Abstract
The purpose of this study was to analyze computer experiences, self-perceived level of computer skills, and computer knowledge of students enrolled in undergraduate courses in the College of Agricultural Sciences and Natural Resources (CASNR) at Texas Tech University.
The target population included students enrolled in undergraduate CASNR courses during the Spring 2002 semester. The instrument was administered to a sample of 740 non-duplicated students; each provided usable questionnaires.
The students reported a variety of computer experiences; 88.1% reported completing a course in computer usage and 87.2% owned a computer. Students indicated receiving instruction in word processing (93.9%) and spreadsheet use (91.0%). The students reported above average self-perceived skills in word processing (34.6%) and Internet use (35.3%). The number of correct responses on the Computer Experiences and Knowledge Inventory was 20.06 (60.8%) out of 33 with a standard deviation of 4.94.
There were no strong predictors that could be established from correlations between demographic characteristics and computer experiences with selfperceived level of computer skills and computer knowledge.
Introduction and Theoretical Framework
Computers and information technologies are transforming nearly every aspect of American life. They are changing the way Americans work and play, increasing productivity, and creating entirely new ways of doing things. According to the United States Department of Education (1996), every major U.S. industry has begun to rely on computers; hence, computer literacy is no longer an option in the work force, but rather a requirement.
Computers play an ever increasing role in agriculture (Odell, 1994). In modern agriculture, employers place significant importance on computer skills, with more than 80% indicating computer skills are either a "very important" or "important" factor considered when making employment decisions, according to a study conducted for the College of Agriculture and Life Sciences at Cornell University (Monk, et al., 1996). In a study conducted at Pennsylvania State University of agricultural graduates, respondents rated computer skills more important to job success than technical agricultural skills (Radhakrishna & Bruening, 1994). Since adequate computer skills are necessary for an individual to succeed in industry, a need exists to determine the current and expected trends of industry relating to computer usage. As a result, colleges of agriculture must ensure that graduates are competent in computer skills necessary for success with regard to these trends.
In a study at Cornell University, Monk et al. (1996) determined that agricultural graduates needed to be proficient in computer skills, such as word processing, presentation graphics, Internet use, and electronic mail. Also, students should be comfortable with computer and information technologies in order to expand and strengthen computer skills throughout their careers. On the other hand, in a recent study conducted by the College of Agriculture and Natural Resources at Michigan State University, Heyboer and Suvedi (1999) discovered that graduates believed they obtained less than satisfactory preparation in computer usage. They rated computers as the area in which they were least prepared for employment.
According to Kieffer (1995), many university administrators and faculty accept the premise that students enter college possessing basic computer skills. However, in a study conducted by Johnson, Ferguson, Vokins, and Lester (2000), the researchers concluded that students did not have a common core of computer experiences, lacked confidence in their computer skills, and had a low level of computer knowledge. A USDE (1996) report stated that "computers and information technologies are not part of the way most American students learn" (p. 9). In 1996, 65.5% of eleventh grade students reported using computers at school once a week or less (USDE, 1996).
After conducting a study of entering students in a college of business, Gordon and Chimi (1998) concluded that students lacked sufficient computer knowledge and recommended that an introductory computer literacy course be required. Brown and Kester (1993) posited that students have the tendency to forget many of the skills learned in introductory computer courses, because they did not apply the skills in subsequent courses. According to the National Center for Education Statistics (1997), only seven states require students to complete a computer literacy course in order to graduate from high school. Within these states the most common computer literacy requirement is one-semester course. In addition, a computer coursework requirement for admission is not included at many colleges and universities. In order to develop strategies to ensure that graduates of the College of Agricultural Sciences and Natural Resources (CASNR) at Texas Tech University are proficient in computer usage, computer skills of undergraduates must be determined.
According to Brent (1999), application of computers in classrooms as well as in learning labs and homes must succeed concurrently on different levels. There are multiple interest groups that must be considered when using computers in the classroom. Each group plays an essential role in the process. If any group is not willing to do its part, room for failure is present. Figure 1 illustrates the various interest groups that are related to computers in the classroom.
"The use of computers in the classroom will never be successful if it does not meet student needs" (Brent, 1999, p. 165). If students do not perform well when using computers, then room for failure exists. According to Brent (1999), if students are finding that computer programs are inconvenient or too demanding, they will not hesitate to make their feelings known.
For faculty, computers can offer advantages in the classroom. Computers offer lecture support in order to create interesting presentations for teaching purposes. Instructors may also use computers in labs for students. Online resources are also used in the classroom for students conducting research.
Technology in the classroom creates logistical issues for the instructor. The instructor must make sure that the right type of support is available for students at the right time. For instance, do computer labs have enough computers available for those students that wait until the last minute to complete an assignment? Having adequate facilities and a helpful support staff is necessary for successful application of computers in education (Brent, 1999).
Administrators have become enthusiastic and supportive of computer usage and adoption in the classroom by instructors and students. Brent (1999) indicated that administrators are supportive of hightech classrooms, because they can document technology in annual reports and make the school look good to prospective students.
According to Long, et al. (1992), graduates value knowledge and skills in the computer sciences. Many studies have found that college graduates rate computer skills important to career success (Andelt, et al, 1997; Graham, 1997; Radhakrishna & Bruening, 1994). Still, there are graduates who believe they have not received satisfactory preparation in computer usage (Heyboer & Suvedi, 1999). One way to adequately prepare students in computer usage is through partnerships that involve industry. Partnerships between higher education and industry have great implications for agriculture. Employers have expressed concern for the lack of sufficiently trained graduates to meet the challenges of a high-performance workplace and have further proposed that the curriculum for agriculture was out of date and should be changed (Graham, 2001; Kunkel, et al., 1996). As a result, core competency skills have become a requirement for both higher education and industry. To meet the demand for computer-literate students, accreditation agencies have recommended that universities implement computer competency entrance exams, exit exams, and require computer courses (Young, 1997). Incorporating the desired skills into the curriculum will help graduates to be more qualified to adapt to the high-tech, fast paced jobs of the future (Graham, 2001).
In order for computers to be successful in the classroom, good software is essential. Departments and disciplines must address the use of computers in the courses, along with computer-related work. Faculty members need to consider how technology is valued by other colleagues in their discipline (Brent, 1999).
