Perception versus Reality—Determining Business Students’ Computer Literacy Skills and Need for Instruction in Information Concepts and Technology

Abstract

Many colleges and universities require incoming students to demonstrate a prescribed level of computer proficiency. Currently, many educational institutions offer introductory computer courses to assist students in meeting this requirement. Other institutions are considering eliminating introductory computer courses with the expectation that students will demonstrate adequate computer knowledge through the proficiency examination. This assumes that students have acquired both computer knowledge (concepts) and computer skills (applications) in high school or through other personal experiences. Giving the students the option of taking a computer proficiency exam in lieu of a required course allows students to take other required, elective, or optional courses that will assist them in completing their degree requirements. However, not offering the introductory computer skills course may, likewise, be detrimental to students who would otherwise benefit from the knowledge gained from such a course. Thus, a study of 140 incoming business freshmen was developed to determine if students had adequate computer knowledge and skills to exempt the introductory computer fundamentals course. Using online testing software, students were tested on both computer skills (Excel) and computer concepts that students are expected to master at the completion of an introductory computer fundamentals course. Overall, the findings revealed that the students’ average test scores were 60 percent, which is significantly below passing. This study also found that only 36 percent of the students tested could exempt or “test out” of the course if given that option. Students not able to exempt the course demonstrated a mean gain or improvement of 26 points in the Excel post test and 23 points in the Computer Concepts post test following course instruction. This data indicates that course instruction was effective for students not able to exempt the course and achieved the desired effect of providing meaningful knowledge in information technology concepts and skills. Based on these findings, it was concluded that incoming business students lack the necessary computer knowledge, skills, and abilities to pursue their undergraduate degree programs. It is recommended that freshman business students need an introductory computer course that includes both Information Systems (IS) con