Do Technology Usage and Student Teacher Attachment Explain Student Self-Perception? A Multiple Linear Regression Approach

• In Event: 34.094 - Fairmont Royal York Roundtable Session Six
  In Roundtable Session: 34.094-2 - Teaching and Instruction: Child-Teacher Interactions, Explicit Instruction, and Subject Matter Innovations

Abstract

This study examined the effect of school level and gender effects on technology usage (ETU) and ETU on students’ attachment to teachers (ATT). It also assessed the relationship ATT and ETU has on student educational perspectives (SEP). The sample consisted of 450 students and a survey was used to collect data. Regression showed significant results F (4, 370) = 33.25, p<.001, R2 =.264, R2adj = .256, indicating 26.4% of the variance in SEP was due to ATT, ETU, and school level. Elementary students had a higher SEP mean score than secondary school students. The ANOVA results were significant F (1, 403) = 24.99, p < .001. The conclusion emphasized the importance of the study variables in predicting SEP.

Author

• John K. Rugutt, Illinois State University