Computer literacy achievement based on prior education and training

Abstract

The purpose of this study was to examine the achievement of students enrolled in a college level computer literacy course. Students were grouped as those having prior secondary computer classes, those having prior personal computer experience, and those having neither prior computer courses or prior computer experience. Analysis of variance (ANOVA) procedures were used to examine the effects of prior computer experience and computer education on the students' computer literacy scores. The study indicates that high school courses and computer experience are irrelevant to the amount of knowledge the student will gain during the course.