 ( 6 ) 3.62 0.94 1835 343 ( 19 ) 655 ( 36 ) 687 ( 37 ) 102 ( 6 ) 47 ( 3 ) 0.000***
S4 3.34 1.01 2165 265 ( 12 ) 706 ( 33 ) 806 ( 37 ) 284 ( 13 ) 104 ( 5 ) 3.58 0.90 1789 282 ( 16 ) 653 ( 37 ) 705 ( 39 ) 110 ( 6 ) 38 ( 2 ) 0.000***
S6 3.29 0.98 1716 167 ( 10 ) 560 ( 33 ) 676 ( 39 ) 225 ( 13 ) 88 ( 5 ) 3.61 0.86 1408 191 ( 14 ) 608 ( 43 ) 500 ( 36 ) 81 ( 6 ) 27 ( 2 ) 0.000***
MS1 MS2
Mean SD N Count (%) of Students choosing the option Mean SD N Count (%) of Students choosing the option Class
levels (1-5)
Very willing Willing Maybe (一般)
Not very willing (不願意)
Totally not willing
(1-5)
Very
willing Willing Maybe (一般)
Not very willing (不願意)
Totally not willing
P-value
Levels of willingness to allocate more time in using IT for learning Mean: 1=“Totally not willing” and 5=“Very willing”
S2 3.24 0.98 2247 227 ( 10 ) 586 ( 26 ) 1061 ( 47 ) 236 ( 11 ) 138 ( 6 ) 3.46 0.92 1832 252 ( 14 ) 566 ( 31 ) 850 ( 46 ) 98 ( 5 ) 66 ( 4 ) 0.000***
S4 3.25 0.91 2160 183 ( 8 ) 595 ( 28 ) 1044 ( 48 ) 255 ( 12 ) 82 ( 4 ) 3.40 0.89 1772 205 ( 12 ) 542 ( 31 ) 846 ( 48 ) 123 ( 7 ) 56 ( 3 ) 0.000***
S6 3.15 0.91 1701 110 ( 6 ) 447 ( 26 ) 816 ( 48 ) 246 ( 14 ) 82 ( 5 ) 3.28 0.81 1410 84 ( 6 ) 424 ( 30 ) 741 ( 53 ) 122 ( 9 ) 40 ( 3 ) 0.000***
Mann-Whitney U Test: *p<0.05; **p<0.01; ***p<0.001.