1991 Fiscal Year Final Research Report Summary
Develpment of Computer Literacy Test for Junior High and High School Students
| Project/Area Number |
02680236
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| Research Category |
Grant-in-Aid for General Scientific Research (C)
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| Allocation Type | Single-year Grants |
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| Research Field |
科学教育(含教育工学)
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| Research Institution | Aichi Univeristy of Education |
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Principal Investigator |
IMAE Kuniharu Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (60023967)
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| Co-Investigator(Kenkyū-buntansha) |
TONISHI Shoji Aichi University of Education, Faculty of Education, Assoc. Prof., 教育学部, 助教授 (20135396)
SHIBATA Rokuji Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (20023997)
SHIMUZU Hidemi Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (60025111)
KITAOKA Takeshi Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (60024022)
HIRATA Kenichi Aichi University of Education, Faculty of Education, Professor, 教育学部, 教授 (20024060)
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| Project Period (FY) |
1990 – 1991
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| Keywords | computer literacy / computer anxiety / computer based education / information processing education / computer-assisted instruction / test |
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| Research Abstract |
The definition and contents of computer literacy were discussed. We agreed that computer literacy is composed of 2 factors, factor of emotion and factor of knowledge.
A new computer literacy test made of these two factors. The factor of emotion involves two scales, Attitude toward Computer Scale (8 items) and Computer Anxiety Scale (8 items). A factor of knowledge involves two scales, Computer Awareness Scale (10 items) and Computer Knowledge Scale (15 items). The Computer Anxiety Scale had been developed by Hirata, co-investigator. Time needed to complete this test was about 30 minutes for average students.
2, 220 students (Junior High School : 1, 039 High School : 1, 181) were tested by this test. Standardization for each subscale was done for each school type. Sum of four standard scores for each scale was converged to standard score. So, every students can get five standard scores, scores for each subscale and total score which represent his/her total level of computer literacy.
The characteristics of each scale was analyzed. The computer experiments affected all scale score, high computer experience students have positive attitude toward computer, low computer anxiety, and high awareness knowledge. The gender differences and developmental differences are also found. This test found that university students enrolled in computer programming course changed their computer literacy, especially in knowledge field.
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