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The Pandemic Influence of Educational Technology, Student Teacher Attachment, and Language Instruction on Value of Education: A Quantitative Approach
Abstract
This study used ANOVA and standard multiple linear regression to address the study research questions with a sample of 450 elementary and secondary school students. The measures used in the study assessed school culture elements. Regression results indicate that the overall model significantly predicts student value of education, R2 =.217, R2adj = .206, F (4, 370) = 20.29, p<.001 and the model accounted for 21.7% of variance in student value of education (SVE). Student teacher attachment and learning equity (STALE), educational technology usage (ETU), and English language arts (ELA) were significant predictors of SVE while gender and school level were not. STALE, ETU, ELA, and SVE Cronbach alpha reliability coefficients were .70, .80, .73, and .76 respectively. Elementary students had a higher SVE than secondary school students. ANOVA results indicated significant main effect for school level, F (1, 403) = 24.99, p < .001, η2 = 0.06. The study concluded with a discussion of the importance of ETU, STALE, ELA, and school level have on SVE.
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