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ERIC Number: ED527343
Record Type: Non-Journal
Publication Date: 2008
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-0423-2
ISSN: N/A
Comparison of Self-Perceptions of Computer Literacy and Skills Proficiency Assessment of College Students in Entry Level Technology Courses
Cammack, Nancy
ProQuest LLC, Ed.D. Dissertation, Lamar University - Beaumont
This study was designed to compare perceived computer literacy with skills proficiency assessment of given skill sets with a second purpose to investigate the impact of certain variables on perceptions and skills proficiency of students enrolled in an introductory college level technology course. Implementation of survey research and hands-on assessment was conducted for 86 students at a two-year college. Data analysis included compilation of descriptive statistics, correlation analysis, t-tests, analysis of variance (ANOVA), and regressions. Results of the study demonstrated the students' age group has the greatest impact on self-perception as well as hands-on skills proficiency for skills sets. Traditional and non-traditional students have different abilities upon entering the entry level technology course. For the technology educator, consideration of different skills sets and pre-assessment of skills at the beginning of an entry-level course may provide critical success factors for curriculum presentation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A