Computer Knowledge, Skills, and Experiences of Students Enrolled in Undergraduate Courses in the College of Agricultural Sciences and Natural Resources

NACTA Journal, Mar 2004 by Smith, James H, Villareal, Vanessa, Akers, Cindy, Haygood, Jacqui

Abstract

The purpose of this study was to analyze computer experiences, self-perceived level of computer skills, and computer knowledge of students enrolled in undergraduate courses in the College of Agricultural Sciences and Natural Resources (CASNR) at Texas Tech University.

The target population included students enrolled in undergraduate CASNR courses during the Spring 2002 semester. The instrument was administered to a sample of 740 non-duplicated students; each provided usable questionnaires.

The students reported a variety of computer experiences; 88.1% reported completing a course in computer usage and 87.2% owned a computer. Students indicated receiving instruction in word processing (93.9%) and spreadsheet use (91.0%). The students reported above average self-perceived skills in word processing (34.6%) and Internet use (35.3%). The number of correct responses on the Computer Experiences and Knowledge Inventory was 20.06 (60.8%) out of 33 with a standard deviation of 4.94.

There were no strong predictors that could be established from correlations between demographic characteristics and computer experiences with selfperceived level of computer skills and computer knowledge.

Introduction and Theoretical Framework

Computers and information technologies are transforming nearly every aspect of American life. They are changing the way Americans work and play, increasing productivity, and creating entirely new ways of doing things. According to the United States Department of Education (1996), every major U.S. industry has begun to rely on computers; hence, computer literacy is no longer an option in the work force, but rather a requirement.

Computers play an ever increasing role in agriculture (Odell, 1994). In modern agriculture, employers place significant importance on computer skills, with more than 80% indicating computer skills are either a "very important" or "important" factor considered when making employment decisions, according to a study conducted for the College of Agriculture and Life Sciences at Cornell University (Monk, et al., 1996). In a study conducted at Pennsylvania State University of agricultural graduates, respondents rated computer skills more important to job success than technical agricultural skills (Radhakrishna & Bruening, 1994). Since adequate computer skills are necessary for an individual to succeed in industry, a need exists to determine the current and expected trends of industry relating to computer usage. As a result, colleges of agriculture must ensure that graduates are competent in computer skills necessary for success with regard to these trends.

In a study at Cornell University, Monk et al. (1996) determined that agricultural graduates needed to be proficient in computer skills, such as word processing, presentation graphics, Internet use, and electronic mail. Also, students should be comfortable with computer and information technologies in order to expand and strengthen computer skills throughout their careers. On the other hand, in a recent study conducted by the College of Agriculture and Natural Resources at Michigan State University, Heyboer and Suvedi (1999) discovered that graduates believed they obtained less than satisfactory preparation in computer usage. They rated computers as the area in which they were least prepared for employment.

According to Kieffer (1995), many university administrators and faculty accept the premise that students enter college possessing basic computer skills. However, in a study conducted by Johnson, Ferguson, Vokins, and Lester (2000), the researchers concluded that students did not have a common core of computer experiences, lacked confidence in their computer skills, and had a low level of computer knowledge. A USDE (1996) report stated that "computers and information technologies are not part of the way most American students learn" (p. 9). In 1996, 65.5% of eleventh grade students reported using computers at school once a week or less (USDE, 1996).

After conducting a study of entering students in a college of business, Gordon and Chimi (1998) concluded that students lacked sufficient computer knowledge and recommended that an introductory computer literacy course be required. Brown and Kester (1993) posited that students have the tendency to forget many of the skills learned in introductory computer courses, because they did not apply the skills in subsequent courses. According to the National Center for Education Statistics (1997), only seven states require students to complete a computer literacy course in order to graduate from high school. Within these states the most common computer literacy requirement is one-semester course. In addition, a computer coursework requirement for admission is not included at many colleges and universities. In order to develop strategies to ensure that graduates of the College of Agricultural Sciences and Natural Resources (CASNR) at Texas Tech University are proficient in computer usage, computer skills of undergraduates must be determined.