Computer technical high school's sytudents' attitudes and anxieties towards computers: Application in anatolian computer technical high school

The purpose of this study is defining the relation between computer attitudes and computer anxieties of students in a computer technical high school. 75. Year DMO Anatolian Computer Technical High Schools formed the samples of this study. Gender, class level, having a computer at home, time spent while using a computer are used as independent variables in a questionnaire ( prepared by the researcher) to get personal in formation. The scales, which is prepared by Hülya Cambaz (1999), is used to determine the students? Computer Attitudes and computer anxieties. Computer Attitudes Scale consists of 26 propositions, from ?totally disagree? to ?totally agree? and the computer anxiety scale has 10 propositions from ?never? to ?always?. In the analysis of the datas independent samples t-test, one way anova and co-relation analysis are used. Some significant results had from this research are: a) There is no difference between the computer attitudes of male and female students. As a result, both male and female students? computer attitudes are positive. b) Considering the computer attitutes there is statistical difference between the class levels. c) No statistical difference is observed between having computers at home or not. d) There is no difference between the time spent while using computer. e) Differeces are seen according ?visiting fairs? variable. f) Differences are seen according ?following related publications?. g) In regarding gender of the students there is no statistically significant diffrence. h) There is statistically significant difference in computer anxieties according to class levels. ı) According to ?having computers at home? variable there is diffrence between the computer anxieties. i) There is no significant relation between ?time spent while using computer? and computer anxieties. j) Regarding ?visiting fairs? variable, there is significant difference between the computer anxieties. k) There is significant diffrence between computer anxieties and considering the ?following related publications? variable. l) There is a statistically significant relationship between computer attitudes scale and computer anxieties scale. m) There is a negative relation between computer attitudes scale and computer anxieties scale, regarding the genders. n) For ?Class? variable there is a negative relation between computer scale and computer anxieties scale. o) There is a negative relation between the computer attitudes of students having computer at home and computer anxieties of them. ö) There is no significant relation between the computer attitudes and computer anxieties of students using computers 31-40 hours weekly. However, there is a 0,05 significant relation between computer attitudes and computer anxieties of students using computer 11-20 hours or 41 hours and above weekly. On the other hand, there is 0,01 level significant negative relation between computer attitudes and computer anxieties of students using computers less than 5 hours, 5-10 hours and 21-30 hours weekly. p) Considering ?visiting fairs? there is a negative relation between computer attitudes and computer anxieties r) Regarding ?following computer publications? variable, the relation between computer attitudes and computer anxieties are: In students who are not ?following computer publications? there is no statistically meaningful relation. In students who are following computer related publications there is a significant relation. Key Words: Computer Attitude, Computer Anxiety