Computer Self-Efficacy: A Practical Indicator of Student Computer Competency in Introductory IS Courses

Abstract

Students often receive their first college-level computer training in introductory information systems courses.Students and faculty frequently expect this training to develop a level of student computer competence that will support computer use in future courses.In this study, we applied measures of computer self-efficacy to students in a typical introductory IS course.The measures provided useful evidence that student perceptions of their ability to use computers effectively in the future significantly improved as a result of their training experience.The computer self-efficacy measures also provided enhanced insight into course-related factors of practical concern to IS educators.Study results also suggest computer self-efficacy measures may be a practical and informative means of assessing computer-training outcomes in the introductory IS course context.

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