You are here

Home » Content

A comparative study of cognitive and affective outputs of students with Computer Prior-Knowledge (CPK) and students without Computer Prior-Knowledge in their computer studies

Journal Name:

  • World Journal on Educational Technology

Publication Year:

  • 2012

Key Words:

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
The study sought to establish the kind of computer prior knowledge (CPK) students in a teacher training college possessed before enrolling with college. It also analysed the differences in students’ cognitive and affective outputs in their computer studies between students with CPK and those without it. Participants were 168 students from a teachers’ college. Data were collected using a structured survey questionnaire. Data were analysed statistically using SPSS to determine differences in students’ perceived computer self–efficacy (CSE) and academic performance in their computer studies between the two groups. Almost half the students were computer illiterate before joining college. A majority of students with CPK had little experience in using the computers prior to joining college while very few had computer qualification. Most of the students with CPK possessed basic computer hardware and software skills and a few others, higher order computer skills. The computer CSE of students without CPK compared badly with that of students with CPK. Both the groups of students experienced difficulties in learning advanced computer skills. Students with CPK displayed better performance in computers than students without it in a statistically significant manner. Hence results of this study confirm the importance of computer prior knowledge. This has implications on policy for running computer courses with respect to grouping students, effecting differentiated instruction and strategies for dealing with students’ learning difficulties in the higher learning institution.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastrmx_159831_4_pp_29-42.pdf
  • 1
29-42
  • English

REFERENCES

References: 

Ausubel, D. P. (2000). The Acquisition and Retention of Knowledge: a Cognitive View. Dordrect; Boston: Kluwer Academic Publishers.
Bandura A. (1997). Self-Efficacy: The exercise of control. New York: WH Freeman and Company
Caglar, M., & Demirok, M. (2010). Students Computer Skills in Faculty of Education. Cypriot Journal of Educational Sciences, 5(3), 203-211.
Chikasha, S, Tarugarira, J. and Petegem, W.V. (2006) A study on the human factor issues of lecturers and students that hinder the establishment of an e-learning enabled tertiary institution in a traditionally face to face institution. Zimbabwe Journal of Educational Research. 18 (1) pp17-49.
Chitanana, L. (2009). An assessment of the utilisation of computers as teaching and learning resources: A case of Gweru Urban Schools. Zimbabwe Journal of Educational Research, 21(3) 323-339
Department of Teacher Education(2006). Handbook of the Scheme of Association. Harare: University of Zimbabwe.
Farajollahi, M., & Moenikia, M. (2011). The effect of computer-based learning on distance learners self regulated learning strategies. World Journal on Educational Technology, 3(1), 28-38.
Frazer, J.& Hugo, A.J.(1996).Distance learners’ perceptions of the tutorial packages and coursework policies at different distance education(DE) institutions in South Africa. Educare: Journal of the Faculty of Education. 25(1&2): 29-34.
Hasan, B.(2003).The influence of specific computer experiences on computer self-efficacy beliefs. Computers in Human Behaviour. 19: 443-450 Retrived on 15 December 2010
House, P.A. (1988). Components of success in Mathematics and Science. School science and Mathematics, 88 (8): 632-641.
Isman, A. & Celikli, G. E. (2009). How does student ability and self-efficacy affect the usage of computer technology? The Turkish Online Journal of Educational Technology, 8 (1), 33-38.
Karahoca, A., Karahoca, D., & Yengin, . (2010). Computer assisted active learning system development for critical thinking in history of civilization. Cypriot Journal of Educational Sciences, 5(1), 4-25.
Chitanana Lockias et. all / World Journal of Educational Technology (2012) 29-42
42
Keser, H., Ozdamli, F., Bicen, H., & Demirok, S. M. (2010). A Descriptive Study of High School Students’ Game-Playing Characteristics, International Journal of Learning and Teaching, 2 (2) 25-33.
Koc, M. & Bakir, N. (2010) A needs assessment survey to investigate pre-service teachers knowledge, experiences and perceptions about preparation to using educational technologies. The Turkish online Journal of educational Technology, 9 (1), 13-22
Leithwood, K. A. (1981) The Dimensions of Curriculum Innovation, Journal of Curriculum Studies, 13 (2) , 217-219.
Mpofu, E. (1996). An evaluation of the role of meta-cognitive strategy training in the remediation of learning disabilities. MJEAS, 2 (1),16-25.
Nziramasanga, C.T. (1999). Report for the presidential commission of Inquiry into Education and Training, Harare, Government Printers.
Ott, M., & Tavella, M. (2010). Motivation and engagement in computer-based learning tasks: investigating key contributing factors. World Journal on Educational Technology, 2(1), 1-15.
Pintrich, P. R. , Wolters, C. A. & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw, & J.C. Impara (Eds.) Issues in the measurements of metacognition. Lincoln: Buros Institute of Mental Measurements, 43-98.
Reinen I.J. and Plomp T. (1997) "Information Technology and Gender Equity: A Contradiction in Termins?". Computers Education, 28 (2). 65-78.
Roth, R. M. & Karsten, R. (1998) Computer Self-Efficacy: A Practical Indicators of Student Computer competency in Introductory IS Courses. Information Science. 1 (3): 61-68.
Selaledi, D.K. (2000). Teachers’ classroom discipline and management self efficacy scale. South African Journal of Education, 20 (4): 129-132.
Stean, L.A. (1988). Out from under achievement. Issues in Science and Technology, 5 (1), 88-93.
Topcu, A. & Ubuz, B. (2008) The effects of Meta Cognitive Knowledge on the Pre-Service Teachers’ Participation in the Asynchronous Online Forum. Educational Technology and Society, 11 (3), 1-12.
Woolfolk, A. E., Winnie, P. H., Perry, N.E. & Shapka, C. (2010), Educational Psychology (4th Ed). Toronto: Pearson.

Thank you for copying data from http://www.arastirmax.com