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Computer competency of New Hampshire high school students: An outcome assessment
Abstract
This study measured the computer competency of New Hampshire high school seniors, using the National Assessment of Educational Progress (NAEP) 1986 assessment. Six different test booklets, cumulatively containing 124 cognitive items and 75 demographic items were used. An additional 35 demographic questions beyond the NAEP items were collected from a survey designed for this dissertation. One hundred and sixty-eight students (95 males, 68 females, 5 unknown) from eight public and two private high schools across the state were sampled based upon an enrollment size distribution. The total enrollment of the sample schools represented 15% of the total state high school enrollment of 52,400 students. 8.4% of the seniors at participating schools were assessed. Essentially all students have completed a one semester computer competency course, as required by state regulations. The data was analyzed utilizing non-parametric statistics for demographics and Z-Tests for comparisons to the NAEP national sample. The microcomputer statistical packages of MINITAB and EXECUSTAT were used. Conclusions. First, the computer competency levels of New Hampshire are significantly greater than both the national average and the higher New England average as measured during the NAEP national survey in 1986 at the 95% confidence level. Secondly, it made no difference whether the computer competency course was taken in (1) In high school or junior high school. (2) A Public or private school. (3) A small, medium or large school. (4) Different types of communities (i.e. city, rural etc.). Third, the cognitive outcome was significantly correlated at the 95% confidence level with: (1) Sex of the student. (2) Number of years of computer usage. (3) The curriculum content of the first course. (4) Semesters of computer courses studied. (5) Time of the first computer course. (6) Word processing usage. Finally, the cognitive outcome was not significantly affected by the following characteristics: (1) Attitude. (2) Self-assessment. (3) Home computer. (4) Programming courses. (5) Timing of last computer class. Students perceived that computers were not integrated into the curriculum as many in the state expected. Classroom computer usage was substantially limited to computer classes. Students overwhelmingly desired more computer usage in classes.
Subject Area
Curriculum development|Educational tests & measurements|Computer science|Educational evaluation
Recommended Citation
Joyce, Gerald P., "Computer competency of New Hampshire high school students: An outcome assessment" (1992). Doctoral Dissertations Available from Proquest. AAI9233078.
https://scholarworks.umass.edu/dissertations/AAI9233078