Examining Gender and Age Differences in Computer Self-Efficacy

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For this survey there were a total of 103 participants, with 80% female and 20% male (82, 21 respectively). The participants completed a Computer User Self-Efficacy (CUSE) scale which included a composite of participant’s responses to 30 Likert-type items. Participants were asked to identify the strength of agreement/disagreement to statements about computers using a 6 point scale (1 = strongly disagree to 6 = strongly agree) and has a satisfactory internal consistency (α = .96, N = 103). Participants computer experience revealed a statistically significant main effect (F (3, 97) = 4.942; p < .05). Participants computer experience revealed a statistically significant main effect (F (3, 97) = 4.942; p < .05). Participants familiarity of computer programs revealed a statistically significant main effect (F (3, 97) = 4.464; p < .01). Participants self efficacy score revealed a statistically significant main effect (F (3, 97) = 6.397; p < .05) indicating that not all four groups have the same self efficacy score. Participants’ computer training score was not significant. Gender differences were evident, the significant independent variables for females being computer experience and computer familiarity, while for males, it was computer experience and computer training. The final question was if the magnitude of effect was significantly different for these independent variables across gender, but independent t-tests indicated that computer experience, computer training, and for computer familiarity for gender were non-significant.

Keywords: Computer User, Self-Efficacy
Stream: Technology in Learning; Maths, Science and Technology Learning
Presentation Type: Paper Presentation in English
Paper: Can You Really Teach an Old Dog New Tricks?

Dr. Srilata Bhattacharyya

Associate Professor, Childhood Development
Curriculum & Instruction
Ruth Ammon School of Education, Adelphi University

Glen Cove, New York, USA

I have been in academia for many years. My experiences as a faculty member at the University of Bombay, India, as an invited Scholar at the University of West Indies, Kingston awarded by the Rotary International, at the University of Memphis,Tennessee, at New York Institute of Technology, New York, and currently at Adelphi University, New York, have lent a multicultural flavor to my research and teaching. My research interests are in Cross-cultural and Multicultural Education, Motivation and Self-regulation of Learning, and Technology.

Dr. Connie Tollett

Assistant Professor
Little Rock, Arkansas, USA

Ref: L09P0188