A Study of the Relationship between Attitude towards New Technology and Learning Styles among Senior Secondary School Students

Abstract

Technology has become deeply embedded in the everyday learning experience of school students, and the manner in which students respond to this technological environment is closely tied to how they prefer to learn. The present study was undertaken to examine the relationship between attitude towards new technology and learning styles among senior secondary school students studying in schools of Indore city, a growing educational hub of Madhya Pradesh with diverse school boards and expanding digital infrastructure. A sample of 600 senior secondary students (Class XI and XII) was selected through random sampling, and data were collected using the standardised Attitude Scale Towards Information Communication Technology for Students (ASTICTS–SATKV) and the Learning Style Inventory (LSI–MK). The obtained data were analysed using descriptive statistics (mean and standard deviation) to understand the average level and spread of scores, and Pearson's Product Moment Coefficient of Correlation to test the stated null hypothesis at the 0.05 level of significance. The results revealed a low but positive and statistically significant relationship between attitude towards new technology and learning styles (r = 0.392, p < 0.001, N = 600). The null hypothesis of no significant relationship was accordingly rejected. The findings suggest that a favourable attitude towards new technology is associated with more developed and favourable learning style characteristics among senior secondary students of Indore city, although the modest strength of the correlation indicates that attitude towards technology is only one among several factors shaping learning style. Educational implications for teachers, school administrators, curriculum planners, counsellors, and policy makers in Indore are discussed, along with the limitations of the study and directions for further research.