M.Ed. / The aim of this study is to determine the role of pre-existing levels of digital literacy on the academic performance of students who are enrolled for the National Diploma Information Technology at the University of Johannesburg. The majority of students entering the University of Johannesburg are black and come from schools and communities which do not enjoy the same technologically rich environments as that of their counterparts, yet on entering their first year of studies, they are expected by lecturers to perform at the same level as those from advantaged backgrounds. Students enrolled in 2008 were targeted, using a mixed methods study that incorporated both quantitative and qualitative data to illuminate the factors related to digital literacy that may have influenced the students’ likelihood to succeed in the Information Technology modules. The data that were collected were brought in relation to the students final marks for the subject Information Systems 1 Module A (Computer Concepts). It emerged that the computer literate students performed significantly better during the first semester compared to the computer illiterate students. The computer illiterate students indicated that the lack of computer experience influenced their ability to pass computer related subjects; however, it was not the only limiting factor as socioeconomic factors also played a role. Other results showed that students battled to keep up with the fast pace with which subjects were lectured. The students’ level of the English language is a predictor of their success in the Diploma and more than 70% of students were unable to use the Internet.

Thesis (M. Appl. Sc.) -- Lincoln University, 2009. / Also available via the World Wide Web.

No description available.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (M.S.)--Rochester Institute of Technology, 2009. / Typescript. Includes bibliographical references (leaves 40-43).

Thesis (Ph. D.)--Washington State University, May 2010. / Title from PDF title page (viewed on June 17, 2010). "Department of English." Includes bibliographical references (p. 135-139).

Thesis (Ed. D.)--Illinois State University, 1987. / Title from title page screen, viewed August 23, 2005. Dissertation Committee: Ronald L. Laymon (chair), Robert L. Arnold, John A. Dossey, Mary Ann Lynn, John R. McCarthy. Includes bibliographical references (leaves 80-83) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1990. / Title from title page screen, viewed November 17, 2005. Dissertation Committee: John R. McCarthy (chair), Edward R. Hines, George Padavil, Kenneth H. Strand, David L. Tucker. Includes bibliographical references (leaves 146-158) and abstract. Also available in print.

Thesis (M.Ed. (Computer-Integrated Education)) -- University of Pretoria, 2005. / Summary in English. Includes bibliographical references. Available on the Internet via the World Wide Web.

Worldwide, there is a decline in interest in the computer science profession and in the subject at secondary school level. Novice programmers struggle to understand introductory programming concepts and this difficulty of learning to program is contributing to the lack of interest in the field of computer science. Information Technology (IT) learners in South African secondary schools are novice programmers, introduced to introductory programming concepts in the subject which also includes topics on hardware and system software, e-communication, social and ethical issues, spreadsheets and databases. The difficulties faced by IT learners are worsened by the lack of suitably qualified teachers, a saturated learning programme that allocates very little time to the understanding of complex programming concepts and limited class time where practical examples can be implemented with the support of the IT teacher. This research proposes that IT learners could be supported by a programming assistance tool (PAT). A PAT is a software program that can be used by novice programmers to learn how to program and/or improve their understanding of programming concepts. PATs use different techniques to assist novice programmers. The main objective of this research was to determine whether the use of a PAT impacted IT learners’ understanding of programming concepts and motivation towards programming. The literature study and feedback from IT learners and teachers were used to identify novice programming difficulties and IT learner programming difficulties, respectively. Selection criteria were derived from the programming difficulties identified. The selection criteria were grouped into three categories, namely, programming concepts, programming knowledge and programming skills. Existing PATs were evaluated using the selection criteria and three PATs, namely, RoboMind, Scratch and B#, were selected as suitable for use by IT learners. RoboMind was adapted in this research study, allowing it to support the Delphi programming language. The three PATs were evaluated by participating IT learners at four schools. The findings of this research provided no conclusive evidence that IT learners who used a PAT had a significantly better understanding of programming concepts and motivation towards programming than learners who did not use a PAT. IT learner feedback was used to identify the strengths and shortcomings of the three PATs and to provide recommendations for the development of PATs specifically to support IT learners. This research study has provided several theoretical and practical contributions, including the research design, selection criteria, adaptations to RoboMind and the evaluation of the three PATs. In addition, IT teachers and learners have been made aware of PATs and the support that can be provided by these PATs. IT teachers have also been provided with a means of selecting PATs applicable to the IT curriculum. All the research contributions have formed the basis for future work, such as improving and extending RoboMind’s functionality and support of programming concepts, the refinement of the selection criteria and, ultimately, the development of a new PAT, specifically designed to support IT learner understanding of programming concepts and motivation towards programming.