Abstract
The introduction of laptops in different education systems has revealed that this is not an easy task. Various challenges must be faced to ensure a positive influence on self-confidence and self-efficacy. The education system in Abu Dhabi has implemented a programme to introduce laptops to its classrooms.The purpose of the study is to investigate the relationship between a specific programme that introduces laptops to middle school institutions in Abu Dhabi (Alef) and its impact on student’s attitudes towards technology. At the same time, this study identifies what other factors are associated with the results of the introduction of technology to the schools (e.g., student, teacher, school or system-level characteristics).
First conducted a literature review about the use of technology in educational settings to ascertain its importance in this field. This literature review also sets the theoretical basis for investigating the relationship between laptops and the education system in Abu Dhabi context. The TAM, UTAUT and Technical Capital theories were applied in this research. A sequential mixed methods approach, involving the use of qualitative data to unveil the mechanisms causing the patterns identified in the quantitative stage, was utilised. The sample of the quantitative stage consisted of 198 students, who answered a questionnaire. The questionnaire was applied pre- and post-intervention (i.e., the introduction of laptops in the classroom), and the design included a control and an intervention group. In-depth information was added to the research findings through interviews conducted with six teachers and six students.
The statistical models included variables related to facilitating conditions, social influence, experience, socio-economic status and gender as predictors of the student self-confidence and self-efficacy. The results show that gender and facilitating conditions have a positive and significant relationship with self-confidence, and that experience with the use of technology was the only variable significantly associated with students’ self-efficacy.
The positive regression coefficient between gender and self-confidence shows that male students have more self-confidence in the use of technology than female students. Results from the qualitative phase of the study suggest that this is mainly due to the support that male students received in comparison with female students, but also due to the different ways in which male and female students use the social capital available to them. The positive regression coefficient between facilitating conditions (i.e., different types of technological devices used by students) and self-confidence is explained, according to the interviewees, by the psychological role that some of these devices play in boosting the morale of students and reinforcing independence and distinct identity. Finally, quantitative results indicate that the positive regression coefficient between experience and self-efficacy is related to the use of technology in more general domains, beyond school-related activities. Furthermore, the qualitative data showed that the use of technology in schools had prompted shy students to develop their abilities in technology as a way of compensating for and reinforcing their identity in the virtual medium of the tested schools.
Theoretically, this thesis contribcontributese the Technology Acceptance Model (TAM), Unified Theory of Acceptance, the and Technical Capital Theory. The projection of this combination of theories into Abu Dhabi setting has yiethe lded some new findings which are unprecedented in li,terature such as the negative correlation between socio-economic status (SES) and self-efficacy. The use of the combined models in new settings entailed a careful selection of variables and their components. The items of the survey used in this study were based on the standard survey instrument adopted by National Center for Education Statistics (NCES) in the United States. However, the results of this project suggest that this instrument could be better adapted to the Arab countries or Gulf region, for example, by including additional items to explore potential causes of the negative association between SES and self-efficacy.
The development of the theoretical framework for this study hinted that it would be beneficial for the Ministry of Education to review and evaluate the factors that showed a significant negative effect on self-confidence and self-efficacy, and to consider possible solutions before beginning the process of introducing laptops into public schools. On the planning level, the process could prioritize the learning process over the mere use of technology; otherwise, greater deviations from learning outcomes may yield negative academic results but also a negative attitude toward the use of technology at schools. The results also showed that the implementation stage of the programme to introduce laptops needs to be reviewed. The implementation strategy would benefit from taking into consideration critical factors for success, such as features of the system, quality of training and specific requirements of each academic subject.
| Date of Award | 28 Jun 2023 |
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| Original language | English |
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| Supervisor | Andres Sandoval Hernandez (Supervisor) & Simon Hayhoe (Supervisor) |