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Jackson, J. E. A user's guide to principal components (Vol. 587). John Wiley & Sons. 2005.

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Article

Use of Digital Technology in Teaching. Analysis of Results Using Basic Descriptive Statistics and Categorical Principal Components

1Department of Basic Sciences, Autonomous Metropolitan University, faculty Azcapotzalco, Mexico


American Journal of Educational Research. 2021, Vol. 9 No. 5, 278-285
DOI: 10.12691/education-9-5-5
Copyright © 2021 Science and Education Publishing

Cite this paper:
Carmen Loreto-Gómez, Lilia Fernández-Sánchez. Use of Digital Technology in Teaching. Analysis of Results Using Basic Descriptive Statistics and Categorical Principal Components. American Journal of Educational Research. 2021; 9(5):278-285. doi: 10.12691/education-9-5-5.

Correspondence to: Carmen  Loreto-Gómez, Department of Basic Sciences, Autonomous Metropolitan University, faculty Azcapotzalco, Mexico. Email: lgce@azc.uam.mx

Abstract

A descriptive-quantitative study was conducted to compare two methods of analysis. A quantitative-descriptive research was carried out on the perception of digital technology as a support tool in teaching. A standardized questionnaire was applied to identify the following dimensions of technology use: frequency, benefits, infrastructure, and perception of institutional policies. The analysis was carried out with arithmetic means and with categorical principal component analysis (PCA). The results in both methods indicate that teachers who conduct research use digital technology the most, while experimental teachers use it the least. The PCA method is more robust and allows to obtain the reliability of the results obtained, its use is recommended on the basic statistical analysis to increase the validity of the results.

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