Differences in Computer Attitudes and Performance Among Re-entry and Traditional College Students

Abstract

This article describes a study conducted to compare the attitudes and performance of re-entry and traditional college students enrolled in a computer literacy course. The attitudes of these students toward learning about computers were assessed before participation in the course, and the students’ computer knowledge and their performance of computer skills were examined after they participated in the course. Results suggest that re-entry students have greater confidence and somewhat more interest in learning about computers than do traditional students. In addition, re-entry students outperformed their traditional-student counterparts on computer knowledge objectives. Both groups performed equally well on computer skill objectives. Implications for educators who teach college computer courses are discussed.

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