How does prior knowledge affect student engagement in undergraduate level computer literacy classes

Date

2008-05-08

Author

Öncü, Semiral
Şengel, Erhan
Delialioğlu, Ömer

Metadata

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Many freshmen show no interest in computer literacy classes. They do not participate or actively seek information. It is hypothesized in this study that this tendency results from prior computer knowledge. Students who already mastered the content do not find it useful, so they get bored, leading to the hypotheses that (1) students who are computer literate will have low student engagement and have high achievement. Moreover (2) students who are not computer literate will have high engagement, and have exam scores that vary randomly depending on how hard they study. MANOVA results from 267 freshmen show that different departments have significantly different engagement and achievement scores. However, the prior knowledge can predict achievement but not engagement. Moreover, students with little or no prior content knowledge score significantly less than their counterparts. Overall students are not actively involved in schoolwork which is a call for action to improve engagement.

Subject Keywords

Prior knowledge, Student engagement, Computer literacy, Achievement

URI

https://hdl.handle.net/11511/78080

Conference Name

8th International Educational Technologies Conference, 2008

Collections

Department of Computer Education and Instructional Technology, Conference / Seminar

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Citation Formats

S. Öncü, E. Şengel, and Ö. Delialioğlu, “How does prior knowledge affect student engagement in undergraduate level computer literacy classes,” Eskişehir, Türkiye, 2008, p. 1306, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/78080.