Perception versus Reality—Determining Business Students’ Computer Literacy Skills and Need for Instruction in Information Concepts and Technology

Abstract

Executive SummaryMany colleges and universities require incoming students to demonstrate a prescribed level of computer proficiency. Currently, many educational institutions offer introductory computer courses to assist students in meeting this requirement. Other institutions are considering eliminating introductory computer courses with the expectation that students will demonstrate adequate computer knowledge through the proficiency examination. This assumes that students have acquired both computer knowledge (concepts) and computer skills (applications) in high school or through other personal experiences. Giving the students the option of taking a computer proficiency exam in lieu of a required course allows students to take other required, elective, or optional courses that will assist them in completing their degree requirements. However, not offering the introductory computer skills course may, likewise, be detrimental to students who would otherwise benefit from the knowledge gained from such a course.Thus, a study of 140 incoming business freshmen was developed to determine if students had adequate computer knowledge and skills to exempt the introductory computer fundamentals course. Using online testing software, students were tested on both computer skills (Excel) and computer concepts that students are expected to master at the completion of an introductory computer fundamentals course. Overall, the findings revealed that the students' average test scores were 60 percent, which is significantly below passing. This study also found that only 36 percent of the students tested could exempt or "test out" of the course if given that option. Students not able to exempt the course demonstrated a mean gain or improvement of 26 points in the Excel post test and 23 points in the Computer Concepts post test following course instruction. This data indicates that course instruction was effective for students not able to exempt the course and achieved the desired effect of providing meaningful knowledge in information technology concepts and skills.

Reaching the unreached: de-mystifying the role of ICT in the process of doctoral research

“…In Sim and Butson's (2013) study on the use of personal computers by third-year undergraduate students, it was argued that 'the difference between the students' beliefs about their personal computer use and their computer use highlights that self-report data reliant on post-event recollections should not be relied on to represent actual practice' (p. 338). Furthermore, there is no, or little, practical significant correlation between performance and students' expectations of additional technological support (Blignaut and Els 2010;Sim and Butson 2013;Wallace and Clariana 2005). In other words, data gathered through self-rating data collection techniques are not a reliable measure to assess ICT use by graduate students.…”

“…However, in this review no paper showing any specific relationship between the roles of ICT in the process of doctoral research and how PhD students engage ICT in their research practice, as evidenced through practice data, was found. Wallace and Clariana (2005) Computer literacy skills Aderibigbe and Aramide (2006) Use of Internet George et al (2006) Information-seeking behaviours Divaris, Polychronopoulou, and Mattheos (2007) Computer literacy and attitudes Williamson et al (2007) Information seeking and use Darus (2008) Word processing Gardner (2008) Independence of doing research Li (2008) Computer literacy Alkhanak and Mokhtar (2009) Web services Blignaut and Els (2010) Computer and information literacy skills Dange (2010) Computer and Internet usage Lawlor and Donnelly (2010) Podcast use Meerah (2010) Research skills Ongoz (2010) Information searching Onilude and Apampa (2010) Use of ICTs Winter et al (2010) e-Learning experiences Gibbs, Steel, and Kuiper (2011) Computing skills Ismail and Kareem (2011) Information needs Magliaro (2012) Information literacy needs Varshney (2012) Information use Wu and Chen (2012) Electronic resources Nabeel, Shahrir, and Leng (2013) Attitudes towards computer use Odaci (2013) Computer self-efficacy Ahmad et al (2013) ICT competency Lai and Hong (2013) e-Learning characteristics Bowman et al (2014) Laptop Ergonomic Education Where PhD student's use of ICT to support their research processes is concerned, the place of ICT with a focus on ways students use ICT in their research practices and research activities is often discussed in a limited way in the literature. For example, graduate students are described as 'binge' users of e-journals and as having a preference for electronic resources during their thesis writing process (Dange 2010;George et al 2006;Liew, Foo, and Chennupati 2000;Rowlands et al 2007;…”

“…Some of the current literature on computer integration in academia stated that postgraduate students now require more computing skills, such as the basic concept of computer knowledge (e.g. computer applications) in order to advance their research practice (Case, MacKinnon, and Dyer 2004;Wallace and Clariana 2005). These skills have been identified and they include: some basic ICT skills, such as file management, word processing, spreadsheet manipulation and graphical presentation (Blignaut and Els 2010); familiarity with basic components, terms and conditions, such as basic choice and use of hardware and software; overcoming of 'technophobia'; use of computer peripherals; basic formatting and editing functions; data entry; error management; use of operating…”

“…Citation: Research in Learning Technology 2016, 24: 30717 -http://dx.doi.org/10.3402/rlt.v24.30717 9 systems; backing up; and basic network interaction (Blignaut and Els 2010;Meerah 2010;Wallace and Clariana 2005).…”

Improving Computer Literacy of Business Management Majors: A Case Study

“…Ideally, each graduating senior would be given an objective computer literacy exit exam, such as those discussed by Wallace & Clariana (2005), which tests the various competency components of the school's computer proficiency requirement. In addition, the other general competencies shown in Figure 3 should also be tested.…”