A Longitudinal Study of Student Attitudes toward Computers

Abstract

An integrated curriculum project in New Zealand generated educationally interesting but paradoxical results regarding student motivation and attitudes toward computer use. Students mastered and used a range of computer applications, becoming enthusiastic users to the point of regarding the computer as indispensable as pens and pocket calculators. Performance of three cohorts of students in the nationwide school certificate examination showed that project students performed significantly better than peers in the parallel traditional school program. Yet student attitudes toward computers became significantly less positive during their junior high school careers. This article illuminates and explains the paradox through comparative analysis of the relevant findings. It examines implications for the design and implementation of curriculum programs that will involve student use of and control over many and diverse forms of compelling computer applications, from CD-ROMs to the Internet.