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RUNNING HEAD: SIXTH GRADERS AND TECHNOLOGY USE

Attitudes of Sixth Graders Towards the Use of Technology

Sheila Schatzke

Dr. Lin Lin

University of North Texas

CECS


Abstract

There is a new trend in instructional technology. Many classrooms across the globe have been

implementing various programs that include computers, mobile devices, and tablets in education.

Today’s students are continually exposed to many different platforms of technology in both the

educational world and socially. Educators must constantly be open to learning new tools that

increase student learning and that keeps up with current technology. It is up to educators to

determine what tools to use in the classroom. One way to determine this is by simply asking

students. The students’ perspective on the matter of technology use in the classroom can lead to

classroom practices that integrate technology tools to increase learning. This pilot study serves as

a mixed-methods research project to analyze sixth grade student attitudes toward the use of

technology. The study consisted of a survey, and that has fifty-four participants from a sixth

grade class located in south Texas. Additionally, there were individual interviews that were

added to the data collection process. There were opened-ended and closed-ended questions on

the survey that all related to personal and educational use of technology.


Attitudes of Sixth Graders Towards the Use of Technology

Since the release of the iPad in 2010, schools across the globe have increased in the use

of iPads and tablets in the classroom. Many other companies that are PC based have followed

suite with tablets and apps that are available for educational use. Such programs that implement a

Bring Your Own Technology (BYOT) or 1:1 initiatives with tablet, iPads, or laptops are

increasingly finding ways to engage students and improve student learning. This study had many

emerging themes that we would like to explore further. Students felt that iPad use helped their

learning. The teams plan on developing more questions for further research to develop this idea,

how does using technology support learning? Another question is, why do you prefer to use

technology over the traditional ways of teaching without technology? Another one would be

specifically adding Bring Your Own Technology (BYOT), we would develop questions related

to delve deeper into why they feel this way.

Literature Review

Mobile Devices

Handheld and mobile devices are tools that kids love to use whether in the classroom or

at home. Educators across the globe are seeking ways to engage students for meaningful

learning. (Timothy, 2003) A recent study examined tablet computer acceptance and readiness for

secondary students. It was determined that the uses of mobile technologies are preferred among

secondary students in the future. (Horzum, Öztürk, Bektaş, Güngören, & Çakir, 2014) The

subjects were 1130 secondary school students who participated in this study. Additionally, there

were four different scales used. The researchers developed three of the instruments. The four


scales were the Self-Efficacy for tablet personal computer (TCP) usage, Anxiety for TPC usage

scale, Acceptance of TPC Scale and the Readiness for TPC scale. As innovation of technology

becomes more mobile and ease of use is increased, it is important that educators address the

impact that mobile technology is having in the classroom. (Hsu & Sharma, 2006) It makes sense

that mobile technology is implemented in the classroom. Anytime, anywhere learning is at the

tips of fingers and used in a manner that enhances the learning experience beneficial to everyone

involved. (Ally, Grimus, & Ebner, 2014) It is important that teachers prepare to engage students

in digital environments. If teachers do not believe that, these technologies are useful and if are

forced to use this in the classroom than it will not be successful with students. Teacher

preparation is key to a successful technology program that uses mobile technology. (Ally et al.,

2014) In a survey of faculty and students on the use of cell phones and other electronics, it was

determined that the students and the faculty had differed in their perception of the use of

electronic devices in the classroom. The students felt the devices were not as distracting as the

teachers did. The students felt the devices were appropriate and helpful in the learning process.

(Baker, Lusk, & Neuhauser, 2012)

Student Attitudes

Student attitudes in biology classes that are technology-enhanced concluded that

(Incantalupo, Treagust, & Koul, 2014 p.103) “…students perceive technology as very important

in life and that technology is a subject of the future.” However, even though they found that

technology is important, their attitudes toward the technology itself were not positive. It is

interesting to note that males more females had a more positive attitude toward technology use in

the classroom. A recent article by Rhonda Puckett from Liberty University discusses the

effective of use of educational technology. The author concluded that, (Puckett, 2013 p. 1)”…


technology can be highly effective with various forms of implementation in classrooms ranging

from kindergarten to twelfth grades.” Her article discussed a wide range of topics related to

assessment of technology, teacher perceptions, student participation, cognitive ability, teacher

usage, teacher training and more. There should be more studies done to determine the success of

technology in the classroom but believes that technology, if used correctly, can be highly

beneficial for students and teachers alike.

Technology Use

Technology use the classroom has been an important topic of discussion among educators

and researchers around the globe. It has been determined by the Kaiser Family Foundation that,

“…8- to 18-year-olds today devote an average of seven hours and 38 minutes to using

entertainment media in a typical day—more than 53 hours a week.” (U.S. Department of

Education, 2010 p. 9 ) Researchers and educators agree that technology can be beneficial in the

classroom but also realize that there are barriers that should be acknowledged in order for true

technology integration to be successful.(Gu, Zhu, & Guo, 2013) A study that researched the gaps

in K-12 teaching and learning concluded that there should be a shared vision among

administrators, stakeholders, and educators. (Hew & Brush, 2007) The researchers of this article

agree that future research should be conducted using a mixed methods approach that includes

actual teacher observation as opposed to self-reported data. Proper teacher preparation for

implementation and use of technology is an important factor for the success of a program that

involves technology integration.(Gorder, 2008) Research has shown that there is a gap between

educators and students known as the millennial generation. Technology use is becoming more

and more customary in the workplace; it is important that educators prepare students for

tomorrow’s technology challenges and use in the real world. (Gibson & Sodeman, 2014)


Millennials are characterized as a generation that has been born when technology promotes

multi-tasking and using multiple devices at once. It has been determined that there should be

more research is needed to create a learning experience in the K-12 classroom that promotes

proper use of technology and still meets the learning objectives. (Gibson & Sodeman, 2014)

Purpose and Hypothesis

The purpose of this study is to investigate attitudes of students using technology in the

classroom. The researchers felt that this investigation was necessary to understand the

perceptions of how students feel about using technology in the classroom. It is a goal to grasp if

technology can be an impetus for increasing student engagement, self-efficacy in learning. The

researchers have observed students get excited to use mobile devices in the classroom and would

like a deeper understanding of how to drive technology instruction in the direction of increased

technology use to improve teaching and empowering students to guide their own learning.

Methods

Participants

The students involved in this pilot study are fifty-four, sixth-grade students from a public

school in south-central Texas. Other demographics are fifty Hispanic, three White, and one

African- American. Thirty-eight are male, and sixteen are female.

Materials

The main instrument to collect data was a survey developed by the research team with

opened-ended and closed-ended questions. The online survey was available to participants via a

web-link and hosted on the Eduphoria! website in which the school district subscribes to. Figure


1 below illustrates the quantitative questions and answers from the students. After the surveys

were disaggregated, the team developed interview questions to be used with a small population

of the students to develop more understanding. The interviews were recorded using an iPad and

the app, Garage Band and the audio files were uploaded to a team drop box. Transcripts were

created and placed in the team folder. The teamed used a codebook and two raters to decode the

answers from the survey and interviews.

Procedures

All participants completed the survey in a computer lab at the middle school they attend.

The survey took approximately twenty-thirty minutes. Once the surveys were complete, they

were exported into two forms, an Excel spreadsheet and a .pdf with pie charts that provided a

summary of the data collected from the survey (see Figures 1, 2 &3). The results of the survey

showed percentages of how students answered the closed-ended questions. In addition to the

quantitative questions, we also asked qualitative questions such as why or explaining their

answers to several of the questions shown in figure 1. Below is a table that displays the

qualitative questions. Once the team examined the questions, the team created a code book and

identified emerging themes in the data and created additional questions to be used in one-to-one

interviews with several students. The process of choosing students for the interview consisted of

choosing students who answered opened-ended questions in the survey with in-depth answers,

gathering input from the student's classroom teachers on who was outspoken and considered a

good student who participated in class discussions on a regular basis. Once the questions were


established, the interviews were conducted with each lasting approximately ten minutes with

each of the seven students.

Figure 2- Quantitative Questions and Data


Why or why not?


Figure 3 Quantitative Questions and Data


Qualitative Questions

In addition to the questions included in the figures above, we asked several opened ended

questions where students were asked to explain their answers or why they answered in a certain

way. Table 1 below illustrates those questions.

Table 1- Open Ended Questions

How do you feel about BYOD (Bring your own device to school)? It is a great idea, bad idea,

or depends? Why?

Do you think teachers have the right to look at your personal device when you are using it for

a class assignment?

Refer to the question above explain your answer:*

What type of personal social media accounts do you have? Example- Facebook, Twitter,

Instagram...others?

Refer to the question above explain why you like or dislike using this type of social media.

Have you ever gone to a different app/game/social media site during class when you were

supposed to be doing class work?

Refer to the question above, explain why

Do you feel pressured to have a smart phone or a cool personal device?*

Refer to the question above explain your answer

What is the biggest problem with technology in your school? Why?

Do you feel you are better at using technology than your teachers? why or why not?*

Do you think using technology in school helps your learning? Why or why not?

Interview Questions


After coding the data it was decided by the team to conduct face to face interviews, the

questions are listed in the table below. The interviewer met with the five students and recorded

the sessions using an iPad. The audio files where then transcribed and made available for

review.

Table 2- Interview Questions

Analysis

Once all the data was collected, a team member created a code book for review the data

and categories where created that was reviewed. One code used the code book put the data in an

excel sheet for disaggregation. Once the first coder was complete, a code book and spread sheet

was created so that a second coder would also match student answers in the correct categories to

determine if we agreed on the answers. The second coder was necessary in order to ensure rater

reliability of the variables. It was calculated using Cohen’s Kappa which is a way to measure the

agreement between the coders. See Table 3 below for the results of the Cohens Kappa Data.


Table 3- Cohen Kappa Scores

Question Kappa Score1 0.882 0.773 0.854 0.735 0.956 0.917 0.978 0.879 0.87

10 0.71

The Kappa score represents an agreement if the score is at least .5, a good agreement if the score

is .7 or above, .8 or above represent a strong agreement. The results are showing that there are at

least seven questions that show a strong agreement.

The data was run in SPSS to calculate frequency counts and percentages. It was

determined that 78% if the students approve the use of technology in the classroom and that they

believe that technology helps them learn. This was one the emerging themes with all students in

who participated in this pilot study. Students do however show that they feel that teachers

should be able to look at their device if the teacher thinks he or she is off task. It was interesting

to see that students feel that teachers are good at using technology, 49% feel that the teacher is

better at using technology.

The interview questions reinforced the survey data. The emerging themes of the

interview are that students are excited about using technology in the classroom. It was also

revealed that they specifically like using mobile technology such as iPad or tablets over laptops

or desktop personal computers. It should be noted that the students are preparing for a 1:1


initiative for the next school year with the use of iPads for all seventh-grade students. So the

students were fully aware that they will be issued an iPad for the following school year. They

have been able to use classroom sets of iPads at various times throughout the year, so they have

had some experience with the iPad as well as personal computers and laptops.

Additional data beyond frequencies was determined through the SPSS software program

comparing the answers of questions. See Appendix for tables 4-21 of the questions that were

calculated using Fishers Exact. The team did find as many statically correlations as hoped.

Since this is a pilot student, we have determined that there are some different approached that are

necessary when the real study is conducted. One approach for collecting data would be to

possible conduct observations of the students actually using the technology in the classroom.

The researcher would look for how often the teachers use technology and how it is used. Other

observations would be the outcomes of lessons, how the students interact with the technology

and each other for collaboration projects.

Conclusion

Technology is only going to advance and the tools that emerging technologies making an

impact in the education world. We know that student like to use technology in the classroom. But

more research is needed to determine if the use of mobile devices and other tablet type

technology actually improves learning and teaching styles. This study did determine that

students indeed think that the iPad improves the learning process and they like to use technology

in the classroom over the traditional books and lecture style of learning. The future is bright for

technology use in the classroom.


References

Baker, W. M., Lusk, E. J., & Neuhauser, K. L. (2012). On the Use of Cell Phones and Other

Electronic Devices in the Classroom: Evidence From a Survey of Faculty and Students.

Journal of Education for Business, 87(5), 275–289. doi:10.1080/08832323.2011.622814

Gibson, L. A., & Sodeman, W. A. (2014). Millennials and Technology : Addressing the

Communication Gap in Education and Practice. Organization Development Journal.

Gorder, L. (2008). A Study of Teacher Perceptions of Instructional Technology Integration in the

Classroom. Delta Pi Epsilon Journal, 50(2), 63–76. Retrieved from

http://www.dpe.org/core/home.htm

Gu, X., Zhu, Y., & Guo, X. (2013). Meeting the “Digital Natives”: Understanding the acceptance

of technology in classrooms. Educational Technology and Society, 16(1), 392–402.

Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current

knowledge gaps and recommendations for future research. Educational Technology

Research and Development, 55(3), 223–252. doi:10.1007/s11423-006-9022-5

Horzum, M. B., Öztürk, E., Bektaş, M., Güngören, Ö. C., & Çakir, Ö. (2014). Secondary School

Students Tablet Computer Acceptance and Readiness: A Structural Equation Modelling.

TeEği̇ ti̇ m VBi̇ li̇ m, 39(176), 81–94. doi:10.15390/EB.2014.3500

Hsu, P. S., & Sharma, P. (2006). A systemic plan of technology integration. Educational

Technology and Society, 9(4), 173–184. doi:10.1007/s10347-007-0123-3


Incantalupo, L., Treagust, D. F., & Koul, R. (2014). Measuring Student Attitude and Knowledge

in Technology-Rich Biology Classrooms. Journal of Science Education and Technology,

23(1), 98–107. doi:10.1007/s10956-013-9453-9

Puckett, R. (2013). EDUCATIONAL TECHNOLOGY AND ITS EFFECTIVE USE B. I-

Manager’s Journal of Educational Technology, 10(3), 6–12. doi:10.1039/C2JM35479A

Timothy, V. (2003). Digital Natives, Digital Immigrants - Some Thoughts from the Generation

Gap. Retrieved April 19, 2015, from http://depd.wisc.edu/html/TSarticles/Digital

Natives.htm

U.S. Department of Education, O. of E. T. (2010). Transforming American education : learning

powered by technology : National Education Technology Plan 2010. Learning (Vol. 000).

Retrieved from http://www.ed.gov/sites/default/files/netp2010.pdf

Appendix

Table 4Question 1A-How do you feel about BYOD?

Frequency Percent Valid Percent

Cumulative

Percent

Valid negative 3 5.6 5.6 5.6

neutral 9 16.7 16.7 22.2

positive 42 77.8 77.8 100.0

Total 54 100.0 100.0


Table 5Question 1B-Why do you feel this about BYOD?


Cumulative

Percent

Valid for rec or free time 18 33.3 33.3 33.3

did not answer 2nd part 15 27.8 27.8 61.1

you can use your phone at

school1 1.9 1.9 63.0

class-related use 2 3.7 3.7 66.7

worry about loss of device 7 13.0 13.0 79.6

access to inappropriate

materials1 1.9 1.9 81.5

use for emergency 2 3.7 3.7 85.2

use for cooperation 1 1.9 1.9 87.0

I don’t have a device 1 1.9 1.9 88.9

we can use our own device 2 3.7 3.7 92.6

I don’t use my device at

school1 1.9 1.9 94.4

not a good idea 1 1.9 1.9 96.3

because other schools don’t

do it1 1.9 1.9 98.1

noise is a factor 1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 6

Question 2A-Should teachers have the right to look at personal device

when using for class assignment?


Cumulative

Percent

Valid yes 36 66.7 66.7 66.7

no 18 33.3 33.3 100.0

Total 54 100.0 100.0


Table 7Question 2B-Why should or should not teachers have a right to look at your personal device?


Cumulative

Percent

Valid invasion of privacy 14 25.9 25.9 25.9

to monitor work 19 35.2 35.2 61.1

I don’t care 1 1.9 1.9 63.0

unsure 5 9.3 9.3 72.2

teachers will judge your work 2 3.7 3.7 75.9

teachers are the authority 3 5.6 5.6 81.5

for class assignments 5 9.3 9.3 90.7

yes 1 1.9 1.9 92.6

no 1 1.9 1.9 94.4

incomplete answer 1 1.9 1.9 96.3

it’s more fun 1 1.9 1.9 98.1

distrust of teachers 1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 8Question 3A-Have you ever gone to a different site during class?


Cumulative

Percent

Valid yes 12 22.2 22.2 22.2

no 42 77.8 77.8 100.0

Total 54 100.0 100.0

Table 9Question 4A-Why have or haven’t you gone to a different site during class?


Cumulative

Percent

Valid I don't want to get in trouble 16 29.6 29.6 29.6

not an issue/no phone 5 9.3 9.3 38.9

I want to learn 10 18.5 18.5 57.4

for personal use 4 7.4 7.4 64.8

I was bored 3 5.6 5.6 70.4


I just don't 4 7.4 7.4 77.8

only if the teacher allowed it 1 1.9 1.9 79.6

it could be distracting to

others1 1.9 1.9 81.5

I don’t know 5 9.3 9.3 90.7

I was finished with my work 2 3.7 3.7 94.4

there are no games 1 1.9 1.9 96.3

accidentally 1 1.9 1.9 98.1

13 1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 10Question 5-What is the biggest problem with technology at your school?


Cumulative

Percent

Valid glitches 1 1.9 1.9 1.9

I don’t know 7 13.0 13.0 14.8

nothing 11 20.4 20.4 35.2

wi fi issues 15 27.8 27.8 63.0

trying to keep up with the

teacher1 1.9 1.9 64.8

the possibility of having

phone taken up1 1.9 1.9 66.7

we're not allowed to get on

apps3 5.6 5.6 72.2

theft 5 9.3 9.3 81.5

kids doing bad stuff 5 9.3 9.3 90.7

kids having phones out/not

supposed to3 5.6 5.6 96.3

I don't use my device at

school1 1.9 1.9 98.1

unintelligible answer 1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 11


Question 6-What is the best thing about technology at your school?


Cumulative

Percent

Valid free time 10 18.5 18.5 18.5

apps/internet access 7 13.0 13.0 31.5

that we are permitted to use

them8 14.8 14.8 46.3

playing educational games 1 1.9 1.9 48.1

unsure 10 18.5 18.5 66.7

using a specific device 6 11.1 11.1 77.8

using it for schoolwork 2 3.7 3.7 81.5

makes learning fun 2 3.7 3.7 85.2

everything 2 3.7 3.7 88.9

more flexibility 2 3.7 3.7 92.6

helps with learning 2 3.7 3.7 96.3

doing projects 1 1.9 1.9 98.1

its faster and easier 1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 12

Question 7A-Do you feel that you are better at using technology than your teachers?


Cumulative

Percent

Valid yes 18 33.3 34.0 34.0

no 26 48.1 49.1 83.0

sometimes or depends 3 5.6 5.7 88.7

I don't know 6 11.1 11.3 100.0

Total 53 98.1 100.0

Missing System 1 1.9

Total 54 100.0

Table 13Question 7B-Why do you feel you are or are not better at tech than your teacher?


Cumulative

Percent


Valid the teacher has more

experience18 33.3 33.3 33.3

I have more experience 10 18.5 18.5 51.9

question seems to have

been misunderstood2 3.7 3.7 55.6

unsure 6 11.1 11.1 66.7

did not answer 2nd half of

question7 13.0 13.0 79.6

teachers resistant to

technology1 1.9 1.9 81.5

it depends on the teacher 1 1.9 1.9 83.3

age as a factor 2 3.7 3.7 87.0

kids are faster 3 5.6 5.6 92.6

we have more time to use

technology1 1.9 1.9 94.4

teachers explain things to

you2 3.7 3.7 98.1

we don't need the teacher in

order to learn1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 14Question 8A-Do you think using technology in school helps your learning?


Cumulative

Percent

Valid yes 44 81.5 81.5 81.5

no 4 7.4 7.4 88.9

sometimes 3 5.6 5.6 94.4

I don't know 3 5.6 5.6 100.0

Total 54 100.0 100.0

Table 15Question 8B-Why do you think using technology in school helps your learning?


Cumulative

Percent

Valid enhances learning 5 9.3 9.3 9.3


it helped me with a specific

task1 1.9 1.9 11.1

positive attitude about it 8 14.8 14.8 25.9

it is a good source of

information8 14.8 14.8 40.7

increases technology skill 1 1.9 1.9 42.6

negative attitude about it 3 5.6 5.6 48.1

some use it just for play 1 1.9 1.9 50.0

technology is superior 6 11.1 11.1 61.1

I learn on media sites 2 3.7 3.7 64.8

we get to look through

research1 1.9 1.9 66.7

it’s a better pace and less

distracting1 1.9 1.9 68.5

don't use phones in class 1 1.9 1.9 70.4

enhances recall 1 1.9 1.9 72.2

because we get internet

access1 1.9 1.9 74.1

if used responsibly 1 1.9 1.9 75.9

enhances attention span 3 5.6 5.6 81.5

provides visuals to help with

learning1 1.9 1.9 83.3

neutral attitude about it 2 3.7 3.7 87.0

it’s better than the teacher

talking2 3.7 3.7 90.7

unsure 3 5.6 5.6 96.3

unintelligible answer 1 1.9 1.9 98.1

it provides me with

instructions1 1.9 1.9 100.0

Total 54 100.0 100.0

Table 16

Question 9-What do you think about using technology in the classroom?


Cumulative

Percent


Valid positive attitude about it 34 63.0 63.0 63.0

challenging 1 1.9 1.9 64.8

negative attitude about it 4 7.4 7.4 72.2

should only be used if

finished with school work1 1.9 1.9 74.1

enhances learning 7 13.0 13.0 87.0

I appreciate the teachers

letting us use them1 1.9 1.9 88.9

neutral about it 2 3.7 3.7 92.6

if it is explained 1 1.9 1.9 94.4

unsure 1 1.9 1.9 96.3

fun and challenging 2 3.7 3.7 100.0

Total 54 100.0 100.0

Table 17Question 10A-Do you think technology helps you learn?


Cumulative

Percent

Valid yes 49 90.7 90.7 90.7

I don't know 5 9.3 9.3 100.0

Total 54 100.0 100.0

Table 18Question 10B-Why or why does not technology help you learn?


Cumulative

Percent

Valid it's fun 2 3.7 3.7 3.7

unsure 6 11.1 11.1 14.8

helps with test taking 1 1.9 1.9 16.7

it is a good source of

information8 14.8 14.8 31.5

technology is superior to

traditional method7 13.0 13.0 44.4

I like how the internet

explains things1 1.9 1.9 46.3

helps with school work 1 1.9 1.9 48.1


I like using games for

learning1 1.9 1.9 50.0

enhances learning 10 18.5 18.5 68.5

enhances attention span 4 7.4 7.4 75.9

easy to use 5 9.3 9.3 85.2

helps you prepare for college 1 1.9 1.9 87.0

you can use apps 1 1.9 1.9 88.9

device is convenient for

learning1 1.9 1.9 90.7

enhances recall 1 1.9 1.9 92.6

positive attitude about it 2 3.7 3.7 96.3

depends on the app 2 3.7 3.7 100.0

Total 54 100.0 100.0

Table 19

Do you use social media? * Have you ever gone to a different site during class? Crosstabulation

Have you ever gone to a different site

during class?

Totalyes noDo you use social media?

Yes Count 11 37 48% within Do you use social media? 22.9% 77.1% 100.0%

% within Have you ever gone to a different site during class? 91.7% 88.1% 88.9%

No Count 1 5 6% within Do you use social media? 16.7% 83.3% 100.0%


Total Count 12 42 54% within Do you use social media? 22.2% 77.8% 100.0%



Chi-Square Tests

Value df

Asymp. Sig. (2-sided)

Exact Sig. (2-sided)


Pearson Chi-Square .121a 1 .728

Continuity Correctionb 0.000 1 1.000

Likelihood Ratio .128 1 .721

Fisher's Exact Test 1.000 .598

Linear-by-Linear Association

.118 1 .731

N of Valid Cases 54

a. 2 cells (50.0%) have expected count less than 5. The minimum expected count is 1.33.

b. Computed only for a 2x2 table

Table 20Do you own your own cell phone? * Have you ever gone to a different site during class? Crosstabulation

Have you ever gone to a different site during

class?

Totalyes noDo you own your own cell phone?

Yes Count 8 30 38% within Do you own your own cell phone?

21.1% 78.9% 100.0%

% within Have you ever gone to a different site during class?

66.7% 71.4% 70.4%

Not Yes Count 4 12 16% within Do you own your own cell phone?

25.0% 75.0% 100.0%


33.3% 28.6% 29.6%

Total Count 12 42 54% within Do you own your own cell phone?

22.2% 77.8% 100.0%


100.0% 100.0% 100.0%


Chi-Square Tests

Value dfAsymp. Sig.

(2-sided)




Continuity Correctionb 0.000 1 1.000

Likelihood Ratio .100 1 .752 Fisher's Exact Test .734 .504

Linear-by-Linear Association .100 1 .752

N of Valid Cases 54 a. 1 cells (25.0%) have expected count less than 5. The minimum expected count is 3.56.


Table 21How do you feel about bring your own device? * Should teachers have the right to look at personal

device when using for class assignment? Crosstabulation

Should teachers have the right to look at

personal device when using for class assignment?

Totalyes noHow do you feel about bring your own device?

other Count 6 3 9% within How do you feel about bring your own device?

66.7% 33.3% 100.0%

% within Should teachers have the right to look at personal device when using for class assignment? 19.4% 27.3% 21.4%

positive Count 25 8 33% within How do you feel about bring your own device?

75.8% 24.2% 100.0%


Total Count 31 11 42


% within How do you feel about bring your own device?

73.8% 26.2% 100.0%


Chi-Square Tests

Value df

Asymp. Sig. (2-sided)




Continuity Correctionb .015 1 .903

Likelihood Ratio .291 1 .589 Fisher's Exact Test .676 .436Linear-by-Linear Association .295 1 .587

N of Valid Cases 42 a. 1 cells (25.0%) have expected count less than 5. The minimum expected count is 2.36.


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