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A Mixed Methods Study on CBAM and the Adoption of Thin Client Computers by Adolescents

Doctoral Defense for Cynthia Sistek-ChandlerJanuary 22, 2007

University of San Diego &San Diego State University

Joint Doctoral Program, Cohort 1

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Statement of PurposeOur youth are important stakeholders in

the adoption of innovation; in particular, for this study, it was critically important to address how adolescents adapted to changes imposed by implementing technology. While thousands of educators have contributed to the concerns-based, adoption literature, what was notably absent was empirical and analytical data that reflects how adolescents have adopted and adapted to these innovations.

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Overview• This dissertation study applied a change

instrument, grounded in Concerns Based Adoption Management (CBAM) to investigate perceptions of 45 middle school students who used thin client, portable computers in a one-to-one program at home and at school for three years.

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Research Questions• Q. 1 During the first year of the adoption, what

stages of concern were evident at the beginning and at the end of the year?

• Q. 2 To what extent can variation in these stages of concern be explained by select demographic measures (gender, race/ethnicity, and prior experience with computers)?

• Q. 3 Based on the qualitative interviews, how do select students describe their adoption of this innovation?

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Background: Theory and the Instrumentation CBAM and CFSoCQ

• Hall & Hord (1991) designed a change behavior schema based on seven levels of change (see handout).

• The Change Facilitator Stages of Concern Questionnaire (CFSoCQ) was modified for this research to measure stages of change in a population other than adults or facilitators.

• Modification of instrument for population.

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ModificationsPilot• Piloted the modified CFSoCQ with 5th and 6th

graders at a private school• Tested instrument for readability with this

pilot groupWith Population in Study• Read all 35 questions to the students• Clarified the meaning of the word “Concern”• Gave example of a Likert scale rating based

on the popularity of a local radio station.• Importance of the scale from 0 to 7

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Demographics of StudentsRacial and Ethnic School Percent Population Percent

African American 260 29.0% 5 11%

Hispanic or Latino 339 38.1% 20 44%

Native American 6 0.7% 1 .02%

Pacific Islander 14 1.6%

Asian 29 3.3% 5 11%Filipino 30 3.4%White (non-Hispanic)

211 23.7% 15 33%

Other

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Review of Literature

Focused on Five Major Areas1. Review of Concerns Based Adoption

Management theory2. Adoption of innovation by adults and studies

involving teachers/educators and the effects on students

3. Case studies of best practices of laptop initiatives, specifically 1:1 programs

4. Diffusion of Innovation Theory 5. Social psychology of adolescents (Added

1/07)*

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Design and Methodology

Data Collection(Quantitative) CFSoCQ(Qualitative) Interviews

Analysis(Quantitative) Stages and Pathways(Qualitative) Data Analysis and

coding of interviews with all parties

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Quantitative Analysis Q. 1 During the first year of the adoption, what stages of concern were evident at the beginning and at the end of the year?

• Pre and Posttest values• CF Stages of Concern Identification • Raw Score Percentile Conversion

• High Stage Scores• Second High Stage Scores• Analysis of Pairs

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Distribution of the PopulationFrequency Distribution of the Population: Year 1 Population Male Female Total Both Pre &

Post Pretest, Fall 21 32 53 45 Posttest, Spring 18 32 50 45 (Note: the dropouts from Year 1 of the program equal 13, N=58)

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Findings for Research Q. 1 • Evidence of stages of change and

movement through the stages• Notable Absence of High Stage

Scores for Stage 3Stage 4

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Pretest Table 4. Pretest Frequencies for Stages of ConcernStages of Concern Frequency PercentStage 0 Awareness 15 28.3Stage 1 Informational 6 11.3Stage 2 Personal 18 34.0Stage 3 Management 0 0.0Stage 4 Consequence 0 0.0Stage 5 Collaboration 3 5.7Stage 6 Refocusing 11 20.8Total 53 100.0

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Posttest Posttest Frequencies and Analysis

Stages of Concern Frequency Percent

Stage 0 Awareness 15 30.0 Stage 1 Informational 4 8.0 Stage 2 Personal 8 16.0 Stage 3 Management 0 0.0 Stage 4 Consequence 0 0.0 Stage 5 Collaboration 2 4.0 Stage 6 Ref ocusing 21 42.0

Total 50 100.0 Stages of Concern evident at the End of Year 1

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Pre-Posttest Comparison

Pre- Posttest Stages of Concern

Stages of Concern 0 1 2 3 4 5 6

Pretest 15 6 18 0 0 3 11

Posttest 15 4 8 0 0 2 21

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ResultsPre Posttest Differences

Stages Changed Frequency Percent -6 1 2.2 -5 2 4.4 -4 1 2.2 -3 0 0 -2 7 15.6 -1 1 2.2 0 20 44.4 1 1 2.2 2 2 4.4 3 0 0 4 3 6.7 5 4 8.9 6 3 6.7

Total 45

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Research Q. 2 To what extent can variation in these stages of concern be explained by select demographic measures (gender, race/ethnicity, GPA, free and reduced lunch)?

• Stepwise linear regression analysis of data• Importance of gender, ethnicity, age, free and reduced

lunch, GPA

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Two Significant Findings

• Finding 1: Posttest • Significance of free and reduced lunch variable• t = -2.97 (p = .01)• Discussion: Poverty levels slower progression

through the stages of change

• Finding 2: Second High Stage Scores• Significance of the gender variable (males)• t = 2.03 (p = .05)• Discussion: Adolescent males gained close to

two stages of change more than females

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Q. 3 Based on the qualitative interviews, how do select students describe their adoption of this innovation?

• Formal interviews conducted in Year 2 and midway through Year 3 • Students, parents, teachers• 8 Case Studies (6 females and 2 males)• CFSoCQ’s analyzed for 8 students

• Paired analysis and pathway analysis

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3 Distinct PathwaysPathway 1 (P1)

• Upward progression• Consistent with the literature

Pathway 2 (P2) • No change• Inconsistent with the literature

Pathway 3 (P3)• Reverse pathway• Inconsistent with the literature

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Pathway 1 Example

Female, Wendy Typical Progression

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Pathway 2 Example

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Proportional Representation to Case Study

P 1 Gender P2 Gender P3 Gender

PopulationN = 45

13(9%)

7-M6-F

20(44%)

3-M17-F

12(7%)

3-M9-F

Case Studyn= 8

3(37.5%)

1-M2-F

3(37.5%)

2-F1-M

2(25%)

2-F

Total Population: 32 females, 13 malesCase Study: 6 females, 8 males

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Findings, cont.

Commonly held perceptions•Connection with writing and handwriting

•Connection to GPA and grades

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Perceptions about Grades

MariahIn sixth grade, the tablet really

improved my grades, fourth quarter. In seventh grade, my grades are almost all straight A’s. In eighth grade, I have all A’s.

TeresaThe tablet has been good for me [my

mom thinks it helped my grades].

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GPA’sStudent GPA 6th GPA 7thShelly 3.60 3.98Wendy 3.23 3.87Michelle 3.23 3.77Ariel 2.55 3.11Mariah 3.01 3.37Teresa 3.00 3.14Justin 2.59 2.98Michael 2.54 2.70

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Four themes from literature• Efficacy of the 1:1 program• Efficacy of the innovation on

academics and writing• Efficacy of the environment

(influence of teacher, parents, home, and peers)

• The importance of technology integration in the curriculum

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Themes from the LiteratureContinued efficacy of the 1:1 program

Results from another evaluation study (Rockman, et al, 1999) indicated that students with laptops: (a) spent more time involved in collaborative work

(b) participated in more project-based instruction, (c) produced writing of higher quality and greater length

(d) gained increased access to information(e) improved research analysis skills,(f) spent more time doing homework on computers.

Effects on writing and academicsJeroski (2005, 2003) in the Wireless Writing Project,

reported student attitudes, perceptions, motivation, and work habits all improved as a result of their 1:1 laptop program.

Writing reflected depth and breadth, and the frequency of the assignments and homework increased.

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Limitations of the Study

• Instrument appropriateness• Likert Scale Ratings• Self reports and reliability• Frequency of the administration of the

instrument• Small population N = 45• Case studies are limited more interviews,

more frequently

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Policy Implications• One-to-One Initiatives

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Implications for Future Research

Three recommendations: (1) expand the study to include a

larger sample(2) explore the need to use an

alternate instrument or further modified CFSoCQ

(3) collect additional qualitative data to support and verify the quantitative data

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Future Research

It is my hope that the results of this study will continue to influence future research efforts with middle and high school students to develop a framework for understanding the change process for the adoption of innovation by adolescents in school, at home, and in the community.

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Questions?

Thank you for your time!