An Assessment Comparing Community College Students’ Computer Self-Efficacy and Task Based Computer Knowledge
Author(s)Stewart, Amy Nicholson
community college students
CSE and computer skills in college freshman
assessing computer skills in college freshman
Community College Education Administration
Curriculum and Instruction
Educational Assessment, Evaluation, and Research
Higher Education Administration
Higher Education and Teaching
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AbstractThis quantitative research study explored the relationship between students perceived computer self-efficacy and actual knowledge of computer related skills in computer hardware/technology, windows, Word, Excel, and PowerPoint and whether gender, race, and education level affected the research findings. The participants in this study were students enrolled in an introductory computer concepts course at a community college located in the southeastern region of the United States. The computer course was a required for all students to receive an Associate of Arts and Associate of Applied Science degree. Data was collected in traditional face-to-face class sections and consisted of a pre- and post-computer self-efficacy survey and a pre- and post-test skills assessment on three different campuses. The scores in the area of computer hardware/technology, windows, Word, Excel, and Power Point were compared to determine whether a relationship exists between Computer self-efficacy and actual knowledge in the area of computers. In addition to a series of a one-way Analysis of Variance, a Repeated Measures Analysis of Variance and a Bivariate Correlation, the study also utilized descriptive analysis of demographic data and responses to a questionnaire regarding participant’s prior technology experience and usage. Findings of the study indicated that students’ computer self-efficacy was much greater than actual knowledge in the area of computers. Findings of the study did show no significant difference in computer self-efficacy concerning gender, race, and education. No significant differences were found in the education level and skill level of the participants at the beginning of the CSC 1113 course. A significant difference was found in skill level among the different races at the beginning of the CSC 1113 course with the exception of Power Point. The study did show that there was no significant difference in skill level for gender except in the area of technology. The study found a positive correlation in the numbers of computer courses students completed in high school to computer self-efficacy at the beginning of the semester in the course CSC 1113. At the completion of the course CSC 1113, Computer Concepts, computer self-efficacy scores were significantly higher. Findings also showed a significant increase in the skill levels, Windows, Word, Excel, and Power Point at the completion of the CSC 1113 course. The study had not shown significant difference in hardware/technology skills at the completion of the CSC 1113 course.
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Effects and Evaluation of a Pre-School Education Program Using an E-learning SystemKeiichi Shounai; Masahiko Sugimoto; Hidetaka Kobayashi; Mamoru Fujita; Satoshi Kotaki; Manabu Ishihara (LJS Publisher and IJCSIS Press, 2011-08-01)At universities, new students’ scholastic achievements have become more varied because of the university’s increased entrance ratio. Each university must now work to improve new students’ scholastic achievements. This study aims to develop a system to ensure new students’ scholastic achievements. We implemented the pre-school education program using an e-learning system in the three months before entering a university and investigated the program’s effects. The targets include the participating and non-participating new students. The investigation data are students’ attendance and question responses after entering college. Results of attendance and question response data showed that participating new students maintained study habits after entering school.