EJISDC (2000) 1, 3, 1-8 Gender Differences In Computer Literacy Level Among Undergraduate Students In Universiti Kebangsaan Malaysia (UKM) Nor Azan Mat Zin Halimah Badioze Zaman Hairulliza Mohd Judi Norhayati Abdul Mukti Hazilah Mohd Amin Shahnorbanun Sahran Kamsuriah Ahmad Masri Ayob SalwaniAbdullah Zuraidah Abdullah Faculty of Technology and Information Science Universiti Kebangsaan Malaysia 43600 BANGI Selangor Darul Ehsan, Malaysia e-mail [email protected]

Abstract This study was conducted to assess gender differences in computer literacy levels of undergraduate students in UKM. Responses from 2,591 students were analyzed. Students were surveyed on software and application use, self-perceived control and programming skills. There is a significant difference in computer literacy level between male and female students; overall mean score for male was 2.62 (N = 734, SD = 0.71) while female score was 2.34 (N = 1570, SD = 0.58). Male students had greater computer experience and use computer more frequently. They also reported a higher computer ability and slightly higher percentage of them own a computer. Males had greater self-perceived control and higher programming skills and better ability in computer repair and maintenance tha n females. Other factors such as computer experience, and computer ownership also affect computer literacy level as was shown by the interaction effect existed among gender, computer experience, and computer ownership. Implication from this study indicates that increasing the computer experience and encouraging students to own a computer will give more opportunity to female students to achieve a higher level of computer literacy. 1. Introduction In recent years, rapid developments in information technology (IT) have made a considerable impact on almost every aspect of society, such that a working familiarity with IT is becoming increasingly important, especially in the workplace (Cromber et al, 1997). Knowledge, skills and confidence with computer technology are now an asset for those entering the competitive employment market. Every aspect of life from education, leisure, work environment to social interactions is being influenced by computer technology. Education at all levels play an important role in equipping students with enough IT knowledge and skills in order to be successful in their life In Malaysia, a woman has equal opportunity in education as well as in employment. In fact, presently there are more female students enrolled in UKM compared to that of males. Women also outnumber men in some jobs. So, it is important that female students are The Electronic Journal on Information Systems in Developing Countries, http://www.ejisdc.org

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computer literate as well as male students so as to be able to obtain good positions with good salary upon graduation. Both males and females should be equally computer literate since computer technology has now become important in the work of most employees and computer related activities have become critical to organizational success. In keeping pace with development, Malaysian national IT agenda has focused on seven applications, one of which is the Smart School Project whereby IT is incorporated directly into the school curriculum which will prepare students with IT knowledge and skills. Universiti Kebangsaan Malaysia (UKM) has also joined other universities and higher learning institutions in setting up an IT faculty in 1994 and is now graduating students for the IT employment market. Presently there are only three basic computer courses offered to nonIT students by the faculty. It is felt that students from other disciplines are still lacking in computer knowledge and skills. Therefore, there is a need to review existing programs, efforts and IT facilities in order to increase literacy and acculturation of IT among students. This study was carried out to assess the literacy level of undergraduate students so that proper programs and suitable efforts can be planned and carried out to ensure that all students are computer literate. 1.1 Computer literacy Most definitions of computer literacy or ability are eit her too narrow or too broad. Loyd and Gressard (1984) viewed computer literacy as the amount of time spent on the computer, ownership of a home computer and number of computer-related courses taken. On the other hand, Stone (1985) measured computer literacy by focusing on vocabulary and programming while Jackson, Clements, and Jones (1984-85) focused on computer experience and use, programming skills and ability to use software. Computer usage and knowledge has been extensively studied in the past (Mitra, 1998; Francis & Katz, 1996; Geissler & Horidge, 1993). Most researchers use different areas to test computer literacy in accordance with technological progress in IT as more micro- computer being used and application software become more user friendly, in addition to the advancement in electronic communication. Kay (1993) developed a practical multi-component computer ability measure (CAS) comprised of all four areas of computer use or sub-scales; software ability, awareness, perceived control and programming skill. Non the less, a good operational definition of computer literacy is given by Simon-son et al.(1987) as “an understanding of computer characteristics, capabilities, and applications, as well as an ability to implement this knowledge in the skillful, productive use of computer applications suitable to individual roles in society" . To meet the growing need of computer literacy, educators have studied various areas of computer use. Kay (1993) in studying computer literacy level of pre-service teachers reported that respondents rated themselves as having “low” software knowledge and “very low” programming skills. Hignite and Echternacht (1992) also reported that subjects have a low literacy level even though their attitudes toward computers are positive. It was found that variables such as computer experience, computer familiarity and use and computer ownership influenced self-reported levels of computer literacy. (Geissler & Horidge,1993; Smith & Necessary, 1996). 1.2 Computer literacy and gender Research over the past decade has revealed the dominance of males in computer use (Miura, 1987) and ownership (Culley, 1986;Geissler& Horidge, 1993). Even in situations where they are given equal access, it seems that females are less likely to make use of computers than males (Arch and Cummins, 1989). Other studies have investigated the relationship between

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gender and computer attitude and have reported that males have more positive attitudes towards computers (Anderson, 1987; Nickell & Pinto, 1986; Cromber, et. al, 1997). Males reported a higher perceived computer knowledge about computer functions and disk operating system use and writing original computer program than females (Geissler& Horidge, 1993). Smith & Necessary (1996) found that males have a higher level of computer literacy than females, however, gender difference in computer literacy was found to diminish with increased computer experience (years of use, weekly usage etc.). The gender stereotyping of computer use as a male domain however did no t affect female students’ attitude towards computer (Francis & Katz, 1996). 2. Method 2.1 Questionnaire This study was carried out to investigate the difference in computer literacy level between gender among undergraduate students in UKM. The instrument used was a questionnaire comprised of demographic variables and three computer ability components or sub-scales. The sub-scales are software and application use, programming skills, and self-perceived control. Items in the sub-scales were adapted from Kay’s CAS and from other literatures. The internal reliability calculated for the scale is 0.94 and sub-scales reliabilities are also high at α = 0.92 for sub-scale software and application use, α = 0.88 for sub-scale self-perceived control and α = 0.93 for sub-scale programming skills. Demographic variables, beside gender includes age, computer experience (number of years of computer use: < 1, 2, 3 and > 3 years), computer ability, computer ownership and frequency of computer usage per week (7 hours per week). 2.2 Subjects The respondents in this study were 2591 (14 % of total enrolment) undergraduate students studying in various faculties in UKM. 857 were males and 1734 were females. Students participated voluntarily and were given instructions on how to complete the questionnaire. The survey took about 10-15 minutes to complete. 2.3 Data Analysis Data collected were analyzed using SPSS for Windows statistical package. 3. Results and Discussion 3.1 Demographic analysis The number of years of computer experience ranged from less than 1 year to more than 3 years. 42.1 % of males had more than 3 years computer experience compared to females with only 36 % of them had more than 3 years computer experience. Males (39.3 %) use computers more frequently, that is for more than 7 hours per week, compared to females (26 %). Males also reported high computer ability (males 35.6 %, females 22.4 %). Slightly more males own a computer compared to females (males 59.4 %, females 57.3 %). Table 1 shows demo graphic breakdown for the sample studied. Table 1. Demographic analysis

Computer Experience < 1 year < 2 years < 3 years

Male

Females

147(17%) 153(17.9%) 191(22.3%)

311(18%) 363(21%) 429(25%)

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> 3 years Computer Use < 1 hour < 3 hours < 5 hours < 7 hours > 7 hours Computer Ability None little Medium/moderate Good Very good Own a computer? Yes No Can repair & install computers

361(42.1%)

622(36%)

106(12.4%) 122(14.2%) 171(20%) 119(13.9%) 337(39.3%) 9(1.1%) 130(15.2%) 413(48.2%) 246(28.7%) 59(6.9%)

272(16%) 384(22%) 386(22.3%) 242(14%) 450(26%) 10(.6%) 323(18.6%) 1013(58.4%) 352(20.3%) 36(2.1%)

509(59.4%) 347(40.55%)

993(57.3%) 739(42.6%)

66.9%

33.1%

3.2 Descriptive Statistics and Correlation Overall mean score for the scale was 2.6155 for males and 2.338 for females. On the Likert scale of 1 to 5 (very low to very high), these mean scores indicated a “low” to “moderate” literacy level but males rated themselves as having a slightly higher literacy level than females. Table 2. Overall mean score for males and females on the computer literacy scale Male Std. Female Std. Mean Deviation Mean Deviation Overall scale 2.6155 (literacy level)

.7132

2.3380

.5830

3.2.1 Software and application use sub-scale For, males scored higher, mean = 2.8398 (female mean = 2.5685). Word processing is the most used software by all students (male mean = 3.6558, female mean = 3.5069), which is not surprising since most course assignments need to be type written, therefore at one time or another students have to use this software. The difference between gender can be seen significantly in software use of PowerPoint for presentation (male mean = 2.9, female mean = 2.6), Disk Operating System/DOS (male mean = 2.6, female mean = 2.3), Internet ( male mean = 3.5, female mean = 3.1), E- mail (male mean = 3.5, female mean = 3.2), ftp (male mean = 2.9, female mean = 2.5) and special application software such as AutoCAD and Mathematica (male mean =2.2, female mean = 1.9); identifying computer hardware (male mean = 3.1, female mean = 2.7) and knowledge of computer hardware functions (male mean = 3.1, female mean = 2.7). Table 3. Detail mean scores for software and application use sub-scale Item

Male Std. Female Mean Deviation Mean

Std. Deviation

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Software and application use sub- 2.8398 .7476 scale

2.5685

.6321

Word processor Spread sheet Presentation (Power Point) Authoring tool (Authorware ) Computer aided instruction Windows operating system Disk Operation System (DOS) Internet for information needs Communicate through E- mail Do Ftp Use Telnet Joining Newsgroup/ Listserve Use specific application (CAD, Mathematica) Identify computer hardware Know hardware functions

3.6558 .8843 2.9335 .9913 2.9113 1.1270 2.1300 .9927 2.4140 1.0285 3.2310 1.0447 2.6297 1.0899 3.5193 1.0667 3.5111 1.1682 2.8610 1.1869 2.4322 1.1598 2.0164 .9821 2.2269 1.1035

3.5069 2.8269 2.6353 1.9589 2.2185 3.0110 2.2777 3.1131 3.2073 2.4873 2.1550 1.8039 1.9016

.7655 .8557 1.0039 .8859 .9417 .9413 .9307 1.1105 1.2005 1.0450 1.0426 .8377 .9324

3.0783 1.0528 3.0678 1.0475

2.7191 2.7081

.9454 .9307

3.2.2 Self-perceived control Overall mean score for self-perceived control sub-scale is 2.9213 for males and 2.7501 for females. Males reported that they are slightly more able to control computer when using it and did not need anyone to tell them how to use the computer, however the difference in mean scores for each item is small as shown in table 4. Table 4 . Mean score for self-perceived control sub-scale Item Self-perceived control sub-scale Can make the computer carry out my instructions Able to solve problems occurring during computer usage In complete control when using computer Do not need someone to tell the best way to use a computer

Male Std. Female Std. Mean Deviation Mean Deviation 2.9713 .7993 2.7501 .6879 3.2909 .9628

3.0923 .8725

3.1579 .9975

2.9418 .8959

3.1238 .9739

2.8847 .8972

2.3119 1.0792

2.0819 .8840

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3.2.3 Programming skill Overall mean score for programming skill sub-scale is 2.0344 for males and 1.6921 for females. The mean indicates that programming skill is “low” for both gender but especially so for females. Also, more males than females can do computer repair and installation. Table 5. Mean scores for programming skill sub-scale Item

Male Std. Female Mean Deviation Mean

Std. Deviation

Programming sub-scale

2.0344 .9729

1.6921

.8408

Tahap pengetahuan bahasa Can read computer progam Can write computer program Can debug/correct computer program Level of knowledge about specific applications ( CAD, etc) Building application using specific software (CAD, etc)

1.9977 1.0991 2.0747 1.1546 2.0420 1.1421 1.9020 1.0677

1.7105 1.7641 1.7197 1.6061

.9813 1.0422 1.0048 .9109

2.1330 1.1534

1.7197

1.0185

2.0572 1.1316

1.6313

.9573

3.2.4 ANOVA test ANOVA test was carried out to see the effect of demographic variables on literacy level. The difference between gender is significant (F= 5.697, p