Computer literacy: Implications for teaching a college-level course

Journal of Information Systems Education 13(2).


The purpose of this study was to investigate students' perceptions of computer literacy skills they had obtained prior to enrolling in a university and to develop implications and recommendations for teaching a college-level computer course. One hundred twenty-five students who were currently enrolled in a required university computer literacy course completed a questionnaire. Students were asked to identify their skill level in various types of software and their exposure to computer concepts and issues. Results showed that students perceived themselves to be better prepared in word processing than they did in spreadsheet and database applications and that they had not received extensive coverage of ethical, social, legal and global issues. In determining the content of a university computer literacy course, consideration needs to be given to nontraditional students who have not been exposed to computers as well as those students who enter the university with a variety of skill levels. Additionally, an improved and extended coverage of database and spreadsheets might be warranted in a college level computer course. Since required computer literacy competencies are continually changing for high school graduates, it is imperative that universities monitor design and content of the curriculum to provide an adequate computer literacy background for university students.

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Available from: Nitham Hindi, Nov 13, 2014
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    • "The sample for the present study was limited to college students. This group is appropriate for studying the effects of emerging features of web sites because college students are computer-literate and comfortable with new technology (Hindi et al., 2002; Hoffman and Vance, 2005; McEuen, 2001) and, therefore, more likely to try or use these features. A total of 152 subjects (73.8 percent) were female and 54 (26.2 percent) were male. "
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    • "nistered as part of college entrance requirements, 75 percent of the students scored above minimum for word processing, but only 40 percent scored above minimum for database. As well, Giovannini and Poyner (2001) reported that database entry and validation are used to a greater extent in businesses than they are covered in the business curriculum. Hindi, et. al.(2002) recommend that the microcomputer applications course add more emphasis to database and spreadsheet tools."
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