You are here:

Perceived Credibility of Female Peer Talent in the Context of Computer Instruction
OTHER

Abstract

This study examined the effects of gender, attitudes toward computers, and presentation of individual or paired female peer talent on adolescent learners' perceptions of talent credibility in the context of media presentations on computer utilization. Subjects were 96 eighth grade students (56 females, 40 males) enrolled in careers and communications classes in an Oklahoma City area school. Students completed Part 1 of the Minnesota Computer Literacy and Awareness Assessment to determine their extant attitudes towards computers, and were assigned to four treatment groups to give balanced representation of sex and positive or negative attitudes toward computers. Four slide-tape presentations on computer utilization were prepared using one or two adolescent females to deliver the introduction. Talents A and B appeared alone on each of two tapes, and were paired on the other two, each serving as the main focus on one of the tapes. The data showed no significant differences in credibility scores based on gender or attitudes toward computers. However, there was a consistent trend for students to assign higher credibility scores to individuals rather than paired talents, regardless of the subject's gender or attitude toward computers. The most frequently cited reason for perceiving talent as credible was the fact that the talent had been chosen to appear in the media presentation. When questioned about preferences for using computers alone or with a friend, female students more frequently gave a preference for working with a friend. However, preference for working with a friend did not differ in males or females based on attitudes toward computers. (34 references) (EW)

Citation

Rezabek, L.L. Perceived Credibility of Female Peer Talent in the Context of Computer Instruction. Retrieved January 18, 2020 from .

This record was imported from ERIC on March 21, 2014. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords