A Methodical Formative Evaluation of Computer Literacy Course: What and How to Teach

Abstract

Introduction Evaluation is the process of gathering information that will facilitate improving a program (formative) or that will help determining its value (summative). Many experts have analyzed the difference between and summative evaluation. Markle (1989) stated that summative is to prove but is to improve the programs or the product. According to Baker and Alkin (1973), summative is the for validation while is the for revision. The term formative evaluation was coined by Scriven (1967) and is the process of collecting qualitative or quantitative data during the developmental stage of the instructional design process (Seels & Glasgow, 1990). The data collected is used to provide immediate feedback and helps to make revisions or modifications to the program before the final product is developed. One can evaluate almost anything, such as a person, a curriculum, a student, a process, a product, or a program (Tessmer, 1993). In the process of instructional development, the instructional designer evaluates the instructional materials to determine weaknesses in the instruction so that the material can be modified (Smith & Ragan, 1999). In this study, the focus of research is a approach where is done to improve the curriculum design of computer rather than a summative to prove the overall effectiveness of the curriculum. Formative of the course helped the instructors identify if the students achieved sufficient mastery of skills in the curriculum for the course, or if further instruction was needed in specific areas. It also helped to identify if both the instructors and students agreed on the importance of the instructional content and strategies of the course. Formative Evaluation in Computer Literacy Computer has been defined as an understanding of computer characteristics, capabilities, and applications, as well as ability to implement this knowledge in the skillful, productive use of computer applications suitable to individual roles in society (Simonson, Mauere, Montag-Toradi, & Whitaker, 1987, p. 233). Gupta (2006) defines it as the individual's ability to operate a computer system. This includes having a basic understanding of the file management processes such as formatting a disk and how to save, copy, delete, open, and print documents. It also involves using computer applications software to perform personal or job-related tasks, using web browsers and search engines online, and being able to email. Computer is a fundamental part of the undergraduate curriculum in this decade. It is as basic to undergraduate students as the course work in the core curriculum (Dugger, Meade, Delany, & Nichols, 2003). Students educated in computer use the computer skills in most of the other courses in their discipline. Previous studies have found that computer competency is essential to both academic and career achievement (Davis, 1999). Many studies have discussed the contents of computer course and instructional strategies in terms of learning effectiveness. An all-purpose computer literacy class that expects everything to be taught in one semester is considered unrealistic (Beard, 1993). According to Ndahi and Gupta's study (2000) on workforce training, the most frequently required computer skills were word processing and the knowledge of database software. In addition, the trainees voiced a strong interest in learning file management and preparing presentations. Gupta (2006) found that basic parts and functions of information systems, system software, security and privacy issues, the use of application software (word processor, using a spreadsheet, preparing a presentation), and accessing remote computers should be among the course objectives of a basic computer course. …