## 6 Results Analysis
### RQ1: Determinants of ICT Fluency
However, the likelihood of having a computer increased among the EA undergraduate students in general, as presented in Table 8, possibly due to the reduction of the number of students per class year, the increase of computer experience, capacity in income, and computer utility on students daily tasks, from the 1 st to the 4 th year. The estimates of computer ownership show another significant evidence worth being highlighted relating to the barriers of ICT access due to the capacity, computer experience, and possibly, restraints of the electronic tools for specific uses (e.g., Internet access), particularly among the 1 st-year students. During the 4 th year, the results in Table 8 indicate that the likelihood of computer ownership increased. However, it was decreasing with a negative effect on the variable of being from rural and increasing with a positive effect on the variable of computer experience. This evidence indicates that computer utilization among EA undergraduate students might take into account higher complexity compared to Internet access. Prior computer experience, considered among the major dimensions of technology utilization, significantly continued to increases along the four years as found in Table 8. Therefore, access to \begin{table}
\begin{tabular}{l c c c c} \hline \multicolumn{2}{c}{**Dep. Variable**} & \multicolumn{4}{c}{**Variation of Determinants**} \\ \hline  & **1 st Year** & **2 nd Year** & **3 rd Year** & **4 th Year** \\ \hline Female & \(-0.235\)*** (0.014) & \(-0.086\)*** (0.013) & \(-0.020\)*** (0.014) & \(0.023\)* (0.015) \\ Age \(>\)18 & \(-0.513\)*** (0.022) & \(-0.902\)*** (0.021) & \(-1.165\)*** (0.022) & \(-1.160\)*** (0.021) \\ Age \(>\) 30 & \(-1.08\)*** (0.027) & \(-1.003\)*** (0.025) & \(-0.976\)*** (0.026) & \(-0.963\)*** (0.025) \\ Computer owners & \(0.074\)*** (0.016) & \(0.058\)*** (0.017) & \(0.044\)*** (0.018) & \(0.015\)*** (0.018) \\ Computer experience & \(0.157\)*** (0.005) & \(0.156\)*** (0.005) & \(0.160\)*** (0.007) & \(0.174\)*** (0.008) \\ Class year size & \(-0.085\)*** (0.007) & \(-0.090\)*** (0.007) & \(-0.110\)*** (0.008) & \(-0.119\)*** (0.008) \\ No PC owners within class & \(0.192\)*** (0.016) & \(0.295\)*** (0.018) & \(0.371\)*** (0.020) & \(0.397\)*** (0.021) \\ PC owners within class & \(-0.252\)*** (0.020) & \(-0.336\)*** (0.020) & \(-0.430\)*** (0.023) & \(-0.466\)*** (0.023) \\ year & \(0.771\)*** (0.013) & \(0.717\)*** (0.013) & \(0.617\)*** (0.014) & \(0.625\)*** (0.014) \\ Urban area & \(0.203\)*** (0.042) & \(-0.005\)*** (0.043) & \(0.107\)*** (0.043) & \(0.134\)*** (0.047) \\ Rural area & \(-0.706\)*** (0.033) & \(-0.758\)*** (0.033) & \(-0.906\)*** (0.034) & \(-0.915\)*** (0.036) \\ Parents & & & & & \\ Educational attainment & \(0.154\)*** (0.002) & \(0.153\)*** (0.002) & \(0.157\)*** (0.002) & \(0.171\)*** (0.002) \\ Family size & \(-0.082\)*** (0.004) & \(-0.087\)*** (0.004) & \(-0.107\)*** (0.005) & \(-0.116\)*** (0.005) \\ Income per capita & \(0.768\)*** (0.010) & \(0.714\)*** (0.010) & \(0.614\)*** (0.011) & \(0.622\)*** (0.011) \\ Employment status & & & & & \\ Employed & \(0.200\)*** (0.030) & \(-0.002\) (0.033) & \(0.104\)*** (0.039) & \(0.131\)*** (0.044) \\ Unemployed & \(0.443\)*** (0.045) & \(0.216\)*** (0.054) & \(0.040\) (0.071) & \(0.152\)* (0.078) \\ Retired & \(0.086\)* (0.180) & \(-0.003\) (0.224) & \(-0.081\) (0.243) & \(0.161\) (0.229) \\ Constant & \(-4.379\)*** (0.064) & \(-3.555\)*** (0.072) & \(-2.410\)*** (0.075) & \(-2.115\)* (0.085) \\ R\({}^{2}\) & \(0.2803\) & \(0.2742\) & \(0.283\) & \(0.275\) \\ Observations & \(477\) & \(407\) & \(195\) & \(158\) \\ \hline \multicolumn{2}{c}{Note: (1) Observation standard errors in parentheses; (2) \({}^{***}\)\(p<0.001\), \({}^{**}\)\(p<0.01\), and \({}^{*}\)\(p<0.05\), the computations} \\ \multicolumn{2}{c}{are performed using SPSS 25.0.} & \\ \end{tabular}
\end{table} 
Table 8: Computer property logistic regression estimates for undergraduate students. ICT can be ameliorated by accommodating more computer training among EA students.