Administrators' Perceptions of Community College Students' Computer Literacy Skills in Beginner Courses

Fundamental computer skills are vital in the current technology-driven society. The purpose of this study was to investigate the development needs of students at a rural community college in the Southeast who lacked the computer literacy skills required in a basic computer course. Guided by Greenwood's pragmatic approach as a reformative force in higher education, this action research study focused on understanding stakeholders' perceptions of students' computer skills, determining interventions to address deficiencies, and understanding the relationship between students' placement test scores and final course outcomes. Inquiry in this mixed method study included interview responses and a correlational analysis of placement test scores, pretest scores, and final course outcomes in 4 beginning computer courses. Interviews with administrators and faculty provided perceptions concerning students' computer literacy skills, and data were coded to determine themes. Test data were analyzed using correlation and multiple regression to determine the relationship between placement test, pretest and final outcomes in the course. Findings revealed that participants believed students need basic computer skills before attempting a beginning computer class, and no significant correlation was found among the test scores. It was concluded that while the computer placement test assessed theoretical understanding, it did not assess skills. The resulting recommendations promoted coaching and tutoring to assist students with low computer skills. With a focus on developing educational alternatives to better serve students, implementation of the recommendations may promote positive social change that benefits not only students needing support in developing computer skills but also the community as well.