Graduate Thesis Or Dissertation
 

A task analysis of the statistically related computer application needs of doctoral level university graduates with majors in education

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/05741w048

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  • This research evaluated the statistically-related computer application tasks which were deemed to be important to the graduate curriculum of doctoral students who major in Education. Data were gathered from samples of foreign (N=22) and American (N=117) students who held degrees in Education from Oregon State University. The sixteen (16) item instrument utilized a six-point Likert type scale for the data collection. The scale, which was validated by consensus using a DELPHI panel procedure, utilized the Hoyt-Stunkard method for assessing reliability. The computed reliability for the instrument was determined to be +0.90. Analysis of variance tests were completed for each of the sixteen (16) tasks and for two additional demographic variables to ascertain differences between foreign and American samples. Hartley's test was used to affirm the homogeneity of variance assumption for the F-statistic. Factor analysis, using the R-mode, provided for the clustering of tasks and constituted the major analysis procedure for the study. The major goal of the research was to substantiate the necessary core of tasks which met the needs of doctoral degree holders majoring in Education. The results of the study indicated the presence of seven (7) clusters of content which were considered basic to curriculum inclusion in doctoral programs for majors in Education. The identified clusters included; I. Analyzing Statistical Data (4 tasks), II. Database and Word Processing for Publishing (3 tasks), III. Hardware Training (2 tasks), IV. DOS Usage for Creating and Accessing Data Files (2 tasks), V. Mainframe Usage and Electronic Mail (3 tasks), VI. Spreadsheet Software Usage (1 task), and, VII. Word Processing Software Usage (1 task). Overall task means ranged from 3.007 to 5.943; significance tests showed only two (2) rejected hypotheses for the sixteen (16) primary tasks. Standard errors of the mean were found to be significantly lower for the American sample. One of the two demographic variables showed a significant difference, that being the one which assessed the importance of computers to the job. American graduates marked this variable significantly higher than did the foreign group. The results of the study present a valid pattern for the development of objectives which should be included in the curriculum of doctoral programs for Education majors.
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