The Impact Of Selected Instructional Factors On The Quantity And Quality Of Computer Skills Acquisition And Use By University Students

The Impact Of Selected Instructional Factors On The Quantity And Quality Of Computer Skills Acquisition And Use By University Students

Loading document ...
Page
of
Loading page ...

Author(s)

Author(s): Violet Zengeya-Makuku, V. Matswetu, W. Munakandafa

Download Full PDF Read Complete Article

650 1165 42-52 Volume 2 - Mar 2013

Abstract

Zimbabwean universities incorporated Information and Communication Technologies (ICTs) into their curricula as a key aspect enabling students to improve ICT skills quality through Internet researching, communication and using software packages for learning and future employment. However, numerous factors influence computer skills acquisition and use among these students whose levels of computer literacy vary due to their divergent educational and social backgrounds. A qualitative case study was done to find out how particular factors influenced the quantity and quality of computer skills attained by students doing the Introduction to Computers CS101 course and how this relates to students’ final competence levels and ICTs usage. Findings of the study indicate that whilst lecturers have the requisite qualifications to teach the course, the shortage of resources, lack of differentiation of students as well as inconsistency in lecture attendance by both students and lecturers compromise the quality and quantity of skills attained by students. In addition time allocation during lessons, and the assessment procedure are strongly skewed in favour of the theoretical, rather than the practical component. Attachment and library services were very supportive in refining I.C.T. skills. Time allocation during lessons and the assessment procedure should reflect that the course is practical oriented. The government could also assist in the provision of ICT infrastructure in schools and tertiary institutions. It is imperative for the relevant education ministries to enforce educational policy changes which make it mandatory for pupils and students to have certain Information Technology (I.T) skills before they complete particular main education levels.

Keywords

Quality Assurance, Information and Communication Technologies, Computer Skills curriculum, Higher Education

References

  1. Angello, C. and Wema, E. (2010). Availibity and usage of ICTs and e-resources by livestock researchers in Tanzania: Challenges and way forward. International Journal of Education and Development using Information and Communication Technology. 6 (1)
  2. Ben Youssef, A. and Dahmani, M. (2008). The Impact of ICT on Student Performance in Higher Education: Direct Effects, Indirect Effects and Organisational Change. The Economics of E-learning. Vol 5 (1): 45-56. Downloaded on 19/07/2012. Retrieved from http;//www.uoc.edu/rusc/5/1/dt/eng/benyoussef_dahmani.pdf
  3. Eisenberg, M. B. and Johnson, D. (2002). Learning and teaching information technology computer skills in context. Retrieved from: http://www.libraryinstruction.com/info-tech.html Downloaded on 23/11/2011
  4. Faessler, L., Hinterberger. H., Dahinden, M. and Wyss, M. (2006). Evaluation Student Motivation in Constructivistic, Problem-based Introductory Computer Science Courses E-learn (AACE). Honolulu Pg 1178-1185
  5. Kamar, N. (2008). Marketing of Electronic Information Resources: A case of the J.D. Rockefeller Research Library, Egerton University. Journal of Library and Information Science 34(1):89-93
  6. Lwehabura, M. J. F. (2008). Skills and training needs for use of electronic information resources (EIRs) among students in four Tanzanian universities. University of Dar es Salaam Library Journal 10 (1)
  7. Manda, P. A. (2005). Electronic resource usage in academic and research institutions in Tanzania. Information Development 21 (4): 269-282
  8. Oman, P. W. (1986). Identifying student characteristics influencing success in Introductory Computer Science. AEDS Journal 19 (2-3): 226-233
  9. Oniye, A.O., Yahay, L, A., and Alawaye, A.S. (2010). Need for an Integrated Information and Communicating Technology (ICT) in Nigerian institutions of Higher learning Conference proceedings of Collaboration of Education Faculties in West Africa CEFWA 2010 pg 305-311
  10. Sari, A, (2012). Impact of Determinants on Student Performance Towards Information Communication Technology in Higher Education. International Journal of Learning and Development. 2 (2): 18-30
  11. Tella,A., Tella, A, Ayeni, C.O. and Omoha,R,O. (2007). Predictors of academic performance: Self efficacy and use of electronic information. Unversity of Dar es Salaam Library Journal 9 (1): 69-83

Cite this Article:

  • BibTex
  • RIS
  • APA
  • Harvard
  • IEEE
  • MLA
  • Vancouver
  • Chicago

International Journal of Sciences is Open Access Journal.
This article is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) License.
Author(s) retain the copyrights of this article, though, publication rights are with Alkhaer Publications.

Search Articles

Issue August 2019

Volume 8, August 2019


Table of Contents


Order Print Copy

World-wide Delivery is FREE

Share this Issue with Friends:


Submit your Paper