Yu-Tai Chang

Publication Date


Document Type


First Advisor

Lockard, James A.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Educational Technology, Research and Assessment


Computers--Study and teaching--Taiwan--Psychological aspects; Adult education--Taiwan--Psychological aspects


This study investigated adult students' learning of computer technologies in the community context in Taiwan. According to Bandura, self-efficacy theory is based on the assumption that individuals possess a self system that enables them to exercise a measure of control over their thoughts, feelings, and actions. The purpose of this study was to examine the relationships among multiple demographic variables and the attitudes and self-efficacy beliefs of students learning computer technologies in community adult education in Taiwan. It also explored the effect of emphasizing communication and positive feedback on self-efficacy, students' attitudes, and achievement in the course. A repeated-measures (pretest-posttest) quasi-experimental design was used to measure attitudes and self-efficacy. The students frequently communicated with the instructor, and the instructor-provided positive feedback in the experimental class, which was the essence of this study. Forty-six adult students completed four instruments: demographic information (Questionnaire 1), the Attitudes Toward Computer Technologies (ACT) survey, and the Self-Efficacy with Computer Technologies (SCT) survey, and an overall Questionnaire 2. At the chosen level of significance (.05), five factors were significantly related to computer attitudes and self-efficacy: gender, level of education, employment status, hours of computer use, and previous course experience. After the treatment, a significant increase related to computer attitudes and self-efficacy from pretest and posttest was found in both the experimental and the control groups. Results also showed a significant interaction effect between attitudes and self-efficacy scores, indicating that the experimental group's mean ACT and SCT scores increased significantly more than the control group's. In addition, a significant, positive relationship was found between final grades and posttest scores. Based on the students' responses and the researcher's observations, the personal, private interaction that occurred between the students and instructor created a rewarding and enjoyable learning environment for the students. It also appeared to enhance students' self-efficacy by situating students within a learning context that affords an acceptable means for providing interaction, voicing frustration, and obtaining encouraging feedback. It is hoped that this research will help many community adult education instructors provide their students a better learning environment.


Includes bibliographical references (pages [116]-123).


ix, 153 pages




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