The purpose of this paper is to model the relationship between student performance, student attitudes, and computer laboratory environments.
Data were collected from 234 college students enrolled in courses that involved the use of a computer to solve problems and provided the laboratory experience by means of formal closed laboratory classes. The a priori proposed model that student performance can be explained by perceptions of the computer laboratory environment and attitudes towards computer was tested using structural equation modeling.
The proposed model was determined to fit the data reasonably well. These results indicate that student performance scores can be explained by perceptions of the computer laboratory environment and attitudes toward computers.
The theoretical and practical implications of the model concerning student performance within the framework of educational management are discussed.
