THE INFORMATION TECHNOLOGY LITERACY LEVEL OF NEWLY ENROLLED FEMALE COLLEGE STUDENTS IN JAPAN

Main Article Content

Tomoko Nishikawa
Guido Izuta

Keywords

information literacy, computer literacy, Japanese college students, newly enrolled students, office applications

Abstract

Purpose: The objective of the study was to assess the self-assessment of information literacy among newly enrolled Japanese female college student in what concerns to the ability to operate office applications; namely, word processors, spreadsheets and presentation software. In addition, researchers also investigated the time period when they started using them. 


Methodology: A survey was performed on 272 junior college female students of humanities courses and 41 college students of nutrition science course in April 2018, right after their entrance ceremonies. Statistical free software R was used to process the data, which consisted of chi-square test of independence for a contingency table, and correspondence analysis. The parameters assessed were (1) self-evaluation of the ability to use office applications, and (2) the period of time the students started using time.


Main Findings: ‘Upper intermediate’ level students in word processors were correlated with the period around ‘Class in elementary school’ or ‘Class in junior high school’. By contrast, ‘Upper intermediate’ level students in spreadsheeting were associated with the first contact in a ‘Class in junior high school’ or ‘Class in high school’. Presentation software has been used frequently since elementary school up to high school and its club activities. Finally, the results suggest that ‘Advanced’ level students were taught how to use all these applications from family members.


Implications: These findings may help teachers to improve their academic curriculum in order to fill the gap between those who are skilled and those who are not. They also can give useful hints to explore new teaching methods on information literacy subjects in higher education.


Novelty: The results suggest that that the period of time that students had their first contact with the applications affects the awareness of their importance and the motivation to learn them.

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