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A sample of at least 800 undergraduate students at a participating medium-sized midwest public university was selected using a stratified random sampling technique. The researcher delivered and administered the surveys to the participating students and collected them after completion. 98% of the questionnaires were complete and retained for analysis. Two major statistical techniques were used to analyze data obtained in the study: a multiple regression and a Two-Way Analysis of Variance (ANOVA). A statistically significant relationship was found between the three predictor variables and the criterion. The Two-Way ANOVA results indicated no interaction effect between gender and course levels, and students’ perceptions of the effect of computer technology use to improve their learning. The main effects of gender and course levels were not statistically significant. The results indicated that students lack computer skills in various computer applications that are necessary to support and enhance their learning experiences. Therefore, it can be suggested that students need to have direct instruction to efficiently use computer technology applications such as authoring and sophisticated hypermedia. These programs provide computer skills in advanced computer technology applications that will enable faculty members to expect more disciplinespecific computer-based projects such as developing a webquest in a web editor.

Faculty Integration of Technology into Instruction and Students’ Perceptions of Computer Technology to Improve Student Learning