Some psychological and biographical predictors of computer proficiency: an analysis of the potential of a novice to become a good computer user

Abstract

This study was undertaken in an attempt to identify the biographical and psychological predictors of computer proficiency of students enrolled for an introductory computer literacy course. Computer literacy is an important skill as it has a great influence on the career options that are available to students. However, it has been shown in Section 1.2 that although people may use identical training methods, it is very likely that they would end up with different computer abilities. The current study indicated that the predictor variables pertaining to computer proficiency were different for the white and black students. Both models contain six predictor variables of which only computer confidence and the learning mode of abstract conceptualisation (AC) appear in both. Thus, it is logical to infer that different strategies are necessary to improve the computer proficiency of white and black students. The predictors identified in the current study are very important in the development process of these strategies. The prediction models, if cross-validated by other student intakes, will also enable training or education institutions to predict whether a student has the ability and personality make-up to complete an introductory computer course successfully. This is very important, for both the students and the training institution will save money that would otherwise have been wasted by students failing the course. In short, the findings of this study are that the grade 12 final examination mark, computer confidence, the learning modes of abstract conceptualisation (AC) and concrete experience (CE), mathematical ability and the Conscientiousness (C) domain of personality contributed to the 111 prediction of computer proficiency among white students. On the other hand, spatial 3D, the L, Q 3 and Q4 scores of the IPAT Anxiety Scale, computer confidence and the learning mode of abstract conceptualisation (AC) contributed to black students’ computer proficiency. The secondary study found that computer experience had a negative effect on computer attitude and its three components, which is in contrast to the findings of other research. However, the precise nature of the introductory computer course at the University of the Free State may have influenced the findings and therefore further research on the topic is necessary. Many people in South Africa use and come into contact with computers on a daily basis. It is understandable that the need for computer literacy is increasing. The results of this study suggest that by addressing the significant predictors of computer proficiency, a profound contribution may be made to the improvement of computer literacy and proficiency of students from different cultural groups.