Ed.D. Dissertations

Date of Award

Fall 12-14-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Donna Graham, Ph.D.

Content Specialist

Jean Swenk, Ph.D.

Content Reader

Michael Hollis, Ph.D.

Keywords

academic success, computer self-efficacy, course completion, digital learner, grades, online education, self-efficacy

Abstract

The importance of online learning in higher education has increased considerably over the last two decades. As a result, online learning has become an important area of research. The purpose of the study was to examine if higher levels of computer self-efficacy (CSE) contributed to online course completion among online California community college students. Guided by Bandura’s (1977) work on self-efficacy and the work of Compeau and Higgins (1995) and Howard (2014) on computer self-efficacy, this study revealed that there is no relationship between high levels of CSE and successful completion of the course. A judgement sample was used to select five online sections from a northern California community college in which 122 students participated. These students completed a Computer User Self-efficacy questionnaire which consisted of 12 questions on a six-point Likert scale as well as three questions regarding their perceived use of computers. Spearman’s Correlation Coefficient was conducted to see if a relationship existed between high levels of computer self-efficacy and course grades. The results showed that there was no statistically significant relationship between high levels of computer self-efficacy and course grades. The implication of this study suggests that computer self-efficacy may not be an important factor for today’s digital learner.

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