Tablet use in teaching: A study on developing an attitude scale for academics

Abstract

Purpose: Measuring and understanding academics’ attitudes towards adapting the use of tablets into teaching seem necessary because there is a need for control of attitudes before making decisions on tablet use in teaching. The purpose of this study was to develop a standard attitude scale towards tablet use in teaching. Research Methods: Five judges contributed in developing items for tablet use in higher education after a review of the related literature. 152 volunteer faculty members of higher education around the world participated in the study. To provide evidence of validity for the scale, item total correlation coefficients were computed by using SPSS 16.0. Kaiser-Meyer Olkin (KMO) coefficient for the sampling adequacy of the data for principal components analysis, and the principal components factor analysis were employed to determine the factor loadings of the items. A confirmatory factor analysis was also employed to support the structure of the scale. For the reliability of the scale, Cronbach’s alpha (Crα) calculations were made. Findings: Item analysis showed that the 20-item scale had three factors comprising 71.848 percent of the total variance with Eigen values of 14.286, 2.378, and 2.019. Item validity values ranged between.43 and.65. The internal consistency of the scale was calculated as.88. Implications for Research and Practice: The results indicate that the attitudes towards tablet use in teaching can be measured in a valid and reliable manner before making institution-wise or country-wise decisions. Implementation of the scale in local and international levels to better understand the concerns and attitudes of academics can be recommended.