Does computer confidence relate to levels of achievement in ICT-enriched learning models?

Paper


Cretchley, P.. 2005. "Does computer confidence relate to levels of achievement in ICT-enriched learning models?" 8th IFIP World Conference on Computers in Education (WCCE 2005): 40 Years of Computers in Education: What Works?. Stellenbosch, South Africa 04 - 07 Jul 2005 South Africa.
Paper/Presentation Title

Does computer confidence relate to levels of achievement in ICT-enriched learning models?

Presentation TypePaper
Authors
AuthorCretchley, P.
Journal or Proceedings TitleProceedings of the 8th IFIP World Conference on Computers in Education (WCCE 2005)
Number of Pages8
Year2005
Place of PublicationSouth Africa
ISBN1920017119
Conference/Event8th IFIP World Conference on Computers in Education (WCCE 2005): 40 Years of Computers in Education: What Works?
Event Details
8th IFIP World Conference on Computers in Education (WCCE 2005): 40 Years of Computers in Education: What Works?
Event Date
04 to end of 07 Jul 2005
Event Location
Stellenbosch, South Africa
Abstract

Employer expectations have changed: university students are expected to graduate with computer competencies appropriate for their field. Educators are also harnessing technology as a medium for learning in the belief that information and communication technologies (ICT's) can enliven and motivate learning across a wide range of disciplines. Alongside developing students' computer skills and introducing them to the use of professional software, educators are also harnessing professional and scientific packages for learning in some disciplines. As the educational use of information and communication technologies increases dramatically, questions arise about the effects on learners. While the use of computers for delivery, support, and communication, is generally easy and unthreatening, higher-level use may pose a barrier to learning for those who lack confidence or experience. Computer confidence may mediate in how well students perform in learning environments that require interaction with computers. This paper examines the role played by computer confidence (or computer self-efficacy) in a technology-enriched science and engineering mathematics course in an Australian university. Findings revealed that careful and appropriate use of professional software did indeed enliven learning for the majority of students. However, computer confidence occupied a very different dimension to mathematics confidence: and was not a predictor of achievement in the mathematics tasks, not even those requiring use of technology. Moreover, despite careful and nurturing support for use of the software, students with low computer confidence levels felt threatened and disadvantaged by computer laboratory tasks. The educational implications of these findings are discussed with regard to teaching and assessment, in particular. The TCAT scales used to measure technology attitudes, computer confidence/self-efficacy and mathematics confidence are included in an Appendix. Well-established, reliable, internally consistent, they may be useful to other researchers. The development of the computer confidence scale is outlined, and guidelines are offered for the design of other discipline-specific confidence/self-efficacy scales appropriate for use alongside the computer confidence scale.

Keywordsachievement; computer attitudes; learning; scales
ANZSRC Field of Research 2020460806. Human-computer interaction
390405. Educational technology and computing
390409. Learning sciences
Public Notes

This conference paper was also published as an article #1766.

Byline AffiliationsDepartment of Mathematics and Computing
Institution of OriginUniversity of Southern Queensland
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https://research.usq.edu.au/item/q04zv/does-computer-confidence-relate-to-levels-of-achievement-in-ict-enriched-learning-models

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