Assessing South Africa learners' attitudes towards technology by using the PATT (Pupils' Attitudes Towards Technology) questionnaire

Susan Van Rensburg; Piet Ankiewicz; Chris Myburgh

doi:10.1023/A:1008848031430

Assessing South Africa learners' attitudes towards technology by using the PATT (Pupils' Attitudes Towards Technology) questionnaire

Susan Van Rensburg, Piet Ankiewicz, Chris Myburgh

University of Johannesburg

Research output: Contribution to journal › Article › peer-review

27 Citations (Scopus)

Abstract

The PATT (Pupils' Attitude Towards Technology) questionnaire, as validated for the USA, was used to assess and analyze South African learners' attitudes towards technology. The responses of 500 girls and 510 boys, from the Gauteng Province in South Africa, were analyzed using a principal component and a principal factor analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that 'technology should be for all' and that 'technology makes contributions to society'. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development issues.

Original language	English
Pages (from-to)	137-151
Number of pages	15
Journal	International Journal of Technology and Design Education
Volume	9
Issue number	2
DOIs	https://doi.org/10.1023/A:1008848031430
Publication status	Published - 1999

ASJC Scopus subject areas

Education
General Engineering

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1023/A:1008848031430

Cite this

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title = "Assessing South Africa learners' attitudes towards technology by using the PATT (Pupils' Attitudes Towards Technology) questionnaire",

abstract = "The PATT (Pupils' Attitude Towards Technology) questionnaire, as validated for the USA, was used to assess and analyze South African learners' attitudes towards technology. The responses of 500 girls and 510 boys, from the Gauteng Province in South Africa, were analyzed using a principal component and a principal factor analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that 'technology should be for all' and that 'technology makes contributions to society'. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development issues.",

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Assessing South Africa learners' attitudes towards technology by using the PATT (Pupils' Attitudes Towards Technology) questionnaire

Abstract

ASJC Scopus subject areas

UN SDGs

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