An Empirical Study on Primary Teachers’ Information Technology Learning Difficulties Structure

  •  Ming-Zong Huang    


The purpose of this study is to establish a scale with reliability and validity about information technology learning difficulties through a series of precise analytical procedures. Taking primary teachers as the subject of research and adopting the method of stratification sampling, the author made two questionnaire surveys. First of all, in the pre-examination questionnaire, he altogether sent out 205 questionnaires, and took back 164 effective questionnaires. Through project analysis, reliability test and exploratory factor analysis, the formal questionnaire was formed. Then, he again released 682 questionnaires and took back 473 effective questionnaires, with an effective recovery rate of 69.4%. After confirmatory factor analysis, such three factors as self-competence difficulty, family difficulty and information support difficulty were extracted, and eleven measurement terms were reserved. However, the coefficient ? was all above .8 at all levels of the scale and the coefficient ? was also above .9 in the whole scale, which indicated perfect internal consistency. As for the verification mode, after correction, its adaptive degree was proved to be benign be means of confirmatory factor analysis. Since the scale in this study was with benign reliability and validity, subsequent researchers may conduct relevant studies based on the scale established in this study.

This work is licensed under a Creative Commons Attribution 4.0 License.