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THE RELATIONSHIP BETWEEN CHARACTERISTICS OF NEBRASKA HIGH SCHOOL STUDENTS AND COGNITIVE ASPECTS OF COMPUTER LITERACY
Abstract
This study was designed to: (1) assess high school students' levels of computer literacy, (2) investigate the relationship between characteristics and levels of computer literacy of the students, and (3) formulate a prediction equation to predict students' computer literacy test scores. One hundred and twenty students were selected from two midwestern high schools as the sample. Instruments used in this study included: Computer Literacy Examination: Cognitive Aspect (CLECA), Computer Background Survey, Group Embedded Figures Test (GEFT), Computer Appreciator-Critics Attitude Scale (CACAS), and California Achievement Test (CAT). Descriptive analysis, analysis of group differences, and multiple regression analysis were conducted to answer research questions. Sex, prior experience with computers, access to computers, and home environment were found to have significant effect on CLECA scores. Grade level and future expectation toward the learning of computers were found to have no significant effect on CLECA scores. The number of computer courses taken, GEFT score, CACAS score, grade point average, CAT Reading subscore, CAT Language subscore, and CAT Mathematics subscore all had a non-zero relationship to CLECA scores. A parsimonious prediction equation was formulated using number of computer courses taken, GEFT score, and CAT Reading as predictors. A computer curriculum should be designed in the school to provide students the opportunity of learning about computers. Students are to be encouraged to learn about computers regardless of sex, grade level, achievement, and background. Parents and educators are to work together to promote computer learning among students.
Subject Area
Curricula|Teaching
Recommended Citation
CHENG, TINA YING TANG, "THE RELATIONSHIP BETWEEN CHARACTERISTICS OF NEBRASKA HIGH SCHOOL STUDENTS AND COGNITIVE ASPECTS OF COMPUTER LITERACY" (1985). ETD collection for University of Nebraska-Lincoln. AAI8521447.
https://digitalcommons.unl.edu/dissertations/AAI8521447