The Effect of the Computer Anxiety Levels of Physical Education Teachers on Distance Education Competence: Structural Equation Model Analysis
Notice bibliographique
Résumé
The aim of the present study was to examine the effects of the computer anxiety levels of physical education teachers on distance education competencies during the Covid-19 pandemic process with a structural equation model. The study group consisted of a total of 141 physical education teachers, 60 of whom were female (42.6%) and 81 male (57.4%), who worked in private or public schools in Ankara, and who were selected with the convenient sampling method. In the study, the Distance Education Competencies Scale of Physical Education Teachers”, “Computer Anxiety Scale” and the Individual Information Form were utilized as the measurement tool. The “Distance Education Competencies Scale of Physical Education Teachers” that consisted of two sub-dimensions of “Planning and Technology Use” and “Implementation and Evaluation” consisting of 18 items in a 5-point Likert structure. In addition, the “Computer Anxiety Scale” that consisted of 10 items, 5 positive and 5 negative, as well as the Individual Information Form, which was prepared by the researcher to collect data in the study. Frequency Analysis, Kolmogorov Smirnov Test, Independent Groups t-test and One-Way Analysis of Variance were used in the analysis of the data, regression and structural equation modeling were used to analyze the effects of computer anxiety on distance education competencies. Also, Cronbach’s Alpha Coefficients were obtained to determine the reliability levels of the scale and its sub-dimensions; and it was found that the reliability of the scale and its sub-dimensions was at a sufficient level. Analyzes were performed by using the SPSS 20.0 and Amos 16.00 Software at a 95% Confidence Interval level. When the study findings were evaluated, no significant differences were detected between computer anxiety levels and distance education competencies in different age groups, education levels and institution types. According to the gender variable, the computer anxiety levels of male teachers were found to be at significant levels higher than those of female teachers. When the comparisons according to the branches were examined, the computer anxiety levels differed at significant levels according to the branch types (p<0.05) and the sub-dimensions of the distance education competency scale did not differ at significant levels according to the branch types (p>0.05). When the other variables were examined, the sub-dimensions of the distance education competency scale differed at significant levels according to school levels and professional seniority years (p<0.05) and the computer anxiety scale scores did not differ at significant levels according to school levels and professional seniority years (p>0.05). According to the regression model that was created to determine the effects of computer anxiety levels on distance education qualifications, it was found that computer anxiety did not have any significant impacts on planning and technology use, implementation and evaluation sub-dimensions (p>0.05).
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».