교사의 컴퓨터 리터러시와 LISREL 구조모형 분석: 실업계 고교를 중심으로
LISREL Analyses of Vocational High School Teachers' Computer Literacy with Their Daily Computer Use Time, Computer Experience Years, Age, and Educational Levels
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The purposes of the study were to specify a LISREL model of vocational high school teacher’s computer literacy with their daily computer use, computer experience years, age, and educational levels, to determine its goodness of fit test and to estimate parameters. In addition, if the model were not good enough to be accepted, then the model was subject to be modified. The methodology adopted was mainly survey in which 279 teachers participated. A common factor analysis with varimax rotation method was implemented to identify factor structure before analyses of LISREL model.According to major findings, the followings were concluded. First, vocational high school teacher’s computer literacy as a latent variable influenced its sub factors which were cognitive domain, affective domain, and psychomotor domain. Second, various implications could be made according to the goodness of fit test results. The specified model was identified as bad from the Chi-square test result. On the other hand, AGFI and RMSEA coefficient were good enough. Further, it was revealed some parameter estimates were determined as none significant. Third, the two exogenous variables, computer experience years and their age were identified as having significant relationships with computer literacy, endogenous variable. Last, a modified model was presented that only daily computer use had a path coefficient with computer literacy. It was found that the model was good enough and the parameter estimates were significant.
Abstract
The purposes of the study were to specify a LISREL model of vocational high school teacher’s computer literacy with their daily computer use, computer experience years, age, and educational levels, to determine its goodness of fit test and to estimate parameters. In addition, if the model were not good enough to be accepted, then the model was subject to be modified. The methodology adopted was mainly survey in which 279 teachers participated. A common factor analysis with varimax rotation method was implemented to identify factor structure before analyses of LISREL model.According to major findings, the followings were concluded. First, vocational high school teacher’s computer literacy as a latent variable influenced its sub factors which were cognitive domain, affective domain, and psychomotor domain. Second, various implications could be made according to the goodness of fit test results. The specified model was identified as bad from the Chi-square test result. On the other hand, AGFI and RMSEA coefficient were good enough. Further, it was revealed some parameter estimates were determined as none significant. Third, the two exogenous variables, computer experience years and their age were identified as having significant relationships with computer literacy, endogenous variable. Last, a modified model was presented that only daily computer use had a path coefficient with computer literacy. It was found that the model was good enough and the parameter estimates were significant.
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