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| Description: | This study examined factors contributing to the computer proficiency of Family and Consumer Sciences students. It was hypothesized that a WebCT experience would be positively related to computer proficiency. A survey was administered to students at the beginning and end of a semester in which they were enrolled in a WebCT based course. Results of a regression analysis showed a WebCT experience was a significant predictor of computer proficiency along with several other variables. |
| Presentation Format: | Poster |
| Topic: | Measuring outcomes: Student achievement and course success |
| Target Audience: | Course Designers, Faculty and Other Instructors |
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users |
| WebCT Version: | |
| Abstract Text: | The objective of this research was to better understand the computer self-efficacy of Family and Consumer Sciences students, and to identify specific factors that predict computer proficiency. It was hypothesized that participation in a WebCT course would be a significant predictor of computer proficiency, along with six other independent variables. Results showed that most FCS students report some computer proficiency, however there are a significant number that report being novices at basic computer skills like file management or spreadsheet formulas. Results also showed that four variables serve as significant predictors of computer proficiency, including the participation in a WebCT course, perceived usefulness of the computer, and perceived quality of work that can be completed using a computer. Frequency of computer use was negatively related to computer self-efficacy. Access to a computer and length of time using a computer were not significant predictors of computer self-efficacy. |
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