Predictores do Nível de Tecnossutresse entre Alunos do Ensino Intermediário
DOI:
https://doi.org/10.48017/dj.v10i1.2789Palavras-chave:
online learning, educational technology, Technostress LevelResumo
As atuais mudanças nas modalidades educacionais trazidas pela pandemia têm gerado diferentes efeitos entre os envolvidos na escola, especialmente nos aprendizes que estão constantemente expostos a essas mudanças. O St. Paul College Pasig, sendo um dos pioneiros no uso de tecnologias educacionais, embora pareça estar preparado para as mudanças nas modalidades, ainda enfrenta desafios na criação de um ambiente acolhedor na aprendizagem online. É a partir desse ponto de vista que os pesquisadores visaram descobrir o efeito da aprendizagem online e do uso da tecnologia no technostress dos alunos. Neste estudo, os pesquisadores selecionaram 250 alunos do 4º ao 6º ano para representar toda a população dos alunos do ensino intermediário no Departamento de Ensino Fundamental. Usando a técnica de amostragem estratificada aleatória, 250 alunos-respondentes foram envolvidos. Isso inclui 74 alunos do 4º ano, 88 alunos do 5º ano e 88 alunos do 6º ano. Guiados pelo design correlacional preditivo, os pesquisadores coletaram dados dos respondentes usando questionários de technostress contextualizados de Tarafdar et al. (2007) e Wang (2020) com confiabilidade alfa de Cronbach de 84 e 83, respectivamente. As médias dos resultados foram calculadas e analisadas, revelando que os alunos do 4º ao 6º ano estão experimentando apenas um nível baixo de technostress de acordo com o índice de interpretação de Ahmad (2010). Posteriormente, os resultados também foram analisados mais detalhadamente usando regressão linear múltipla para revelar qual preditor afeta mais o technostress dos alunos. Esse tratamento estatístico revelou que, tanto para o 4º como para o 5º ano, a Techno-invasão tem o maior efeito no technostress dos alunos-respondentes, com 70,2% para o 4º ano e 121,2% para o 5º ano. Por outro lado, a análise de regressão para os alunos do 6º ano refletiu valores-p estatisticamente não significativos. Isso significa que não há evidências suficientes para solidificar qualquer alegação e os resultados podem ter ocorrido por acaso.
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