English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The growing intricacy of modern industry suggests that creating and editing documents, generating computational-intensive spreadsheets, preparing class project presentations and recordkeeping in database management systems are becoming fundamentally the norm in computer literacy skills (McDonald, 2004). Simonson, Mauer, Toradi and Whitaker (1987) define computer literacy as "an 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." Since the evolution of the personal computer, human resource recruiters have identified computer literacy as a viable skill essential for prospective employees (Burgess, Davidson, & Ginter, 1987; Dologite, 1987; Massey & Engelbrecht, 1987). Inasmuch, computer literacy has long been a topic of interest and research dating back to the 1990's. Over a decade ago, researchers studied the impact of technology on both students' education and employment and conveyed overwhelmingly a lack of computer literacy skills found in college students and graduates (Brock, 1992; Hignite and Echternancht, 1992). A more recent review of literature suggests that researchers have found similar results as reported a decade ago. Johnson, Bartholomew, and Miller (2006) used objective and subjective computer competency evaluations to assess business management students for a three-year period. Evaluation results revealed a decrease in students' skill and confidence levels in computer literacy skills by graduation. Likewise, after assessing 140 business freshmen computer literacy skills, Wallace and Clariana (2005) recommend an introduction to computer course for incoming students due to their demonstrated lack of computer knowledge, skills and abilities. Grant, Malloy, and Murphy (2009) explored the perceived mastery of computer skills compared to actual scores on a computer skills assessment of 200 business students in a medium sized public university located in North Carolina. The researchers used a survey to report students' perceived computer proficiency and a computer skills assessment to measure their actual performance. The assessment tool evaluated students' knowledge of word processing, presentation, and spreadsheet application software. The results were mixed; some differences in students' perception of their word processing skills and actual performance, no difference in perception and performance of their presentation skills, and a significant difference in perception and performance for their spreadsheet skills. In contrast, Karsen and Schmidt (2007) compared computer self-efficacy of students enrolled in an introduction to information systems course in 1996 and 2006. Students in 2006 reported significantly more computer experience, computer use and frequency and took significantly more core courses that required computer use than their 1996 counterparts. As computer literacy requirements for most job levels increase, so does the need for more computer-literate employees. Appropriately, colleges and universities are becoming increasingly responsible for graduating students with skills and abilities necessary to compete in a rapidly changing technological environment (Banta & Howard, 2004). As technology permeates our society, the question remains whether college students and graduates are adequately prepared to use this technology. The current study examines students' self-efficacy beliefs with regard to their computer literacy skills. Early research suggests that self-efficacy may be an important factor related to the acquisition of computer skills (Miura, 1987). Kinzie, Delcourt, and Powers (1994) define self-efficacy as "an individual's confidence in his/her ability to perform the behavior required to produce specific outcome and it's thought to directly impact the choice to engage in a task, as well as the effort that will be expended and the persistence that will be exhibited" (p. …

An Examination of Students’ Self-Efficacy Beliefs and Demonstrated Computer Skills