Assessing the Computer Literacy of Undergraduate College Students (1996)

For students and business persons alike, exposure to computers is nearly unavoidable (Larson & Smith, 1994). According to the U.S. Bureau of Census in 1989, seventy-five million Americans reported using a computer in some way, up considerably from the 47 million reported in 1984 (U.S. Department of Labor 1992-93). According to Griffin (1989), three of every four people in the U.S. workforce will be required to use the computer to handle new technology by year 2000. Computers play a key role in business, and the question of what constitutes computer literacy is more crucial than ever. At the same time, the rapid pace of technological advances in the computer industry has forced businesses to reorganize, to acquire the latest systems, and demand a computer-literate workforce (Porter & Miller, 1985). Computer literacy has been defined as understanding of computer characteristics, capabilities, and applications, as well as an 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). To use computers in applied settings, students need to master at least some level of computing literacy. Unfortunately, some students may possess a degree of computer anxiety (Maurer & Simonson, 1984) which could inhibit their attainment of computing literacy. Indeed, a student's perception of computers seems to be related to their willingness to attain computing literacy. Specifically, studies have suggested that computer experience is positively related to attitudes and interest in computers (Arnez & Lee, 1990; Chen, 1986; Loyd & Loyd, 1988). Furthermore, a number of studies have investigated the impact of demographic variables on gender, age, and computer experience. Regarding gender, a number of studies have investigated the relationship between gender and computer attitudes, and generally have reported that males have more positive attitudes toward computers (Anderson, 1987; Nickell & Pinto, 1986). The relationship between gender and computer attitudes is viewed by many as important since it has been proposed that failure to acquire computer literacy may become a barrier to women's advancement in certain careers (Miura & Hess, 1983). In regard to age, Anderson (1987) reported a significant relationship between the age of college students and computer attitudes. Finally, it has been demonstrated that computer experience may have a moderating effect on computer attitudes. Specifically, both Anderson (1987) and Arndt, Clevenger & Meiskey (1985) in their studies of college students showed a significant correlation between computer experience and weekly computer usage. Further, Siann and Durnell (1988) found that gender difference in computer literacy seemed to diminish with increased computer experience. Finally, Omar (1992) found a significant correlation between college students' computer experience and their attitudes toward computers. Purpose The purpose of this study is to investigate college students' computer literacy levels and their attitudes toward computers based on specific demographic variables such as gender, age, computer experience, overall knowledge of computers, computer ownership, and weekly computer usage. Additionally, this research will replicate and extend the work of Kay (1993) who operationalized computing literacy according to reviews of the literature and current trends in computing technology. Method Subjects The subjects for this study were 316 undergraduate college students (172 males and 144 females) enrolled in business courses at a large midwestern university. Of the 316 subjects, 83% (n=261) were classifieded as traditional students (age [less than] 23) and 17% (n=55) were classified as traditional students (age [greater than]23). All participants voluntarily participated in this study and were assured that their responses would be anonymous and confidential. …