The objectives of this study were to: (1) determine if individual differences in the learner characteristics of field dependence, state and trait anxiety, age, sex, and prior computer experience were related to performance in operating a computer system; (2) to determine if differences in performance would occur as a result of two different instructional delivery methods, manual-based training (MBT) and instructor-based training (IBT); and (3) to determine if differences in performance between instructional delivery methods could be partially explained by differences in the learner characteristics examined. An experimental research design was used involving two groups of subjects. The control group was trained to operate a computer software system using MBT, the experimental group was trained to operate the same system using IBT. Subjects were administered two standardized instruments, the Group-Embedded Figures Test and the State-Trait Anxiety Inventory. A demographic questionnaire was used to identify age, sex, and prior computer experience. Participants in the study were 72 undergraduate students enrolled in one or more courses in Hotel, Restaurant and Tourism Management at Oregon State University in April of 1987. Chi-square, t-tests, analysis of variance, regression analysis, and Pearson product-moment correlations were used to test the hypotheses of this study. The following findings were considered significant at the .05 level of confidence: 1. There was a negative correlation between execution time in performing tasks on the computer and level of field dependence. Subjects who were more field independent (higher GEFT score) took less time to perform a series of tasks following training. 2. There was a difference in training time between MBT and IBT. Subjects trained using IBT took significantly longer to train than did subjects using MBT. 3. There was a difference in execution time between MBT and IBT. Subjects trained using MBT took significantly longer to complete the representative tasks than did subjects using IBT. 4. There was a negative correlation between field dependence and execution time for MBT, but not for IBT. Based on the results of this study there appears to be evidence that individual differences and training delivery methods effect performance in operating a computer software system. Further research is recommended to better define the relationship of these variables to performance. / Graduation date: 1988

Typescript (photocopy). / Digitized by Kansas Correctional Industries

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This thesis describes research which was carried out to determine whether novices could program in fourth generation languages as well as experienced third generation programmers. It was thought that experience with a third generation language could be transferred to a fourth generation environment. This hypothesis was tested using a completely randomized block design lab experiment consisting of two factors and a block. The two factors were experience with third generation languages, and complexity of the task. The block was the educational institution where the lab sessions were conducted. Each of the factors and the block had two levels. The specific hypotheses tested were: 1. Experienced third generation language programmers will record higher mean scores on both simple and complex tests of fourth generation languages. 2. The difference in test scores, between simple and complex fourth generation language tasks, will be greater for novices than for experienced third generation language programmers. 3. Experience with other software tools, especially report writers, query languages, and other fourth generation languages will affect the subjects' performance on the fourth generation language tests. Using FOCUS as the fourth generation language, lab sessions were run for fifty-seven subjects. The results indicate that experience with third generation languages affects a subject's performance on simple tests of fourth generation languages. The results also indicate that the experience has no effect on complex tests of fourth generation languages. Because of a lack of data, no meaningful conclusions could be reached for hypothesis number three. We feel experienced third generation language programmers scored higher than novices on simple 4GL reporting tests because experienced 3GL programmers had skills which were very similar to the skills needed in a simple 4GL reporting application. There are several possible ways of explaining why experienced programmers could do no better than novices on complex 4GL reporting tests. One possible explanation follows; because complex 4GL reporting commands are so different from third generation language commands, third generation language programmers had no advantage over novices. A second explanation might be that the complex test was too difficult, or too long. As a result of this difficulty, no one was able to perform very well. We conclude that experienced programmers should be preferred over novices when applications involve simple 4GL commands. More research is necessary to determine if in fact novices can perform as well as experienced third generation language programmers on complex 4GL tasks. / Business, Sauder School of / Graduate

This thesis examines the effectiveness of a specially constructed computer based support environment for the teaching of computer programming to novice programmers. In order to achieve this, the following distinct activities were pursued. Firstly, an in-depth investigation of programming misconceptions and techniques used for overcoming them was carried out. Secondly, the educational principles gained from this investigation were used to design and implement a computer based environment to support novice programmers learning the Pascal language. Finally, several statistical methods were used to compare students who made use of the support environment to those who did not and the results are discussed. / Thesis (M.Sc.)-University of Natal, Pietermaritzburg, 1996.

The purpose of this study was to explore and describe the organizational structure of computer user groups and what roles they play in adult computer learning. The research consisted of two stages that used triangulation methodology.The pilot study involved a survey, which used a 34 item questionnaire, answered by 128 persons. The second stage consisted of a nationwide survey, which used a 57 item questionnaire, telephone interviews, and content analysis of newsletters. The nationwide survey was answered by 72 groups, representing 55,222 members.Findings1. Computer user groups were a major provider of computer learning for adults in the United States.2. Computer user groups were one form of autonomous learning groups.3. Computer user groups existed in all parts of the United States and tended to have a formal organization.4. Members of computer user groups were typically over 35, had a high family income, were college graduates, and were male.5. Members of computer user groups preferred self-directed learning and peer led learning to classes at educational institutions.Recommendations1. Adult and community educators should study other autonomous learning groups to discover the role that they play in adult learning.2. Practical research should be conducted to determine if and how educational institutions can best assist autonomous learning groups.3. Adult and community education practitioners should survey their local communities to identify autonomous learning groups and determine methods that can be used to cooperate with these groups.4. Adult and community educators should identify local computer user groups and determine how their educational institutions could cooperate with computer user groups.5. More innovative programming should be conducted by adult and community educators that takes advantage of the learning model provided by computer user groups.6. Training and development personnel should examine the potential benefits of implementing computer user groups and other autonomous learning groups within their organizations to promote learning new knowledge and skills.ConclusionComputer user groups were organized primarily to assist their members in learning more about computers. In addition to satisfying the learning needs of members, the groups provided supplemental services that supported other computer related needs of the members. Computer user groups were one form of autonomous learning groups and the results of this study suggested that the role of such groups in adult learning may be far more important than was generally recognized by adult and community educators.

Globalisation and technology change have created a new global economy fuelled by information and driven by knowledge. Information and Communication Technologies (ICT) have been touted as potential powerful tools for enabling educational change and reform. Namibia is among those countries that have adopted the use of ICTs as a vehicle for change. This thesis explores the role of school principals in promoting and managing computer usage in selected schools in Namibia. The study was conducted at four schools in the Caprivi Region. The study employed a qualitative case study to collect and analyse data. A total of four school principals and four computer coordinators were interviewed, and responded to questions pertaining to the role of principals in the following areas: acquiring ICT equipment; providing access to the computer labs; promoting the use of computers; maintaining computers; capacity-building of teachers, and addressing challenges that could prevent computer usage. Two focus group interviews were also conducted at two schools, to find out what they perceived to be the role of school principals in supporting and ensuring the effective use of computers in schools. The findings on acquisition of computers reveal that principals were often the initiators of the acquisition process. Ministerial deployment is the most common form of acquisition, followed by the use of the school’s development fund to purchase administrative computers. Only one of the participating schools did not acquire its computers through Ministerial deployment. Some schools were more resourced than others. Availability and maintenance of equipment depended on the kind of school (advantaged or disadvantaged) and the way the computers were acquired rather than on the role of the principal. Schools that acquired their computers through the ministerial deployment received satisfactory technical support from the ministry while schools that acquired their computers through other sources had to rely more heavily on the principal to pro-actively seek support. School principals that demonstrated the qualities of transformational leadership promoted the usage of computers by taking part in training offered to teachers and encouraged teachers on different platforms to make use of computers. The study also found that schools in which principals actively supported and promoted the use of computers were successful in the usage of the computer labs, while in schools where principals left the running of the computer lab to an individual teacher, the usage was minimal. It was found that a number of challenges are hampering the usage. These include lack of internet connectivity, qualified personnel to cascade training, and minimum infrastructure. The study recommends that school principals should adopt trategies that encourage teachers to use computers in their daily routines. It also makes suggestions for further research on the impact of school culture on ICT integration.

The widespread availability of computers has prompted schools to invest in computer hardware and develop courses of instruction. However, the presence of computers and computer courses in schools does not ensure equal access for boys and girls. This study investigated the relationships between gender and computer use and gender and attitudes towards computers. Results indicate a relationship between gender and use outside of school, but not between gender and use in schools. Results also indicate that the relationships between gender and attitudes toward computers are eliminated when other factors are taken into account. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Fear of computers -- Student/subject-centered teaching model.

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