Effects of Computer Anxiety and Computer Experience on the Computer-Based Achievement Test Performance of College Students

1989 ◽  
Vol 2 (3) ◽  
pp. 235-241 ◽  
Author(s):  
Steven L. Wise ◽  
Laura Boettcher Barnes ◽  
Anne L. Harvey ◽  
Barbara S. Plake
Keyword(s):  
College Students ◽  
Test Performance ◽  
Computer Anxiety ◽  
Achievement Test ◽  
Computer Experience ◽  
Computer Based

Deaf College Students and Computers: The Beneficial Effect of Experience on Attitudes

1989 ◽  
Vol 17 (3) ◽  
pp. 219-229 ◽  
Author(s):  
Kate MacKowiak
Keyword(s):  
College Students ◽  
Computer Anxiety ◽  
Computer Attitudes ◽  
Attitudes Toward Computers ◽  
Computer Experience ◽  
Spring Semester ◽  
Students Attitudes ◽  
Level Of Significance ◽  
The Impact ◽  
Three Components

The impact of individual differences on deaf college students' attitudes toward computers was investigated. Three components of computer attitudes were examined: liking, anxiety, confidence. Mean scores for each component were calculated. Subjects ( n = 131) were students of both sexes who responded to a questionnaire (alpha .89 for the fall semester and .92 for the spring semester). A t-test did not yield significant differences in the two administrations. The sample positively responded to lack of computer anxiety, and indicated computer liking. Students' confidence level was low. Analyses of variance procedures (.05 level of significance) were run to determine the effect of age, sex, computer experience and major on attitudes. Age, sex, and major were not statistically significant. Computer experience had main affect on all three components of computer attitudes. Interaction by age, sex, experience, and major, was statistically significant for computer anxiety only.

scholarly journals The Investigation of Difference between PPT and CBT Results of EFL Learners in Iran: Computer Familiarity and Test Performance in CBT

2013 ◽  
Vol 11 ◽  
pp. 66-75
Author(s):  
Monirosadat Hosseini ◽  
Mohamad Jafre Zainol Abidin ◽  
Hamid Kamarzarrin ◽  
Mohamad Khaledian
Keyword(s):  
Test Performance ◽  
The Other ◽  
Test Results ◽  
Computer Experience ◽  
Testing Methods ◽  
Reading Tests ◽  
Efl Learners ◽  
English Reading ◽  
Computer Based ◽  
The Relationship

The purpose of this study is to examine the score comparability of institutional English reading tests in two testing methods, i.e. paper-based and computer-based tests taken by Iranian EFL learners in four language institutes and their branches in Iran. In the present study, the researcher tried to examine whether there is any difference between computer-based test results (henceforth CBT) and paper-based test (PPT) results of a reading comprehension test as well as exploring the relationship between students' prior computer experience and their test performance in CBT. Two equivalent tests were administered to one group of EFL learners in two different occasions, one in paper-based format and the other in computer-based test. Utilizing t-test, the means of two modes have been compared and the results showed the priority of PPT over CBT with .01 degree of difference at p < 05. Using ANOVA, the findings revealed that computer experience had no significant influence on the students’ performance in computerized test.

Data Organization

1977 ◽  
Vol 19 (1) ◽  
pp. 1-14 ◽  
Author(s):  
Bruce M. Durding ◽  
Curtis A. Becker ◽  
John D. Gould
Keyword(s):  
College Students ◽  
Information Retrieval ◽  
Organizational Structures ◽  
Semantic Relations ◽  
Data Organization ◽  
Retrieval Systems ◽  
Information Retrieval Systems ◽  
Computer Based

Three experiments investigated how people organize data. Subjects were given sets of 15-20 words and asked to organize them on paper. Each word set had a pre-defined organization (hierarchy, network, lists, table) based on the semantic relations among the words. Experiment 1 showed that college students have all these organizational structures available for use. They organized most word sets on the basis of the semantic relations inherent in them. Whereas most subjects used “appropriate” organizations (those that most easily preserved the relations), a few subjects organized nearly all word sets into lists. Experiment 2 showed that subjects can efficiently fit the word sets into “skeletons” that were explicitly designed to maintain all the semantic relations among the words. Experiment 3 showed that subjects have difficulty in preserving the relations among the words when they were required to organize them into inappropriate structures. These results are evaluated relative to the use of computer-based information retrieval systems.

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