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1
Skulkhu, Jaruwan. „Computer Literacy Levels and Attitudes toward Computers of Thai Public University Students“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330671/.
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The purpose of this study was to investigate and analyze computer literacy and general attitudes toward computers of students at Thai public unversities. The comparative study of computer literacy levels and attitudes toward computers among Thai students with various demographic classification was performed followed by the study of relationships between the two variables among the samples. A fifty-eight-item questionnaire was adapted from the computer literacy questionnaire developed by the researchers at the Minnesota Educational Computing Consortium. The items were designed to assess knowledge and attitudes relative to computers. The questionnaire was administered to a random sample of 492 students who took at least one computer course from thirteen public universities in Thailand. Statistical tests used to analyze the data included t-test, one-way analysis of variance, and Pearson product moment correlations. Based on the research findings, the following conclusions were drawn: (1) Thai university students exhibited a moderate computer literacy level. (2) While a higher proportion of female students enrolled in computer classes, male and female students reported similar computer literacy levels. (3) Graduate students had higher computer literacy levels than did other students from different educational levels. (4) Academic majors and academic performance (GPAs) were also factors affecting computer literacy levels. Education majors displayed higher computer literacy levels than mathematics majors and science majors. (5) Students with higher GPAs had higher levels of computer literacy than the groups with lower GPAs. (6) Computer literacy was not age dependent. (7) Generally, Thai university students showed positive attitudes toward computers. (8) Males and females both showed positive attitudes toward computers. (9) Graduate students exhibited more positive attitudes toward computers than all other groups. (10) The groups of students with lower GPAs displayed lower positive attitudes toward computers. (11) There was a strong positive relationship between students' knowledge and their attitudes toward computers. It is recommended that computer education should be viewed in relation to its contribution to educational process as a whole. It should be relevant to the local environment, work, individuals and. society needs sis well as development of positive attitude toward manual skills. More research is needed in the areas of teacher education, evaluation techniques to assess students' progress in a new teaching context, and ethical values relative to computers.
2
Urairat, Yamchuti Rau William Charles Padavil George. „Factors influencing academic achievement of business administration department students in Thai private higher education institutions“. Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064544.
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Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed January 26, 2006. Dissertation Committee: William C. Rau, George Padavil (co-chairs), James Palmer, Phyllis McCluskey-Titus. Includes bibliographical references (leaves 115-120) and abstract. Also available in print.
3
Chiu, Shui Kau. „The difference in risk perception among educated youth in Hong Kong and Beijing : the issue of using computers /“. View Abstract or Full-Text, 2002. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202002%20CHIU.
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Thesis (M. Phil.)--Hong Kong University of Science and Technology, 2002.Includes bibliographical references (leaves 88-93). Also available in electronic version. Access restricted to campus users.
4
Mansourian, Lida. „The Association Between Exposure to Computer Instruction and Changes in Attitudes Toward Computers“. Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331898/.
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The problem with which this study was concerned is the association between exposure to computer instruction and changes in attitudes toward computers.
The study had a two-fold purpose. The first was to determine the attitudes of undergraduate students toward computers. The second was to determine whether exposure to information about computers and their uses is associated with changes in students' attitudes toward computers.
A computer literacy test was administered to subjects as a pre-and post-test. The major findings of the study indicate that there were significant, positive attitude changes among students exposed to computer instruction. There were also significant increases in knowledge about computers among participants exposed to computer instruction. The major conclusions are that attitudes are not fixed and develop in the process of need satisfaction. Participants in the study experienced attitude changes, which supports the suggestion that attitudes are developmental. Futhermore, the attitude changes observed in the study occurred in the process of learning about computers, a process assumed to be rooted in the educational and/or career needs of the participants. Attitudes are shaped by the information to which people are exposed. Attitude modification seldom, if ever, occurs in a vacuum. Instead, it most often takes place in the context of information dissemination and exposure. In this study, attitudes toward computers changed positively and significantly as participants were exposed to information about computers.
5
Kelly, Paul Vincent. „Living in the digital divide the lived experience of students without access to computers & the internet /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5895.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2006.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.
6
Song, Yanjie. „Educational uses of PDAs (personal digital assistants) undergraduate student experiences /“. Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841410.
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7
Gottleber, Timothy Theodore. „The Association between Attitudes toward Computers and Understanding of Ethical Issues Affecting Their Use“. Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277720/.
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This study examines the association between the attitudes of students toward computers and their knowledge of the ethical uses of computers. The focus for this research was undergraduate students in the Colleges of Arts and Sciences (Department of Computer Science), Business and Education at the University of North Texas in Denton, Texas.
8
Foregger, Sarah Katherine. „Uses and gratifications of Facebook.com“. Diss., Connect to online resource - MSU authorized users, 2008.
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9
Samarkandi, Osama Abdulhaleem. „STUDENTS’ ATTITUDES TOWARD COMPUTERS AT THE COLLEGE OF NURSING AT KING SAUD UNIVERSITY (KSU)“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1301681022.
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10
Cheung, Kwok-wing. „Exploring students' technology acceptance in working online“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31598651.
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11
Salmeen, Enas. „Internet use by Kuwaiti students in U.S. colleges“. Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2346.
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Thesis (M.S.)--West Virginia University, 2002.Title from document title page. Document formatted into pages; contains iii, 26 p. : ill. Includes abstract. Includes bibliographical references (p. 24-26).
12
McGlinchey, Joseph B. „Internet usage of college students and relationship to psychopathology and addiction symptomatology /“. Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/8997.
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13
Vander, Sanden Amy L. „Computer usage and campus involvement behaviors among Ball State University freshmen matriculates“. Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1215369.
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The purpose of this study was to examine the computer habits and involvement of residential freshmen matriculates at Ball State University to determine if there was a difference in campus involvement levels between students who excessively used the computer for personal or recreational activities and students who did not.The project consisted of 149 non-excessive users (five or less hours per week) and 323 excessive users (more then five hours per week) of the computer for the personal or recreational purposes. Freshmen matriculates were involved in a wide range of opportunities. The higher levels of involvement were from opportunities in Residence Hall, Welcome Week, and UniverCity categories.The findings also indicated that excessive computer users were involved as much as non-excessive users. The amount of time students spent on computers for personal or recreational purposes did not deter students from being involved during their first semester at Ball State University.Department of Educational Leadership
14
Gibson, Carolyn M. (Carolyn Margaret). „A study of the integration of computers into the writing processes of first-year college composition students /“. Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74582.
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Twenty first-year management students were observed as they undertook an Effective Written Communication course (EWC) in a microcomputer lab at McGill University. The study focused on the students' adaptation to the computer during a one-semester course and for a two-year period following the course. Results suggest that although students master the basics of word processors with relative ease, they bring entrenched paper and pen habits to the computer lab; habits that are not easily changed. This study further suggests that because student writers in a first-year composition class are often inexperienced writers and computer users, inferences based upon this group may not apply to other populations.
15
Anderson, Glenda K. (Glenda Kay). „The Association Between Systematic Exposure to Information About Computers and Attitude Changes Among Students Who Are Non-Computer Majors“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332169/.
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The problem with which this study is concerned is the association between systematic exposure to information about computers and attitude changes to computers among students who are non-computer majors. The experimental design includes a semester length course in introduction to computers at a small community college in Texas.
The study has a twofold purpose. The first is to determine the pre-instruction direction and valence of attitudes of non-computer majors towards computers. The second is to determine the post-instruction direction and valence of attitudes of non-computer majors towards computers.
A questionnaire was used to measure attitudes of students towards computers as a pre-test and post-test. The test results were encoded for computer statistical analysis. To determine the valence of changes in attitudes, chi-square tests were applied for each statement of the questionnaire with combinations between pre-test and post-test and each of the variables: gender, age, student performance, and instructor. To determine changes of direction in attitudes, a phi coefficient was applied for each statement of the questionnaire.
The following conclusions may be drawn from the data collected for this study.
1. Based upon gender, age, student performance, and the variable of instructor, there was a significant difference in the valence of changes in attitudes towards computers.
2. Based upon gender, age, student performance, and the variable of instructor, there was no difference in the
direction of change in attitudes towards computers.
16
Peterson, Patricia. „Explaining the technological gender gap : self-efficacy, utilitarian attitudes, and computer use among college students /“. Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-11072008-063546/.
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17
Cheung, Kwok-wing, und 張國榮. „Exploring students' technology acceptance in working online“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31598651.
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18
Song, Yanjie, und 宋燕捷. „Educational uses of PDAs (personal digital assistants): undergraduate student experiences“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841410.
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19
Hert, Ronald Sterling. „A Study of One Computer-Driven Text Analysis Package for Collegiate Student Writers“. Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331597/.
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This study examines the effects of the computer-assisted text analysis program, WRITER'S WORKBENCH, on writing performance, levels of writing apprehension, students' writing processes and attitudes about using the computer and WORKBENCH for writing. A sample of 275 subjects enrolled in freshman composition were divided into an experimental group (N = 200) who used WORKBENCH in a mandatory computer lab component in addition to their composition course and a control group (N = 75) who received only the course, itself. Because random selection of participants was not possible, a Nonequivalent Control Group design was utilized. Holistic scoring of pre and posttest essays revealed a significant improvement in writing among both groups as a result of the treatments, but there was no significant difference in writing gains between the group using WORKBENCH and the group who did not (p = .942) . Similarly, though both groups demonstrated a small decrease in writing apprehension after instruction, there was no significant difference in the degree of decrease between the two groups (p = .201). Also, the data did not support a relationship between writing performance and apprehension. A 40 item questionnaire was given to the experimental group to determine: 1) attitudes about writing with a computer, 2) how students use WORKBENCH, and 3) students' attitudes about WORKBENCH. Some highlights of these findings are that narrow majorities enjoyed and were comfortable using the computer and WORKBENCH, but substantial minorities dissented or were uncertain. While 60% felt happier with their essays after using WORKBENCH and preferred using a computer to write, 89% of students felt word processing represented the greatest advantage and SPELL was the next most popular feature. Personal interviews conducted with 13 of the most and least apprehensive WORKBENCH users revealed that some students ignored the WORKBENCH analyses, and highly apprehensive students experienced more frustration with the computer, employed different writing processes, used WORKBENCH less often and less skillfully, and expressed more dissatisfaction with the computer.
20
Pickard, Stanley R. (Stanley Ray). „College Students' Preference of Computer Input Device: Keyboard versus Mouse“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278967/.
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In the last several years, there has been an interest in graphical user interfaces as compared with character user interfaces. The "mouse" is the device most closely associated with graphical user interfaces. Key strokes are more closely associated with character user interfaces. Given these associations, is there a preference for the keyboard or for the mouse as an input device? The determination of user preference was reduced to the determination of preference of key strokes or mouse clicks for selection of main menu items. The subjects, university students working with Microsoft Works by Microsoft Corporation, copyright 1987-1989, were learning how to use application software. While Microsoft Works was running, tracking software recorded every user key stroke and mouse click, together with data about these key strokes and mouse clicks. From the analysis of these data, common preference for the means of menu item selection was determined.
21
Pysz, Dana Ross. „Student affairs administrators' perspectives on the legal and safety issues associated with students' use of online social networks on college and university campuses a national study /“. Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1779392731&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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22
Lei, Lih-Wei. „Evaluation of computer-assisted instruction in histology /“. Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7707.
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23
Dollar, David Lynn. „Computer-Mediated Communication Impact on the Academic and Social Integration of Community College Students“. Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4334/.
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Although research findings to date have documented that computer-mediated communication (CMC) gets students involved, a substantial gap remained in determining the impact of CMC on academic and social integration of community college students. Because computer technology, specifically CMC, has proliferated within teaching and learning in higher education and because of the importance of academic and social integration, this study was significant in documenting through quantitative data analysis the impact that CMC had on the academic and social integration of community college students. The following research question was addressed: Does computer-mediated communication have an impact on the academic and social integration of community college students as measured by the CCSEQ? The study hypothesized that data analysis will show that there will be no difference in the integrations reported by the control and experimental groups. The overall approach was to conduct a pretest-posttest control-group experimental study using CMC as the experimental treatment. The Community College Student Experiences Questionnaire (CCSEQ) was given to collect data that were used to measure the academic and social integration of the control and experimental groups. After an in-depth analysis of data using descriptive statistics, factor analysis, and ANCOVA, the finding of this study was that there is no statistically significant difference between the control and experimental groups on their academic and social integrations as measured by the CCSEQ. In other words, CMC did not have a positive or negative impact on the integrations of community college students. This study examined for the first time the impact that CMC had on the integrations of community college students and provided an experimental methodology that future researchers might replicate or modify to further explore this topic. Because CMC will continue to increase as technology becomes more available and accessible to faculty and students and because of the importance of academic and social integration, further study on this relationship is vital to higher education research.
24
Bleffert-Schmidt, Anita. „The Blended Learning Experience of Community College Students“. NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/94.
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Blended learning has sometimes been calledthe best of both worlds, combining the advantages of face-to-face instruction with the advantages of online learning. It has been in existence for over a decade, and more research needed to be done to determine its efficacy and desirability for community colleges. The goal of this dissertation was to document the ways in which blended learning has changed the community college learning experience.
The investigation took place at Ulster County Community College, a small rural college in upstate New York. A mixed method, triangulation design was used. Quantitative data were collected from the college's student database regarding final grades in each of the three delivery modes (face-to-face, blended, and fully online). An analysis of variance looked at difference in achievement among the three modalities. No statistically significant difference was found. Archival end-of-semester student questionnaires were analyzed and it was found that even in the early years of blended learning, students were generally satisfied and appreciated the convenience of the blended modality.
Qualitative data were collected through a student focus group and faculty interviews. Student priorities were teacher presence, faculty skill at teaching blended classes, and the support that was available to them from the faculty and administration. Faculty voiced concerns with transitioning from teaching face-to-face or online to teaching blended.
The results suggest that it is not the modality of the course that determines whether or not a student is successful; teacher presence, whether online or in person, is a strong indicator of student success and satisfaction. An instructor who is well-versed in the pedagogy of blended learning, a course with skillfully designed and integrated online components, and an administration that provides channels for technical support, combine to provide students with a successful blended learning experience.
25
Ford, Tiffany D. „Barriers to Computer Programming Student Success| A Quantitative Study of Community College Students in Southwest Missouri“. Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732100.
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Student success in computer programming courses has been a long-studied problem and computer science major retention has historically been substantially lower than other majors. The issue of retention for computer science majors has become more pronounced in two-year, open-enrollment institutions. This quantitative study, grounded in Gardner’s theory of multiple intelligences, attempted to address some of the causes of poor retention for entry-level computer science majors at two-year colleges by looking for predictors of student success in their first computer programming course. Two of the intelligences from Gardner’s (1993) theory, Logical-Mathematical and Visual-Spatial, were used along with two factors: student success in previous mathematics courses and the student’s own perception of his or her programming skill. Three research questions guided the study and a survey instrument was developed to evaluate student success factors such as the number of credit hours enrolled and the amount of time spent on homework. Secondary data were obtained from the institution, which contained grades from math and programming courses. After analysis of the data, results indicated there was not a statistically significant difference in student success in entry-level computer programming classes after having taken at least a college-level math course. There was a significant different found for students who had completed an intermediate-level math class before taking their programming course. The findings of this study may be used to help two-year community college administrators determine the benefits of higher prerequisites for beginning programming courses to increase retention and student success.
26
Dendy, Amy Marie. „Exploring cybersex and alcohol addiction in college students“. Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-03312008-151003.
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27
Mansour, Mohamed K. „Determining the Effectiveness of College Students in Searching the Internet“. NSUWorks, 2004. http://nsuworks.nova.edu/gscis_etd/699.
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The Internet represents a preferred tool of college students in searching for information. Yet, many college students do not search the Internet effectively. The goal established for this study was to investigate the existing abilities of college students to search the Internet, and to explore the reasons behind the inability of those students who cannot search the Internet effectively. The problem investigated in this study was the lack of a valid and reliable way to determine the effectiveness of students in searching the Internet, generally, and the effectiveness of the Palm Beach Community College's West Campus (PBCCWC) students, specifically. This researcher hypothesized that (1) utilizing evaluative criteria to classify students as effective am! In effective Internet searchers, researchers cannot predict students' classifications based on their demographic characteristics, (2) the overall responses of effective students to a questionnaire related to searching the Internet will differ from those of ineffective students, and (3) the inability to search the Internet effectively is attributable to the student more than any other factor.
This study can be characterized as quantitative-qualitative, and be categorized as a descriptive-phenomenological study. The methodology included creating an Internet Search Test (IST) as an evaluative instrument to differentiate between the PBCCWC students who can and cannot search the Internet effectively. It also included a self-administered questionnaire to explore the reasons behind the inability of students who cannot search the Internet effectively. Applying the purposive sampling method, this study represented 20% of PBCCWC's total population through the college's core requisite courses.
The results of data analysis revealed that the variance in effectiveness of Internet search can be accounted for by knowing students' demographic characteristics. This study also found that the perspectives of effective students were not different, to a great extent, from those of ineffective students. The results revealed a high chance that the inability to search the Internet effectively was attributable to students themselves more than institutional factors or any other party or object. However, some additional factors may impact the abilities of students when searching the Internet such as: the design of the interface, or the use of search engines.
28
White, Andrew C. „Students' use of technology in an interdisciplinary multi-media course and the implications for teaching multi-media technology /“. free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901299.
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Doherty, Paula B. „Success Factors Among Community College Students in an Online Learning Environment“. NSUWorks, 2000. http://nsuworks.nova.edu/gscis_etd/490.
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Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll.
The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via Washington ONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect.
The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
30
Sweany, Noelle Wall. „The relationship between strategic learning and college students' hypermedia navigation /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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31
Taylor, Bernard Wayne. „A Study of Anxiety Reducing Teaching Methods and Computer Anxiety among Community College Students“. Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc277692/.
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The purpose of this study was to evaluate the relationship between anxiety reducing teaching methods and computer anxiety levels and learning gain of students in a college level introductory computer course. Areas examined were the computer anxiety levels of students categorized by selected demographic variables, the learning gain of students categorized by selected demographic variables, and anxiety levels and learning gain of students after completion of the course. Data for the investigation were collected via the Standardized Test of Computer Literacy (STCL) and the Computer Opinion Survey (CAIN), developed by Michael Simonson et al. at Iowa State University. The nonequivalent pretest/posttest control group design was used. The statistical procedure was the t test for independent groups, with the level of significance set at the .05 level. The data analysis was accomplished using the StatPac Gold statistical analysis package for the microcomputer. Based upon the analysis of the data, both hypotheses of the study were rejected. Research hypothesis number one was that students in a class using computer anxiety reducing teaching methods would show a greater reduction in computer anxiety levels than students in a traditional class. Hypothesis number two was that students in a class using computer anxiety reducing methods would show a greater learning gain than students in a traditional class. This research revealed that there was no statistically significant difference in the computer anxiety levels or the learning gain of students between the control group and the experimental group.
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Snyder, Karen Hope. „Roles of Students and Instructors in a Pilot Computer-based College Algebra Course“. Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/SnyderKH2006.pdf.
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Welsh, Josephine Amy. „The Effects of Computer-Based Instruction on College Students' Comprehension of Classic Research“. W&M ScholarWorks, 1990. https://scholarworks.wm.edu/etd/1539625641.
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34
Rumfield, Nancy J. „Effects of Graphics and Presentation Format on Information Retention in College Students“. NSUWorks, 1995. http://nsuworks.nova.edu/gscis_etd/811.
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This study investigated the effects of both graphics and presentation format on information retention. An additional consideration was if the learning style of these students would also influence information retention. Subjects were selected from the "Introduction to Instructional Communications" courses at a Slate university in West Chester, Pennsylvania. The purpose of this study was to determine how college students' information retention of a reading passage would be affected by graphics supplementing text and by presentation media, which was paper copy or computer screen display.
An "Informed Consent" form, demographics form and a Kolb Learning Styles Inventory (LSI) were completed during the initial meeting. Students were then assigned to one of four treatment groups - non-graphics/paper copy, graphics/paper copy, non-graphics /computer screen display, or graphics/computer screen display. One week later students read a short passage using one of the four treatments. Students reading from computer screen display were in a different room from those reading from paper copy. A paper and pencil, multiple choice test was given to each participant at one, two, and three week intervals following the reading.
The textual material and tests for retention were materials that had been developed specifically for this study. The other instrument chosen for this study was the Learning Styles Inventory (LSI) (Kolb 1985). The graphics were developed by the investigator and were validated by experts who specializes in the design of visuals for education and instruction. Trained research assistants aided in conducting the research. A multivariate repeated measures analysis of variance (MANOVA) was used to analyze the three independent variables (media, graphics and learning styles), using the subject retention scores as the dependent variable. In addition any interaction between media and graphics was examined.
There was a significant difference between the graphics and the non-graphics groups in that the non-graphics groups retained more over time than the graphics groups. The findings of this study do not support the evidence from previous research that graphics have a significant positive affect on information retention or that there is no significant difference between graphics and non-graphics for retention. In contrast to these previous studies, the mean retention scores of the graphics group were consistently lower than those of the non-graphics group.
This study indicates that the media had no effect on the retention scores, despite previous research indicating a preference for paper copy as well as poorer performance using the computer. Also, the students' learning style did not have an impact on information retention. In reviewing the results of the study the reader must remember the high attrition rate and the tendency was for those who dropped out of the study to have lower GPA's. Therefore the results of the study can only be generalized to those with the higher GPA's. In addition, these results must be reviewed as preliminary because the small number of cases in some groups may result in unstable estimates.
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Mansfield, Malinda. „The Impact of the Digital Divide on First-Year Community College Students“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3532.
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Some students do not possess the learning management system (LMS) and basic computer skills needed for success in first-year experience (FYE) courses. The purpose of this quantitative study, based on the Integrative Learning Design Framework and theory of transactional distance, was to identify what basic computer skills and LMS skills are needed for first-year students to be successful in FYE courses. A survey was offered to 368 first-year students and 47 first-year instructors at a large Midwestern community college to compare instructors' perceptions of the computer literacy skill levels necessary for FYE student success with FYE students' self-reported current computer skill levels. An independent-samples t test was used to compare the means of the 2 groups (FYE instructors and FYE students) to evaluate whether the groups were significantly different from each other regarding needed basic computer skills. Analyses revealed significant differences between the groups in adding borders and highlighting in word processing software, posting initial threads and replies in discussion boards, submitting assignments, locating the online course calendar and syllabus, and forwarding e-mails. The findings of this study prompted a recommendation to change the student entrance policy to include student computer literacy workshops and placement exams. This study impacted positive social change by providing information to educators at the study site as to the computer literacy and LMS skills that are needed in a FYE course, therefore aiding FYE students in the future.
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Johnson, Gregory. „Beliefs of Graduate Students About Unstructured Computer Use in Face-to-Face Classes with Internet Access and its Influence on Student Recall“. Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2089.
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The use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student engagement. This study investigates graduate students' beliefs about computer use with Internet access during graduate face-to-face lecture classes in which computer use is neither mandated nor integrated in the class and the effect of such use on student recall. Methods include a 44-item questionnaire to investigate graduate students' beliefs about computers and two experiments to investigate the influence of computer use during a lecture on students' memory recall. One experimental group (open laptop) used computers during a lecture while the other (closed laptop) did not. Both groups were given the same memory recall test after the lectures, and the resulting scores were analyzed. Two weeks later, a second phase of the experiment was implemented in which laptop groups were reversed. Results from the first experiment indicated no statistically significant difference in recall scores between the open laptop group (M = 54.90, SD = 19.65) and the closed laptop group (M = 42.86, SD = 16.68); t (29) = -1.82, p = .08 (two tailed). Conversely, the second experiment revealed statistically significant differences in scores between the open laptop (M = 39.67, SD = 15.97) and the closed laptop group (M = 59.29, SD = 26.88); t (20.89) = 2.37, p = .03 (two tailed). The magnitude of the difference in mean scores (mean difference = 19.62, 95% CI: 2.39 to 36.85) was large (eta squared = 0.17). Multiple regression analysis suggests two factors accounted for 10% of the variance in recall scores: (1) students' beliefs about distractions from computer use, and (2) beliefs about the influence of computer use on memory recall. Based on survey findings, participants (N=116) viewed computers and Internet access in graduate classes as helpful academic tools, but distractions from computer use were major sources of concern for students who used computers in graduate classes and those who did not. Additionally, participants believed academic productivity would increase if instructors integrated computer use appropriately in the curricula. Results of the survey and experiments suggest unstructured computer use with Internet access in the graduate classroom is strongly correlated with increased student distractions and decreased memory recall. Thus, restricting unstructured computer use is likely to increase existing memory recall levels, and increasing unstructured computer use is likely to reduce memory recall. Recommendations include changes in the way students use computers, pedagogical shifts, computer integration strategies, modified seating arrangements, increased accountability, and improved interaction between instructors and students.Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Knezek, David J. (David John). „The Effects of Computer Intensive Classwork on the Critical Thinking Skills of Community College Students“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278471/.
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To determine the relationship between computer intensive classwork and change in critical thinking skills exhibited by college students, the Watson-Glaser Critical Thinking Appraisal, which generates Inference, Assumptions, Deduction, Interpretation, Arguments, and Total scores, was administered as pretest and post-test to students enrolled in four sections of a freshman level writing class at a community college, where two sections each were taught by computer intensive (computer) and traditional (non-computer) methods. Students completed a Demographic Questionnaire regarding previous computer experience, gender, and ethnicity. Where available, reading skills information was obtained from college records.
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Feng, Yamiao. „Factors influencing college students’ attitude toward PSAs for recruiting volunteers“. Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-8687.
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Background: Public service advertising in China just has two decades years of history and media used for public service advertising mainly focus on print advertising. Compared to commercial advertising, public service advertising is not mature in China whatever in the forms, content variety or media. Chinese internet users have increased rapidly in recent years, so in this situation, the development of online PSAs is especially important. While many researches focus on print media, few are about PSAs on internet. The money of charity organization spent on PSAs is rare, because the donators want their donation spent on important place. So the quality of PSAs is important to attract people’s attention.Purpose: The purpose of this thesis is to investigate the factors influencing college students’ attitude toward online public service advertising for recruiting volunteers.Method: A quantitative method is taken in this thesis. The primary data are collected through questionnaire and the sample is college students in university in Shanghai for science and technology. The secondary data come from mainly E-library, E-journal and books. To analyze the data, hypothesis testing method is used and SPSS is used as statistical analysis tool.Conclusions: Entertainment, informativeness, irritation, credibility and advertising value these factors from Ducoffe’s model are applied to the research on attitude toward PSAs. The result shows that factors of entertainment, informativeness and advertising value have positive influence on college students’ attitude, while factors of irritation and credibility don’t have influence on college students’ attitude toward volunteer recruitment PSAs, thus they have a nearly neutral attitude. Entertainment and informativeness have significant correlation with advertising value separately, and this situation can also be applied to attitude toward PSAs. Advertising value has significant correlation with attitude toward PSAs. So the Ducoffe’s model is not totally appropriate for the research on attitude toward PSAs.
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Hansman-Ferguson, Catherine A. „Writing with computers : a study of adult developmental writers“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941576.
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Many adults who enter universities to continue their education are placed in developmental or basic writing classes. With the prevalence of computers on university campuses, some of these writing classes are taught in computerbased classrooms, which may cause adult learners to be apprehensive of both writing and computers. Previous research studies regarding writing and computer apprehension have examined traditional age college students, ignoring how the social context of the computer-based classroom and the computers used as tools for writing may affect adult learners' attitudes toward both writing and computers. The purpose of this descriptive study of adult developmental writers was to examine their perceptions of the effects of computers in a computer-based writing classroom, focusing on how the context of the classroom, including the social situation within the computer-based classroom, influenced their attitudes and apprehension toward both writing and computers.In order to obtain scores that indicated students' apprehension toward writing and computers, the Daly-Miller Writing Apprehension Test and the Loyd and Gressard Computer Attitude Survey were given to adult learners (n=41) at the beginning and the end of the semester to determine changes in students' apprehension. Additional data from interviews, observation reports, and journals of twelve adult learners allowed the researcher to examine students' perceptions of their interactions with other students and between students and their computers, thus promoting an understanding of the context in which learning to write took place.Findings indicated that adult learners' apprehension scores toward writing and computers decreased by the end of the semester in the computer-based classroom. Qualitative data revealed that the computer-based classroom provided a context that enabled students to form supportive peer groups which helped and impacted their writing, allowing them to develop fluid processes for writing with computers.This study has particular relevance for understanding how adults learn to write in various settings. Adult learners are a special population with unique needs. Apprehension toward writing and computers affects adult learners' attitudes toward writing, many times causing them to drop out of educational programs. This study illuminates the problems and feelings adults face as they learn to write using computers.Department of Educational Leadership
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Wong, Yuet-wai. „Students' motivational factors in learning English grammar in a computer-supported learning management system“. Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039766.
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Frost, Douglas A. „Using A Computer Aptitude Test To Investigate Differences Between Students In Selected College Curricula“. NSUWorks, 1993. http://nsuworks.nova.edu/gscis_etd/529.
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With the rapid spread of the microcomputer as a business tool, large numbers of people, who may not possess the typical skills of the computer professional, are using the computer to solve business problems. This dissertation explores the extent to which computer aptitude is present in a selected group of college students. A nationally normed test for computer aptitude was administered to upper-level college students in five curricula, Computer Science, Information Management, Business, Music, and Liberal Arts.
The computer aptitude measure, CAQ Score, and its subordinate elements were compared across the five curricula. Computer aptitude was also contrasted with measures of math experience, gender, and grade point average. Statistical tests included t-tests, ANOVA, and correlation. The mean computer aptitude score for all students tested was found to be more than one standard deviation above the nationally normed values. CAQ Score and some underlying measures were found to be significantly different between students in Computer Science and Information Management versus those in Liberal Arts. The mean CAQ scores of students who had taken higher level math courses were significantly higher than students who had only high school math courses. The mean scores of male students were significantly higher than those of female students. CAQ Scores varied significantly with GPA. However, the r squared value was less than 0.10.
The first conclusion was that college students possess higher computer aptitude than the average population. Second, there are significant differences in computer aptitude among students in the curricula tested. It was concluded that computer aptitude differs by gender, caused by the underlying measure called Logical Structures. It was also concluded that students who complete advanced mathematics courses are apt to possess more computer aptitude than those who terminate their math courses at a lower level. Finally, because of the weak r value of the significant relationship between GPA and CAQ, and the previous math findings, it was concluded that computer aptitude is related to an element of general intelligence that is common to computer and math skills. The study recommends that further research be done into the elements of computer and math skills that may be similar or differ from those of general intelligence. Because of findings related to Music students, it is recommended that research be done on the similarities and Differences in math and music cognitive skills. Finally, the study recommends that research be conducted into the spectrum of computer skills ranging from the technical computer professional to the person who uses the computer as a business tool.
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Onukwuli, Francis O. „Institutional predictors of Black college students' academic success in Computer Science and Mathematics majors“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/3258.
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The purpose of this study was to examine the extent to which controllable institutional variables, as perceived by Black college students, are related to their academic performance. The population for this study came from an historically Black college in Atlanta, Georgia. Using an Ex Post Facto research design, the study focused on the freshman year experience by asking 38 second year computer science and mathematics majors to review their freshman year retrospectively. Data were collected from the population using the Student Survey on Awareness and Utilization Instrument. Pearson correlation and regression were used to analyze the data. The study revealed that there is a significant relationship between 7 of the awareness and utilization variables (independent) and students• academic performance (dependent). The study concludes by recommending that colleges institutionalize certain practices for freshmen in order to enhance their academic prowess.
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Miranda, Jeffrey. „The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students“. FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1148.
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Many students are entering colleges and universities in the United States underprepared in mathematics. National statistics indicate that only approximately one-third of students in developmental mathematics courses pass. When underprepared students repeatedly enroll in courses that do not count toward their degree, it costs them money and delays graduation. This study investigated a possible solution to this problem: Whether using a particular computer assisted learning strategy combined with using mastery learning techniques improved the overall performance of students in a developmental mathematics course. Participants received one of three teaching strategies: (a) group A was taught using traditional instruction with mastery learning supplemented with computer assisted instruction, (b) group B was taught using traditional instruction supplemented with computer assisted instruction in the absence of mastery learning and, (c) group C was taught using traditional instruction without mastery learning or computer assisted instruction. Participants were students in MAT1033, a developmental mathematics course at a large public 4-year college. An analysis of covariance using participants’ pretest scores as the covariate tested the null hypothesis that there was no significant difference in the adjusted mean final examination scores among the three groups. Group A participants had significantly higher adjusted mean posttest score than did group C participants. A chi-square test tested the null hypothesis that there were no significant differences in the proportions of students who passed MAT1033 among the treatment groups. It was found that there was a significant difference in the proportion of students who passed among all three groups, with those in group A having the highest pass rate and those in group C the lowest. A discriminant factor analysis revealed that time on task correctly predicted the passing status of 89% of the participants.
It was concluded that the most efficacious strategy for teaching developmental mathematics was through the use of mastery learning supplemented by computer-assisted instruction. In addition, it was noted that time on task was a strong predictor of academic success over and above the predictive ability of a measure of previous knowledge of mathematics.
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Pennings, Robert D. „Basic computer literacy skills expected of students by instructors at Wisconsin Indianhead Technical College“. Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001penningsr.pdf.
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Vignare, Karen Kraus. „An Investigation of Traditionally-Aged College Students' Perceptions of the Community of Inquiry“. NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/330.
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Online learning courses are taken by nearly 31% of college students (Allen & Seaman, 2011). The majority of those enrolled in online learning are graduate and non-traditional undergraduate students. Survey data from multiple sources show a growing number of traditional students enrolling in online courses or online only universities. There is a lack of information about younger college students enrolling in online courses and those attending online only institutions. Without more research on the perceptions of this population, it is difficult to design an effective online learning environment. The Community of Inquiry (CoI) framework has been used as a process model that defines, describes and measures the tasks supporting online learning. The core elements are the three overlapping presences of teaching, social and cognitive and the interrelationships among those presences. Through more than a decade of work on the framework, a methodology and survey instrument emerged for studying the potential and effectiveness of online learning. Will younger college students enrolling today perceive the CoI framework and the presences from the model, the same way that non-traditional students have in the last decade?
Most CoI studies sample non-traditional adults aged 25 and older. American Public University System (APUS) is a for-profit online only institution which publishes research studies that contribute to the growing number of CoI studies available. In the last four years APUS has provided large samples to validate the CoI model and investigate how CoI relates to retention and course design. The limited purpose of the research is to determine whether the CoI framework and its current results, is applicable to a select group of traditional students aged 21 and under who enroll in only online courses APUS.
Through an exploratory study using statistical tests including a factorial analysis, the first sample population (n=2,019) consisted of students', 21 and under, responses to the CoI questionnaire and the second sample (n=125,039) was the responses of students older than 21. The samples were compared to determine if there was any significant difference between the perceptions of non-traditional and younger college students on the CoI model. Results indicated that the comparative means of the two populations are highly correlated at .924 but the p value is .000 at the 95% confidence interval. The two populations are different. A factor analysis showed that both samples perceived a three factor solution. The total variance explained was very similar for both samples. For the students who were 21 and under, the three factors accounted for 77.16% of the total and for the older students, three factors accounted for 74.17% of the total. The factor analysis results from the younger students also show that each item from the questionnaire is associated with the appropriate factor. The factor analysis results correspond to previous validated research conducted on the CoI model.
The results continue to support the validity of the CoI model, but the differences in the populations are significant. The significance tests are useful but may not be as meaningful as the factor analysis due to the size of the samples. This research adds to the body of knowledge on the CoI model, a dominant theory that describes what learners perceive in an online environment. The results inform the understanding of the CoI model as it applies to younger college learners' perceptions of an effective online learning environment.
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Escatiola, Joanne Ambat. „How effective are college based websites at providing students with the information necessary to make an informed college choice?“ CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3234.
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The purpose of the project was to develop a rubric to assess whether a selected group of college websites, chosen to represent most of what is available to students, meet the requirements necessary for students to make an informed college choice. The project was undertaken as a way to determine if these sites, individually or as a whole, present enough information for students to make a choice that correctly aligns with their college aspirations.
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Fritz, Corey F. „The use of homework grades to compute final course grades in a college preparatory chemistry class“. Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009fritzc.pdf.
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Gardner, Matthew. „A Qualitative and Evaluative Study on Recruiting and Retaining Students in College Computer Science Programs“. DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/2021.
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Computer science is a discipline that is increasing in importance and value in our society, yet we are still failing to graduate a sufficient number of students to keep up with the demand required in the United States economy. We research several ways to retain students. We also discuss ways to increase students’ interest in the major, i.e., those who normally would not know about computer science. We discuss ways to increase female participation as well as overall participation in the major.
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Wang, Qi. „Blending Electronic and Classroom Teaching to Support Deaf and hard of Hearing College Students“. NSUWorks, 2006. http://nsuworks.nova.edu/gscis_etd/911.
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At Gallaudet University (GU), the undergraduate computer information systems (CIS) program serves deaf and hard of hearing (DHH) students who primarily depend upon visual sensory inputs to process information. Unique environmental variables have adversely affected student learning delivered through traditional one-pace-fits-all classroom lectures. These factors include GU's liberal undergraduate admission policy, lack of a universal signing standard, extensive use of fingerspelling in CIS signed lectures, and the practice-based skill acquisition nature of CIS content which requires learning labs replicating a real-world environment. Recent literature confirms many advantages inherent in using e-Learning in an online learning environment. Major benefits experienced among the hearing population from academic institutions and the corporate training arena serve as guideposts for addressing GU's teaching and learning challenges. To realize these benefits, additional aspects of the deaf education and learning environment must be accommodated. These include close social interaction and peer support and degrees of English language difficulty among many deaf learners. To incorporate recent advances of e-Learning into GU's inclusive classroom, the study aimed to design, develop, implement, and evaluate all instructional delivery system that would blend e-Learning with classroom instruction to enhance DHH college student comprehension o/CIS content. Due to limited literature guidance for blended learning design, the special study population, and the under-researched topic, extensive pre-trial preparation work was planned and performed in the fall 2005 semester. The preparation phase involved the design and development of the blended instructional delivery system prototype. Data collection instruments and protocols were developed and validated by an expert panel as part of the groundwork. The prototype was implemented and evaluated among three selected CIS courses during the spring 2006 semester. A descriptive and explorative multiple-case study methodology was chosen to collect, analyze, and report on data. Throughout the trial, iterations of concurrent data collection and analysis were conducted in parallel with modifications and new development driven by user feedback and preliminary findings. Learning outcome and learner satisfaction were evidently improved. Results were validated through triangulation, member checking, and external audit. The chain of evidence, thus established, has indicated that the study has successfully accomplished its goal.
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Profeta, Patricia C. „Effectiveness of Asynchronous Reference Services for Distance Learning Students Within Florida's Community College System“. Diss., NSUWorks, 2006. https://nsuworks.nova.edu/gscis_etd/780.
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The impact of distance learning on higher education and the need to provide equitable library services to students in the digital environment emerged as critical areas during the 1990s. Library services available to distance learning students included digital reference and instructional services, remote access to online research tools, database and research tutorials, interlibrary loan, and document delivery. Digital reference services appeared to be one of the more significant services proffered by academic libraries although these services were developed often without forethought to goals and assessment. The purpose of this study was to examine the adequacy of asynchronous e-mail reference services offered through Florida's 28 community college libraries and the contribution of these digital reference service providers to the students' online learning community. The researcher analyzed data obtained through an unobtrusive study of asynchronous digital reference services and interviews conducted with digital reference service providers. Studies existed for traditional and telephone reference service; however, the literature lacked studies addressing asynchronous digital reference service. Results from the unobtrusive portion of this study showed that the researcher received 240 of a possible 392 responses from the digital reference service providers. The researcher scored 24% as accurate with source information, 4% as accurate without source information, 20% as partly accurate with source information, and 7% as partly accurate without source information. The students scored 48% as accurate with source information, 12% as accurate without source information, 17% as partly accurate with source information, and 9% as partly accurate without source information. Responses took anywhere from 6 seconds to 20 days. The communication techniques exercised by the DRSPs were substandard. The study resulted in recommendations for the areas of digital environment, unobtrusive methodology, standards, accuracy, measurements, online relationships, training of digital reference service providers, student training, institutional responsibility, and marketing.