Table 1: The 36-Item Telra Scale: Information About Teachers' Understanding and Attitudes About E-Learning

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26 IJEDICT

Table 1: The 36-item TeLRA scale

Test of e-Learning Related Attitudes (TeLRA) Scale

Information about teachers’ understanding and attitudes about e-learning.

Instructions
• There is no wrong answer; each response will be treated as a correct one. Your opinion is what is required in this
study.
• Do not think too long about each statement. It should take you around 10 minutes to complete.
• For each statement, put a tick ( P ) to show your level of agreement; Strongly Disagree, Disagree, Agree, and
Strongly Agree. Do not tick across two boxes.

Strongly

Strongly
Disagree

Disagree

Agree
Agree
Statement

1 E-learning is very economical for educational institutions to adopt.


2 I believe using e-learning will improve the quality of my work.
3 Computers make work more interesting.
4 I prefer reading articles in e-learning.
5 It is easier to revise electronic educational materials than printed material
6 I prefer using a computer to prepare my lessons.
7 I feel uncomfortable reading a text book on a computer screen than a physical text book.
8 I enjoy teaching using computers.
9 Delivering a lecture through electronic technologies is very difficult.
10 E-learning requires expensive technical support.
11 E-learning reduces quality of knowledge attained.
12 Interacting with the computer system is often frustrating.
13 A face-to-face method is more learner-centred than E-learning methods.
14 I believe using e-learning technologies will improve my job performance.
15 Communicating through social networks is fun.
16 I like reading magazines on new technology innovations.
17 Teaching through e-learning is tiresome.
18 E-learning increases learners’ social isolation.
Test of e-Learning Related Attitudes (TeLRA) scale 27
 

Strongly

Strongly
Disagree

Disagree

Agree

Agree
Statement

19 E-learning technologies are difficult to use.


20 Using computer systems requires a lot of mental effort.
21 Discussions on e-learning technologies are uninteresting.
22 My institution has enough teaching-learning resources to carry out e-learning.
23 E-learning will increase teachers’ efficiency.
24 Working with computers is exciting.
25 I like discussing about new e-learning innovations.
26 Supporting learners in an e-learning environment is very difficult.
27 E-learning infrastructure is very expensive for the government to afford.
28 It will be difficult for me to become skilful in the use of e-learning tools.
29 I make errors frequently when using a Computer.
30 Using a computer at home is very frustrating.
Using e-learning technologies will allow me to accomplish more work than would otherwise be
31
possible.
32 I enjoy computer games very much.
33 E-learning is a threat to teachers’ employment.
34 E-learning will provide me with better learning opportunities than traditional means of learning.
35 I find computer online interaction unexciting.
36 Communicating through electronic mails is annoying.

RESULTS
 
In order to obtain conceptually small and significant number of themes, all 36 items of the TeLRA
scale were subjected to Principal Component Analysis (PCA) using SPSS version 21. Prior to
performing the PCA, suitability of data for analysis was assessed. This involved Kaiser-Meyer-
Olkin’s measure of sampling adequacy, which requires a value greater than 0.6 and a Bartlett’s
test of sphericity to be significant at a significant value ρ < 0.05 (Tabachnick & Fidell 2013, p.
619). In this study the Kaiser-Meyer-Olkin value was 0.82, exceeding the recommended value of
0.6 and Bartlett’s Test of Sphericity was statistically significant at ρ=0.000, which verified
suitability of data for the PCA. The PCA revealed the presence of 10 factors with eigenvalue
exceeding 1. Examination of a scree plot revealed a clear break after the third component (see
Figure 2).

Using only the scree plot to determine number of factors to retain can be subjective (Bryman &
Cramer, 2004). Therefore, a Parallel Analysis was conducted. Parallel analysis compares the size
of eigenvalues obtained by the SPSS output with eigenvalue obtained from a randomly generated

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