The Effect of an Educational Internet-Based Computer Literacy Course on Pre-service Teacher Education Students’ Computer Self-Efficacy

Abstract

The purpose of this study was to compare pre-service teacher education students’ computer self-efficacy at the beginning and end of an Internet-based computer literacy course by prior computer experience. Self-efficacy (Bandura, 1977; Bandura, 1986) constituted the theoretical framework for this study. The study surveyed 97 students who were enrolled in an educational Internet-based computer literacy course offered by the Faculty of Educational Sciences in association with the Hashemite University e-Learning Office. A Likert-type Computer Self-Efficacy instrument was developed based on careful review of literature and analysis of skills usually emphasized in computer literacy courses. In addition to descriptive analyses, multivariate analysis of variance (MANOVA) and multivariate analysis of covariance (MANCOVA) were used for data analysis. Results of the study suggest that the computer literacy course significantly improved computer self-efficacy for all factors (basics, word processing, spreadsheets, and Internet) for pre-service teacher education students who entered the course with no prior computer experience. However, students entering the course with prior computer experience gained less computer self-efficacy for all factors. In general, in terms of computer self-efficacy, the computer literacy course was more effective for students who entered the course with no prior computer experience than those who entered with prior computer experience. Based on these results, several recommendations were offered for teacher educators, particularly those who develop programs in the area of pre-service teacher computer education.