The differential effects of training on computer self-efficacy

Date of Award




Degree Name

Doctor of Education (Ed.D.)

First Committee Member

Elizabeth Harry - Committee Chair

Second Committee Member

Georgie Conoly Labadie - Committee Member


This study was designed as an quasi-experimental inquiry and conducted in Spring 1999 over a twelve week period. The measurements consisted of pre and post tests and subjects were chosen from 100 level courses. The subjects who were not randomly assigned, were registered for the Introduction to Computers (treatment) and Education & Life Seminar (control) courses. The control group did not undergo computer training and was used mainly for comparison purposes. The sample for this study was drawn from undergraduate students at a private four year Historically Black College/University (HBCU).The Computer User Self-Efficacy Scale - Student Attitudes Toward Computers (CSE) designed by Cassidy and Eachus, (1997) was used to examine the differential effects of computer training on computer self-efficacy. Test were conducted using Chi-square, t-test, Pearson Correlation, ANOVA, ANCOVA and MANCOVA. The Computer User Self-Efficacy Scale (CSE) was factored into three dimensions of self-efficacy: competence, confidence, and learning. The findings revealed that (a) computer training did not affect students' CSE, (b) females had significantly higher CSE than males, (c) CSE increased with computer experience primarily at lower levels of experience, and (d) CSE increased over time for both groups.


Black Studies; Education, Educational Psychology; Sociology, Ethnic and Racial Studies; Education, Technology of; Information Science

Link to Full Text


Link to Full Text