Cyber Etiquettes of Prospective Teachers: An Empirical Research

Abstract

Cybercrime is a significant problem in cyberspace, but cyber etiquette empowers and helps users avoid it. This study was done with the prime objective of exploring the cyber etiquette of prospective teachers. The descriptive research method with the quantitative approach was adopted. 250 prospective teachers were selected randomly from the “Department of Education of the University of Delhi” and its Colleges. A standardized tool was administered to collect data. Concerning the data analysis, various statistical measures of descriptive and inferential statistics were applied. Raw scores were converted into the z-standard score to bring scores on a common standard scale and secure meaningful data interpretation. Mean, standard deviation, skewness, kurtosis, and standard errors were computed. The Shapiro-Wilk Test was applied to verify the normality. Independent t-tests and analysis of variance were applied to test the null hypothesis. The finding reveals that the majority of the prospective teachers had average-level cyber etiquette. Gender, types of family, habitat, and caste as factors were found to be significant factors in explaining the cyber etiquettes of prospective teachers, whereas stream could not create any variation.