Up and Down: Trends in Students’ Perceptions about Learning in a 1:1 Laptop Model – A Longitudinal Study

Tal Berger-Tikochinski, Michal Zion, Ornit Spektor-Levy
Interdisciplinary Journal of e-Skills and Lifelong Learning  •  Volume 12  •  2016  •  pp. 169-191
This is a five-year study conducted with junior high school students studying in a 1:1-laptop program in order to test the effects of the program on various measures related to the students: their attitudes, motivation, perceived school norms, self-efficacy, and behavioral intention towards learning with laptops, according to the Theory of Planned Behavior (TPB).
These variables were tested at two dimensions: ‘duration of learning’ – the effect of learning in the program on the same students; ‘duration of program in school’ – the effect of the program on different students in different school years. Participants (N=770) answered a questionnaire structured according to motivational and TPB variables.
Findings show that attitudes changed over time, but differently for each dimension. For the ‘duration of learning’, attitudes declined between 7th to 9th grade. Structural equation modeling analysis showed that students’ attitudes and self-efficacy explain part of their intention to learn with laptops, therefore ways of maintaining positive attitudes, self-efficacy, and strengthening school norms should be considered. However, for the ‘duration of program in school’, students’ attitudes increased over the years: The attitudes of students who started the program at a later stage were more positive than those who began earlier.
This may indicate that students who experience the program at an advanced stage are better prepared, with more realistic expectations. Findings can assist teacher trainers and policymakers with the implementation of similar programs.
one-to-one classrooms, personal laptops, motivation, self-efficacy, Theory of Planned Behavior
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