Evaluating Student Perception of Usefulness in an Undergraduate Using Information Technology Course
Faculty Mentor
Chelsie Dubay
Mentor Home Department
Computing
Short Abstract
Computer science education has witnessed significant changes in recent years, resulting in computing-related courses undergoing multiple transitions and iterations to keep pace with the rapidly evolving technology landscape. One such course, Using Information Technology, provides instruction in "basic computer skills and proficiency in information technology, including skills related to word processing, spreadsheets, presentations, online communication, database searching, privacy protection, and integrating electronic information sources."1 The course stands out among others as it is the sole graduation requirement that is specific to a particular course; as such, it often receives mixed feedback from faculty and students. To better evaluate the course’s feedback and to situate that feedback within a usefulness context, this thesis measured student perceptions of usefulness using the Course Value Index (CVI). The CVI is a validated instrument designed to assess students' perceived value of a course based on its relevance, usefulness, and applicability across four domains – course valuing, content learning, personal learning, and behavior learning. This study employed a quantitative approach using a descriptive, cross-sectional method to collect student perceptions of usefulness related to the course, the content, and the learning experience. Results of the study revealed low course value ratings, which can provide insight into curricular changes, pedagogical considerations, and the course's future direction.
Category
Science, Technology and Engineering
Start Date
5-4-2024 10:20 AM
End Date
5-4-2024 11:20 AM
Location
D.P. Culp Center Room 219
Evaluating Student Perception of Usefulness in an Undergraduate Using Information Technology Course
D.P. Culp Center Room 219
Computer science education has witnessed significant changes in recent years, resulting in computing-related courses undergoing multiple transitions and iterations to keep pace with the rapidly evolving technology landscape. One such course, Using Information Technology, provides instruction in "basic computer skills and proficiency in information technology, including skills related to word processing, spreadsheets, presentations, online communication, database searching, privacy protection, and integrating electronic information sources."1 The course stands out among others as it is the sole graduation requirement that is specific to a particular course; as such, it often receives mixed feedback from faculty and students. To better evaluate the course’s feedback and to situate that feedback within a usefulness context, this thesis measured student perceptions of usefulness using the Course Value Index (CVI). The CVI is a validated instrument designed to assess students' perceived value of a course based on its relevance, usefulness, and applicability across four domains – course valuing, content learning, personal learning, and behavior learning. This study employed a quantitative approach using a descriptive, cross-sectional method to collect student perceptions of usefulness related to the course, the content, and the learning experience. Results of the study revealed low course value ratings, which can provide insight into curricular changes, pedagogical considerations, and the course's future direction.