Introduction [TJ]

8.4.5 Levels of Computer Proficiency and Confidence

Learners’ Assessment of their Computer Proficiency

The assumption made was that the more accessible computers were to learners and educators the more computer proficient they would become. Learners and educators were therefore asked to give an assessment of their computer proficiency. Most learners rated their proficiency as well to very well. Learners were also asked to compare their computer proficiency with that of other students and teachers in their school.

Figure 8.8 Comparisons of Computer Proficiency in Learners and Educators
While the majority of learners assessed themselves as being more proficient than other students in their classes, they assessed themselves as being generally less proficient than their teachers. This was a bit surprising given the fact that more than half of the students (68%) indicated that they did not know whether their teachers were well trained in computers. The majority of the learners (86%) also indicated that teachers did not use computers during teaching.
The majority of learners used computers for schoolwork. Those learners who used the Internet indicated that they used it mainly for personal uses including e-mail and entertainment, as compared to school projects.

Figure 8.9 Use of the Internet by Learners
An attempt was made to establish whether there were any associations between the age and sex of the learners and variables such as the use of computers, where computer skills were learnt, how often they used computers, where they used them most, the use of the Internet, how well they could use computers, and time spent learning and using the computers. Tables 8.2 to 8.5 below present associations that were significant from the cross tabulations.

Table 8.2 Cross Tabulation of Age of Learners by How

Well They Used Computers

Age of Learners	Well	Very Well	Total
13 17 years	56 72.7%	21 27.3%	77 100%
18 + years	22 52.4%	20 47.6%	42 100%
Total	78 65.5%	41 34.5%	119 100%

X² = 4.982 S = 0.03 df=1 n=119
There was a significant association between the age of learners and how well they used computers in this study. While the sample had more of the age group aged 13 to 17 using computers than the older learners aged 18 years plus, there were significantly more older learners indicating that they could use the computer very well than the younger ones.
Table 8.3: Cross Tabulation of Age of Learners by Time Spent Using Computers

Age of Learners	None	<1 Hour	1 - 2 hours	Other	Total
13 17 years	17 17.7%	24 25%	47 49%	8 8.3%	96 100%
18 +	2 4.3%	18 39.1%	26 56.5%		46 100%
Total	19 13.4%	42 29.6%	73 51.4%	8 5.6%	142 100%

X² = 10.326 S = 0.016 df=3 n= 142
There was also a significant association between age of learners and time spent using the computers, with the older learners (18+) spending significantly more time using computers than the younger learners. This might have been the reason why the older learners were more computer proficient as compared to the younger learners. It was a policy in some of the schools to give Advanced level students more time on the computers than the Ordinary level students.
Gender_of_Learners___by_Use_of_Computers'>Table 8.4 Cross Tabulation of Gender of Learners

by Use of Computers

Gender	Use Computers	Do not use Computers	Total
Male	65 91.5%	6 8.5%	71 100%
Females	54 76.1%	17 23.9%	71 100%
Total	119 83.8%	23 16.2%	142 100%

X² = 6.278 S = 0.012 df=1 n=142
There was a significant association between sex and the use of computers with significantly more male learners using computers than females. These findings are similar to findings from elsewhere in Africa and the world over. This issue needs to be addressed at the school level with more girls being encouraged to use computers. Further research is needed to establish the reasons why girls do not take an active interest in the use of computers, even in cases where they have access to them.
Table 8.5 presents a cross tabulation of gender by purpose for which learners use the Internet. Again, there was a significant association between the gender of the learners and use of the Internet, with female learners using the Internet less than the male learners.
Table 8.5 Cross tabulation of Gender by Purpose for which Learners use the Internet

Gender	Don t use Internet	Assignments	School Projects	Personal Use	E-mail	Entertainment Chat groups	Surfing	Total
Male	8 12.3%	13 20.6%	8 12.7%	10 15.9%	12 19%	11 17.5%	3 4.8%	65 54.6%
Female	18 33.3%	3 5.7%	4 7.5%	5 9.4%	21 39.6%	3 5.7%	1 1.9%	54 45.4%
Total	26 21.8%	16 13.4%	12 10.1%	15 12.6%	33 27.7%	14 0.12%	4 3.4%	119 100%

X²= 25.865 S = 0.001 df=8 N=119

This again is an issue that needs further research and needs to be addressed at the school level. In light of findings such as these, schools need to come up with strategies for encouraging girls to use computers.

Educator’s Assessment of their Computer Proficiency

Educators were asked to rate their computer skills with that of students and colleagues at their schools. Slightly more than a quarter of the teachers felt that they were less competent than their students. The majority of the educators indicated that they were about as competent as their colleagues.

Figure 8.10 Educators’ Assessment of their Proficiency with Computers




Figure 8.11 Level of Confidence in the Use of ICTs as an Educational Tool
Levels of Confidence in Using ICTs

The majority of educators indicated that they used the computer as an educational tool, and their levels of confidence as generally good (74% of educators). However, about a third were not that confident, which might explain the learners’ observations that the majority of teachers did not use computers during their teaching. As previously noted in the WorLD evaluation report (2000), the training support received by teachers in Uganda was seen as inadequate, as was the informal teacher-to-teacher training that was occurring in the schools.³⁰⁰ The training topics that most teachers had been exposed to included using hardware, using application and Internet software, designing and leading collaborative projects. More training may be needed in this area.