Author: Dr. Sharath Kumar C. R.
DOI Link: https://doi.org/10.70798/Bijmrd/04080002
Abstract: The rapid integration of digital technologies into school education has made students’ attitudes towards computers an important educational concern. This study examined the level of computer attitude among secondary school students in Mysuru (Mysore) district, Karnataka, and tested whether computer attitude differed by gender and locality. A descriptive survey design was employed. Data were obtained from 84 secondary school students, comprising 43 boys and 41 girls; 51 students were from rural areas and 33 from urban areas. Computer attitude was measured using the standardized Computer Attitude Scale (CASKS) developed by Tahira Khatoon and Manika Sharma. Descriptive statistics and independent-samples ttests were used for analysis. The distribution indicated that 36.90% of students were in the extremely low category, 23.81% in the low category, 16.67% in the below-average category, 17.86% in the average category, and 4.76% in the above-average category; no student fell in the high or extremely high categories. The gender comparison showed no statistically significant difference between boys (M = 62.23, SD = 10.04) and girls (M = 60.98, SD = 11.77), t(82) = 0.528, p = .599. Similarly, no significant difference was found between rural (M = 60.96, SD = 11.29) and urban students (M = 62.64, SD = 10.27), t(82) = 0.688, p = .493. The findings suggest that low computer attitude was widespread in the sample and that gender and locality alone did not explain meaningful variation. The study highlights the need for systematic opportunities for computer-supported learning, digital skill development, and positive technology experiences in secondary education.
Keywords: Computer Attitude; Secondary School Students; Educational Technology; Digital Learning.
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