Master's – Multiple evidences about the influence of usage of technology on commitment with statistics educational components

Tipo de evento: 
Data e hora: 
16/12/2019 - 15:00 to 18:00


Lucas Dos Santos Costa 

Master's – Multiple evidences about the influence of usage of technology on commitment with statistics educational components

Advisor: Profª. Drª. Maria Aparecida Gouvêa

Comission: Profs. Drs. José Afonso Mazzon, Nildes Raimunda Pitombo Leite e Anatália Saraiva Martins Ramos     

 Class: 217, FEA-5


 Commitment has been strongly developed in the human resources management (HRM) literature. Meyer and Allen's (1990, 1991) three-component model (TCM) is the most frequent measurement instrument; however, it has been criticized due to its inconsistency in the entire nomological network, as its consequents and antecedents usually vary, besides the instability in the properties. psychometric measures of validity and reliability. To this end, Klein et al. (2012, 2014) proposed a new instrument (KUT) capable of easily measuring various foci of commitment. Tinto (1975) proposed two main pillars on student commitment: Institutional and Goal Commitment, the latter refers to the goal of completing the undergraduation course. At the same time, the research also encompasses technology adoption models, most of them are based on Theory of Rational Action (TRA) of Fishbein and Ajzen (1970). The union between these two areas guides the general objective of the research: to identify the intensity of the influence of the use of technology in the classroom on the commitment with the educational component (EC). Bean (1980, 1983) states that certain psychological bonds that occur during student’s life are similar to those in the organizational environment. From this point, it is possible to assume that the instrument proposed by Klein et al. (2012, 2014) is plausible to adapt to the educational context, since the phenomenon of commitment is the same, only with the change of its focus. This discussion underpins the first specific objective: to validate the scale with different foci of student commitment, the analysis technique is Confirmatory Factor Analysis (CFA). I collected two samples that total 502 responses. Klein et al. (2012, 2014) propose that the perception of the environment where the foci of commitment is developed changes its structure. Based on this argument and other empirical evidence, it is expected that commitment to Statistics EC will increase with the usage of technology in the classroom. Factor behind the second specific objective: to conduct a laboratorial experiment with 194 students to test the direct influence of using the Kahoot application on the commitment to Statistics EC, for this purpose two data analysis techniques are employed: CFA and Regression Analysis. The results of the first specific objective confirm good psychometric adjustments of the commitment scale, as observed in Klein et al. (2012, 2014). Alternative models have shown that scales have improved overall fit when controlled by endogenous latent variables. The results of the second specific objective presented two distinct evidences: (1) when students have higher levels of commitment, the usage of technology has a negative effect; (2) as students have lower levels of commitment, the usage of technology increases commitment. These results reflect the partial confirmation of the hypothesis that the usage of technology in the classroom increases the commitment to Statistics EC. The present dissertation is the basis for several future studies, such as the change of educational psychological bonds in the course of student formation, relationship between career development and commitment, relationship between teacher commitment and student commitment.

*Abstract provided by the author



Voltar para a página de eventos