Navigating new horizons: an analysis of factors that influence computer literacy among undergraduate students

Abstract

The purpose of this study was to assess the factors that influence computer literacy among university students. The study was primarily inspired by the realization that students acquire computer skills at varying levels and progress to use computers with varying proficiency despite the fact that they will be engaging in a similar module. A quantitative-qualitative orientation was taken in carrying out the research, particularly employing a survey research design. The study was carried out at Great Zimbabwe University, which is located in Masvingo, Zimbabwe. Thirty four (34) participants were randomly selected from a class of one hundred and eighty (180) students to participate in the study. The study revealed that students with computers at home had higher literacy levels compared to those who did not have even after completing the module. Students with a positive attitude toward computers performed relatively better than those with negative ones. Gender was not a significant variable that affected computer literacy. However, females had slightly higher levels of computer literacy when compared to males, but the difference was not significant, (t = 0.332, significance value — 0.747). This study recommends that learners should be exposed to computers prior to coming to university as this is a powerful determinant of computer literacy at tertiary level.