Transcript
Page 1: Computer literacy course for university students

COMPUTER LITERACY COURSE FOR COLLEGE OF HUMANITIES AND SOCIAL

SCIENCES STUDENTS, MAKERERE

BY

KABUYE JAFALIH

13/U/5578/EVE

213019533

A RESEARCH PROJECT REPORT SUBMITTED TO EASLIS IN PARTIAL FULFILLMENT

OF THE DEGREE OF BACHELOR OF LIBRARY AND INFORMATION SCIENCE

MAKERERE UNIVERSITY.

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DECLARATION

I Kabuye Jafalih hereby declare that this project is my original work and to the best of my

knowledge has not been submitted for the award of any degree in any university or institution of

higher learning other than Bachelor of library and information science under the regulations of

Makerere University.

SIGNITURE……………………………

NAME: KABUYE JAFALIH REG NO: 13/U/5578/EVE

DATE…………………………

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DEDICATION

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APPROVAL

The research project, originality and writing of this project, is entirely that of the student:

Kabuye Jafalih. It has been carried out at College of Humanities and Social Sciences and ready

for submission to the EASLIS management

Signature: ……………………………… Date: ……………………………………

SUPERVISOR

Signature………………………….. Name: Professor Maria Musoke.

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ACKNOWELOGEMENTS

My thanks go to all people without this exercise would not be a success. It is however with much

appreciation and pleasure that I view all your contribution towards my project.

I would also like to take this opportunity to express my appreciation to all EASLIS staff and

especially I owe debt of gratitude to my supervisors’ professor Maria Musoke more so for her

encouragement to keep on despite the many huddles throughout my project.

And with also heartfelt remarks not forgetting my dearest friends Kimpi Enockh, Gwayambadde

Isaac, Mawube Brian Mugisha Eli and Nayebare Doreen who have always gotten courage ideals

and the necessary guidance.

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AbstractComputer literacy is critical to students’ success in universities because of its influence in

information organization and service delivery. The applications of ICTs in the university

colleges in Makerere have necessitated the need for competency in the use of computer.

Therefore, the study investigated the level of computer literacy among students in five schools of

College of Humanities and Social Sciences. Survey research design was adopted. Questionnaire

and interview guides were used to collect data for the study, and descriptive statistical method

was used in analyzing the data collected. Simple random sampling techniques were used to

administer the questionnaire. The findings revealed that 42.1% of the respondents have fair level

of computer literacy skills which they acquire mainly through formal computer / IT training

program organized by the library and practical self-teaching. Also it shows that the respondents

are only proficient on the use of Microsoft word. The findings revealed that inadequate space for

computers especially at the School of Humanities and Social Sciences and the Lack of

information literacy and sponsorship to computers training program in the College of Humanities

and Social Sciences are the major challenges encountered. The study recommends that

universities should provide adequate computer systems in the college and also equip student with

proper training and Assist school in developing a resource center where students can go to do

assignments this can be done by the university management.

As there is no precise consensus on how to define computer literacy. The term can mean

different things to different people. Since the respondents of this study were university students,

the technical definitions may not be appropriate. After a careful search in literature, it was

understood that the computer literacy is defined with three types of skills: basic, intermediate,

and advanced or proficient. Basic and intermediate skills are being able to use basic operating

system functions, word processor, spreadsheets, presentation graphics, databases, Internet, and e-

mail. Advanced skills include programming, fixing software conflicts, and repairing computer

hardware etc.

Since advanced skills demand technical knowledge beyond the level of a university student, only

the basic and intermediate skills were considered in this study. Hence, a student was considered

“computer literate” if he/she possesses all the following six skills; Skills in basic hardware and

operating system functions, Skills in word processing, Skills in spreadsheets, Skills in

presentation graphics, Skills in databases and Skills in Internet & e-mail hence a computer

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literacy course was suggested to be introduced to those students for at least two consecutive

semesters which should cover all the necessary skills for a computer literate student and at the

end of each semester those students requested for a practical examination in order to assess their

skills in computer utilization.

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CHAPTER ONE

1.0. Introduction This chapter introduces and discusses the background to the study, statement of

the problem, aim and objectives of the study, research question, scope and the significance of

the study.s

1.1. Background to Computer literacy

For at least two decades, the term computer literacy has been controversial. Business dictionary

however, gives a simple, but reasonable working definition of computer literacy as the knowl-

edge and ability a person has to use computers and technology efficiently. Computer literacy can

also refer to the comfort level someone has with using computer programs and other applications

that are associated with computers. Another valuable component of computer literacy involves

the knowledge of how computers work and operate.

Computer literacy is generally thought of familiarity with the personal computers and the ability

to create and manipulate documents and data via word processing, spreadsheets, databases and

other software tools. Eisenberg and Johnson (2002) however believe that the computer is a tool

that facilitates and extends our abilities to learn and process information. For example students

can use emails to contact their friends or their teachers to clarify an assignment or they can use

presentation software to present information to the class. As such computer literacy is seen as an

integral part of education and not as a separate entity.

The Computer Science Telecommunication Board of the National Research Council ever

redefining computer literacy as fluency with information technology in the higher education

arena.

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In a report from National Research Council 1999 promotes concept of “fluency” with

information technology and delineates distinctions useful in understanding computer literacy and

broader technological competence. The report notes that “computer literacy” is concerned with

rote learning of specific hardware and software applications, while “fluency with technology”

focuses on understanding the underlying concepts of technology and applying problem-solving

critical thinking in using technology.

According to “Maryland Technology Literacy Standards for Students”, there are different

levels of determining a computer literate person which include basic, this is associated with Log

on and off the computer, Power on and off the computer, Open and close applications, Open,

save and close files, Print documents, Identify different parts of a computer, that is to say;

Computer (CPU),Monitor, Mouse/track pad, Keyboard, CD/DVD drive, Printer Headphones,

Microphone, Speakers, Use input device (e.g., mouse), Point, Select/click or double click,

Click/select and hold, Drag and drop, Move cursor, Type/enter letters and numbers, Recognize

and use icons to perform, computer and software functions, Use special function keys like,

Delete, Shift, Arrow keys, Space, Return/enter and others.

Intermediate is accompanied with Locate and retrieve files in various, directories, Save the

same file in multiple locations, (flash drive, My Documents, network folders), Recognize and

save files in various, formats (.bmp, .jpg, .pdf, .html, etc.), Create folders to organize files,

Rename files, Delete files, Select appropriate printer and print, Choose appropriate page setup

features, Use multiple ways to accomplish the, same task including keyboard shortcuts,, icons

and menus, Use input device (e.g., mouse), Select/right click, Use peripheral devices such as,

scanners, digital cameras, and, projection devices, Multitask by using Task Bar and or,

minimize/maximize command or icon, Use special function keys, Page up/down, Home/end,

Troubleshoot common technology Problems.

Proficient level which involves the attachment and use peripheral devices such, as scanners,

digital cameras, media, storage (e.g., flash drive), and, projection devices, View file properties to

determine, memory size, Locate and use accessibility features, as, needed, Magnifier, Sticky

keys, Multi task in a variety of ways, Save a compressed file (.zip) and others

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1.1. Background of College of Humanities and Social Sciences

The college of Humanities and Social sciences consist of 5 schools, 5 Centers and 1 Institute

(Makerere Institute for Social Research). The schools are; School of psychology, School of

women and gender studies, School of social sciences, School of languages, literature and

communication and the School of liberal and performing arts.

The mission of the College of Humanities and Social Sciences is to create and transmit ideas,

knowledge, virtues and values to students with a view to preparing them to be leaders and

workers for their country in particular and the world at large. Apart from being one of the oldest

and largest in the University, the College has a reputation for excellence and a commitment to

ensuring that its students are well prepared for the ever-changing job market.

Aware of the global challenges, the college of Humanities and Social sciences designed new

strategies to provide its students with more favorable and marketable programs and courses.

Professional programs and new subject combinations have been introduced at the undergraduate

level and are now being offered. These programs provide specific knowledge, skills and attribute

that graduates gain from their respective areas of study. The choice of subject combinations

entirely depends on one's interests, strengths and career aspirations

1.2. Statement of the problem

According to Shamim Kabuye (2014), College of Humanities and Social Sciences is the largest

college in Makerere University, this college has got a vast number of computers housed to serve

students as well as their scholarly and research work. Although there are advances in technology,

these computers seem not to be fully utilized by students for academic work. It was noted that

these students lack computer skills to fully utilize the computers provided by CHUSS. Although

the university and the library organize computer literacy programs, there is still a need for a

greater improvement on student’s knowledge and skills in computer utilization for example using

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different software such as Microsoft office (word, publisher, PowerPoint, access, excel), and

searching databases for literature. Hence the need for study in order to fill this gap.

1.3. Aim of the study

The aim of the project was to analyze the need for a computer literacy course in order to train the

students in computer utilization so that they acquire skills and knowledge of using computers

during their scholarly and research works.

1.4. Objectives of the study

To examine the level of computer literacy among CHUSS students.

To identify the facilities provided by Makerere University which support computer literacy.

To find out whether the facilities provided by the university are adequate enough to provide

necessary computer skills to CHUSS students.

To identify the challenges encountered by students while using computers during their

scholarly research work

To propose the strategies of introducing computer literacy course to CHUSS students.

1.5. Research questions

What are the levels of computer literacy skills among CHUSS students?

What facilities have been provided by Makerere University to promote computer literacy among

CHUSS students?

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Are these facilities adequate enough to provide necessary computer literacy skills to CHUSS

students?

What are the challenges faced by CHUSS students when utilizing computers?

What are the different strategies of enhancing computer literacy levels among CHUSS students?

1.6. Scope of the Study

This study focused on the assessment of the computer literacy levels among students at the

College of Humanities and Social Sciences in 2016. The findings were the basis for a proposed

computer literacy course. The study covered the assessment of the students’ ‟ computer literacy

in terms of general computer operations, communication and the internet, word processing,

spreadsheets, graphics, power point presentations and searching academic databases and the

respondents were the students of the college who use computers during their scholarly and

research work.

1.7. Significance of the study

The project will help the university to implement the ICT policy as it was stated in Makerere

University Information and Communication Technology: ICT Policy Master Plan Phase 2

(2005 – 2009) “All students and staff at all levels are able to use standard application packages,

(Word processors, spread sheets, data bases) as well as email and the Internet” this will be done

through increasing on the number of computers and introducing computer literacy course.

The findings of the study will make a significant contribution towards proffering solutions to the

ongoing debate in the field of social research on the need of improving computer skills to

eradicate the relative low level of research and publications of academic staff at the college

through acquiring different search skills which will be provided by the course.

The results of this study will be used by the administrators as a basis for planning, designing and

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implementing a computer literacy course. Also administrators may use the collected statistics or

outcomes to emphasize the need for a computer literacy course for students.

The results of the study can be a basis for other researchers‟ future references. It will also give

them idea on the importance of computer in the research process. They may include other

variables to deepen the study for effective computer literacy courses in education.

The project would significantly provide information on the state of the art in terms of ICT

infrastructural facilities in Makerere University and the extent of accessibility and utilization of

electronic resources by students for their research in relation to their productivity.

The findings will also assist in formulation of policy guidelines on using computers as a medium

of research and learning in all CHUSS schools of not only research but other subjects as well.

The research findings will invariably have theoretical and practical implications in the overall

development of the field of social work and service delivery in respect of accessibility and

utilization of electronic resources and research productivity of students.

1.8. Definition of operational terms

Computer; this is a machine that perform tasks or calculations according to a set of instructions,

or programs.

A computer can also be defined as an electronic device that can be used to enter, store, retrieve

and manipulate data using different software programs.

Literacy; National Assessment of Adult Literacy (NAAL) defines literacy as both task-based

and skills-based. Task-based literacy is the ability to use printed and written information to

function in society, to achieve one's goals, and to develop one's knowledge and potential.

Literacy” can also be defined as being educated or able to read and write (Mish, 2009).

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Furthermore, literacy is also a term that describes the level of ability for a person to function in

society (Reinking, 2011). In looking at this general definition, one may ask questions such as: “to

be educated in what?” or “to be able to read what?” or even “how does one write?” Recent

attempts to answer such questions has led to multiple views of literacy or “multi-literacies” such

as technology literacy, information literacy, visual literacy, and media literacy (Tyner, 2008).

A course, is a unit of work in a particular field or area of a study normally extending through one

semester the completion of which normally carries credit towards the fulfillment of the

requirements of certain degrees, diplomas or certificates (Makerere University Fresher’s

joining instructions (2013)

A course can also be defined as a set of classes or a plan of study on a particular subject, usually

leading to an exam or qualification.

Courses are subdivided into 4 categories these are;

Core course, this is a course which is essential to a particular academic program and gives the

academic program its essential features.

Audit course, a course offered by a student for which a credit or credit unit shall not be awarded.

Elective course, is a course offered in order to broaden on academic program or to allow for

specialization.

Prerequisite course is a condition (either course or classification) which has to be satisfied prior

to enrolling for the course in question. I is therefore done to prepare for higher learning.

Computer literacy; is the ability to create and manipulate documents and data via software tools

for example Microsoft word, excel, access and others. It can also refer to the comfort level

someone has with using computer programs and other applications that are associated with

computers. Another valuable component of computer literacy involves the knowledge of how

computers work and operate

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Skills; abilities and capacity acquired through deliberate, systematic, and sustained effort to

smoothly and adaptively carryout complex activities or job functions involving ideas.

CHAPTER TWO

LITERATURE REVIEW

2.0. Introduction: This chapter presents the literature review for the study. The need for a

literature review in the study cannot be overemphasized. Basically, a literature review makes a

researcher to be familiar with previous work or research in his/her discipline, in addition for the

need for the researcher to gain knowledge on how to find, analyze, evaluate and integrate

information from existing research (Gastel, 2012). Besides, a literature review is helpful in

assisting the researcher to know different approaches/methods that he/she can adopt in his/her own

research. A literature review primarily sets the foundation for a new research/study, guides the

researcher through the research process, and is also relevant in the choice of theoretical framework

for the study. This chapter reviews information on the history of computers in Uganda, computer

literacy in universities, competences of computer literacy person and ways of improving computer

literacy levels.

History of computers

History of computer literacy

Competences of computer literate person

Significances of being computer literate

Information technology use related to basic computer literacy

Facilities that support computer literacy (software and hardware)

Factors affecting implementation of computer literacy courses

Ways of improving computer literacy

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2.1. History of computers in Uganda

According to world book encyclopedia (1994), a computer is defined as a device that processes

information with astonishing speed and accuracy.

According to the oxford thesaurus, (2001) a computer is defined as an electronic device capable

of storing and processing information in accordance with a predetermined set of instructions.

Computers in Uganda started a way back to serve a variety of purposes in deferred economic

fields like education, banking, engineering and many others to ease the technical work. (Comer,

2006). In Uganda computer utilization has drastically changed the mindset of capable Ugandans

who use internet for a variety of reasons especially in academic research, information retrieval

and delivery.

Computers process, stores and output information in all sectors of the economy. (Starcom 2008).

Heath cote, P.M (2000), stated that students and scientists use computers as learning tools.

In the past decade, there has been a tremendous increase in the use of information technology

with new applications coming on the market: Skype technology has one making calls using a

computer connected to the Internet and teleconferencing which allows meetings between people

in different places with a click of the mouse.

The first computer ever in Uganda was an unwieldy mainframe, which arrived in 1967.

According to Dr Ham-Mukasa Mulira, an IT expert, Independence resulted in a rise in

government workers so the computer was brought in to help with management of public

servant’s payroll.

The mainframe was a huge, heavy metallic box-like object with neither a keyboard, mouse, nor a

central processing unit. Instead, it functioned through punch cards, usually operated by women,

and it required special skills to operate. It could only be used for adding and subtracting num-

bers.

It was stationed at the Uganda Computer Services in the Ministry of Finance under the supervi-

sion of Mr I.K Kabanda, the then government chief statistician who also spearheaded the training

of Uganda’s first computer specialists.

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In 1968, the second mainframe arrived and was taken to Makerere University’s department of

mathematics and placed under Prof. Paul Mugambi, currently vice chancellor of Nkumba Uni-

versity. It was a preserve for those who were doing mathematics, today’s computer scientists.

Later, this was sold to Dr Patrick Mangheni of Uganda Data Services, making him the first

Ugandan to offer computer services commercially.

It was not until the mid-80’s that the first desktop Apple was brought to Uganda. It was pur -

chased by Makerere University at the prompting of the then bursar, Mr Khan, to handle the uni-

versity’s payroll.

Hardly 50 years since the mainframe’s arrival, there are now hundreds of thousands of comput-

ers in the country. (Daily Monitor Saturday March 2010)

An illustration of a full set of a computer

2.2. History of computer literacy. The teaching of Computer Literacy has a long and rich

history that parallels major advances in computing technology. Four stages in the development of

computer technology correspond with stages in the development of Computer Literacy

initiatives. The introduction of minicomputers in the 1970s, microcomputers or personal

computers (PCs) in the 1980s, the Web as the defining Internet application in the 1990s, and

portable and mobile (wireless) computing today.

In the 1970s the general public did not have access to computers. Their use was limited primarily

to data processing workers and programmers. While increasing numbers of universities

networked their computers, no central, universal network aimed at fostering community or

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citizenship existed. Computer literacy at that time included the need to know about computer

technology because of its relative "pervasiveness," the need to make informed decisions on

public policy involving computers and their applications, and the need to tell the public about

data processing and computing careers.

Teaching topics included hardware, software, applications, and implications for society and

individuals but no programming (active participation) was included.

The arrival of PCs in the 1980s made computing technology more widely available to the

general public. By 1985, classroom models of Computer Literacy began to resemble today's

definition, specifying stages: computing awareness, computing literacy, computing fluency, and

computer expertise.

While easy access to PCs provided the opportunity to teach programming, its inclusion remained

a controversial issue. During this time frame, one of the authors developed a Computer Literacy

program that combined hands-on experience with computing awareness in PC-based software.

An online quiz at the end of each lesson determined whether the student could proceed to the

next lesson. By 1987 computer applications had improved to the point where the ability to use

them implied Computer Literacy.

Word processing, spreadsheets, business and presentation graphics, and file management became

the core Computer Literacy topics. Because PC applications had grown easier to use, companies

began to view them as productivity (or even employment) requirements. Other topics in literacy

courses included history, basic computer operation, computer confidence, and the role of

computer technology in the business world. Movement occurred away from earlier, more

practical and performance-based models.

One Computer Literacy proposal included the philosophical issue of whether humans are merely

machines themselves. Programming was not considered an essential Computer Literacy skill.

Students could pick up important programming concepts while learning applications. Some

courses included algorithmic thinking, but at a fairly high level. A Computer Literacy course

taught by one of the authors from 1988 to 1992 offered a (relatively) painless approach to

introductory programming through the use of HyperCard and its built-in scripting language.

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Although the Web debuted in 1993, it did not have an impact on Computer Literacy courses until

later in the decade.

In 1994 neither the Web nor the Internet was included in Computer Literacy proposals. Social

and ethical aspects of computer use, however, became more prominent in course proposals.

These proposals, fueled by a diverse student constituency, also included application literacy.

Computer literacy encompassed the social and ethical context of computing, hardware and

software components of a computing system, and the computer-user interface embodied in file

abstractions.

Application literacy covered how to use applications to solve problems in specific knowledge

domains. Although the Web continued to grow exponentially, it had not fully caught on

commercially. Additionally, home computer use had not yet reached critical mass, and online

content providers had just begun to provide direct consistent connections to the Internet

In 1997 the Internet emerged for the first time as a topic in Computer Literacy courses. Social

and ethical aspects of computing had also become significant components. Topics in literacy

courses included computer history and applications, how computers work, and the power and

ethical use of information in our technological society.

An influential report by the National Research Council (NRC) published in 1999 offered

guidelines for the development of courses that provided "computer fluency" with information

technology. (The phrase computer fluency was meant to convey a deeper understanding than

Computer Literacy.) This report defined three kinds of knowledge required for fluency with

information technology: Contemporary skills (the ability to use available information technology

applications), foundational concepts (the basic principles of information technology), and

intellectual capabilities (the ability to use information technology for organization, reasoning,

and problem solving). This represents a first step toward merging Computer Literacy with the

idea of Information Literacy, centering on the concept of "information technology." As this was

happening in Computer Literacy courses, portable and mobile technologies were becoming

commonplace.

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A computer with an Internet connection could be found in virtually every library. Although the

"digital divide" persisted, many homes had multiple computers, and college freshman in some

universities were required to have laptop computers (often with campus-wide wireless

capabilities).Computers were becoming as much of a fixture in the modern office as desks or

chairs.

By 2000, Computer Literacy courses included entire sections dedicated to the "literate" use of the

Web. Because students still came to courses with a wide range of skills and experience,

traditional application-based teaching remained. Interestingly, exploration of computer-based

(online) teaching had also begun.

Literacy topics included exploring how computers work; using applications such as word

processing, spreadsheet, file management, database, and presentation graphics; finding useful

information on the Web; examining the history and future of computers; and purchasing a

computer.

2.3. Levels of computer literate person

Leland, et al (2000) in America Committee of Computer Competency (CCC), drafted computer

literacy competencies (minimum knowledge) that are considered necessary for academic success

as: using word processing programs effectively, use of library databases and catalogues to locate

print materials; finding information on the Internet and evaluate its reliability and usefulness, be-

ing able to write email effectively and appreciating the ethical issues of computing.

According to “Maryland Technology Literacy Standards for Students”, there are different

levels of determining computer literate person which include basic, intermediate and proficient

but these levels may change depending on the software application. A student could be

intermediate in word processing, but basic in visual organizers.

Basic levels

Log on and off the computer, Power on and off the computer, Open and close applications,

Open, save and close files, Print documents, Identify different parts of a computer, that is to say;

Computer (CPU),Monitor, Mouse/track pad, Keyboard, CD/DVD drive, Printer Headphones,

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Microphone, Speakers, Use input device (e.g. mouse), Point, Select/click or double click,

Click/select and hold, Drag and drop, Move cursor, Type/enter letters and numbers, Recognize

and use icons to perform, computer and software functions, Use special function keys like,

Delete, Shift, Arrow keys, Space, Return/enter and others.

Intermediate level

Locate and retrieve files in various, directories, Save the same file in multiple locations, (flash

drive, My Documents, network folders), Recognize and save files in various, formats (.bmp, .jpg,

.pdf, .html, etc.), Create folders to organize files, Rename files, Delete files, Select appropriate

printer and print, Choose appropriate page setup features, Use multiple ways to accomplish the,

same task including keyboard shortcuts,, icons and menus, Use input device (e.g., mouse),

Select/right click, Use peripheral devices such as, scanners, digital cameras, and, projection

devices, Multi task by using Task Bar and or, minimize/maximize command or icon, Use special

function keys, Page up/down, Home/end, Troubleshoot common technology Problems.

Proficient level

Attach and use peripheral devices such, as scanners, digital cameras, media, storage (e.g., flash

drive), and, projection devices, View file properties to determine, memory size, Locate and use

accessibility features, as, needed, Magnifier, Sticky keys, Multi task in a variety of ways, Save a

compressed file (.zip) and others

2.3.1. Skills of a computer literate person in using and creating spread sheet

The basic skills include the following; Select a cell, Enter data into a cell, Format cells and data,

font size, style, color, alignment decimal places, Currency, date/time, percent, Create a basic

chart or graph.

Intermediate skills; Select multiple cells, Insert, delete, and format cells, rows, or columns

Format, move, and copy cells, rows, or, columns, width, height, color, manage headers and,

footers, Select appropriate graph and elements, to display data, Use sort option (ascending and

descending), Use simple formulas such as sum and average/mean Use editing tools such as fill

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down and fill across Set print area and print spreadsheets and graphs Insert charts and graphs into

other, documents, Apply principles and elements of data, analysis and more others.

Proficient skills; Create and use spreadsheets for, assessment, productivity, and problem,

solving, Create complex formulas such as, median, mode, and percentage, Use advanced graph

features and elements to display data, Import or insert other digital elements, into the spreadsheet

(graphics, movies, objects, etc.), Use filter option, Use the hide and show options, Save in other

Formats such as html and pdf.

2.3.2. Using Email

Basic skills; Apply communication skills, read an email, compose and send an email, reply to a

message, delete an email

Intermediate skills; Apply communication skills, use “reply all”, add an attachment, save an

attachment, use carbon copy

Proficient skills; Apply communication skills, create an address/distribution list use blind

carbon copy and organize emails into folders

2.3.3. Using and Creating Databases

Basic level Open an existing database file, Enter data in a content related, database using a

database template or, form, Search for specific data/information by, field Preview and print a

data sheet

Intermediate level

Edit data in existing database records, Modify database fields, Add and delete records

Create a new database from design, view, data view, or using a wizard, Define database, fields in

a record, Set field attributes, Manage headers and footers, Use the find and sort functions

Proficient level; Insert graphics/digital files, etc. into, field type, Use the show and hide

functions, create a query, Filter data, Generate a report of data gathered, from database sources

and other

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2.3.4. Using word Processing

Locates and uses return/enter, space, delete/backspace, shift, caps lock, uses appropriate termi-

nology - font, upper/lower case, bold, italics, underline, Types sentence(s) without assistance, In-

serts text, Selects/highlights text., Deletes text, Varies font, size and style.

Understands cut, copy, paste, Uses undo command, Creates text box, Uses borders, and Uses

spell checker, and realizes limitations of spell checker, Changes text alignment, Uses thesaurus.

Changes margins and line spacing, Uses columns, Adds a table to a document and edits rows and

columns, Understands factors that affect appearance of text on a page, Understands use of Tab to

indent, Uses bullets, numbering.

2.4. Information technology use related to basic computer literacy

Students entering college should have some basic computer literacy skills so they may use the

information technology available at the college in the most effective manner. An effective use of

the information technology is not limited to just knowing how to use the tools but also the ability

to find, evaluate and judge information as well as to create and distribute information and

knowledge (Fulton, 2008). Furthermore the higher order information skills are dependent upon

the student’s ability to use the computing tools. In categorizing the different areas of knowledge

and skills required to use computer-based information sources, Anne Clyde (2006) used the

following:

1. Hardware or equipment-related knowledge and skills, including the ability to use a mouse and

keyboard;

2. System knowledge and skills, including knowledge of network procedures, and of the DOS,

Windows

3. Applications software knowledge and skills, including word processing, electronic mail

software and Internet software such as Netscape;

4. Knowledge and skills associated with the use of information system itself – the way in which

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information is stored in the system, research procedures needed (keyword, Boolean, truncation

and so on) and access techniques;

5. Knowledge and skills associated with using the information that is contained in the source or

service.

2.5. Facilities that support computer literacy course

2.5.1. Computer software, Software is defined as a computer program that tells the hardware

exactly what to do.

Or

This includes application software such as a word processor, which enables a user to perform a

task, and system software such as an operating system, which enables other software to run

properly, by interfacing with hardware and with other software (science daily .com)

Encyclopedia defines computer software as that part of a computer system that consists of

encoded information or computer instructions, in contrast to the physical hardware from which

the system is built. The term is roughly synonymous with computer program, but is more generic

in scope

Computer software can be put into categories based on common function, type, or field of use.

There are two broad classifications:

An application software (app or application for short) is a computer program designed to perform

a group of coordinated functions, tasks, or activities for the benefit of the user. Examples of an

application include a word processor, a spreadsheet, an accounting application, database

software, presentation software, a web browser, a media player, an aeronautical flight simulator,

a console game or a photo editor.

Word processor is used to create and print documents, this software allow users to edit their

documents.

Database software allows users to enter, retrieve, and update data in an organized and efficient

manner with flexible inquiry and reporting capabilities.

System software is a generic term referring to the computer programs used to start and run

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computer systems including diverse application software and networks.

System software is subdivided into two categories; operating system software and utility system

software.

Operating system software is a set of programs that coordinates all activities among computer

hardware devices and allows users to run application software.

Utility system software allows the user to perform maintenance type tasks usually related to

managing a computer. This software include, disk space analyzers, disk cleaners, data

compression, backup software, clipboard managers, anti-virus and others.

2.5.2 Computer hardware

Computer hardware is the collection of physical elements that constitutes a computer system.

Computer hardware is the physical parts or components of a computer, such as the monitor,

mouse, keyboard, computer data storage, hard disk drive (HDD), graphic cards, sound cards,

memory (RAM), motherboard, and so on, all of which are tangible physical object

A keyboard is an input device that allows a person to enter symbols like letters and numbers

into a computer. It is the main input device for most computers. There are different types of

keyboards. The most popular type is the QWERTY design, which is based on typewriter

keyboards.

Monitor or a computer display is an electronic visual display for computers. A monitor usually

comprises the display device, circuitry, casing, and power supply. The display device in modern

monitors is typically a thin film transistor liquid crystal display (TFT-LCD) or a flat panel LED

display, while older monitors used a cathode ray tubes (CRT).

A mouse is an input device that is most often used with a personal computer. Moving a mouse

along a flat surface can move the on-screen cursor to different items on the screen. Items can be

moved or selected by pressing the mouse buttons (called clicking).

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A printer is a device that accepts text and graphic output from a computer and transfers the

information to paper, usually to standard size sheets of paper. Printers are sometimes sold with

computers, but more frequently are purchased separately. Printers vary in size, speed,

sophistication, and cost.

A central processing unit (CPU) is the electronic circuitry within a computer that carries out the

instructions of a computer program by performing the basic arithmetic, logical, control and

input/output operations specified by the instructions. The term has been used in the computer

industry at least since the early 1960s. Traditionally, the term "CPU" refers to a processor, more

specifically to its processing unit and control unit (CU), distinguishing these core elements of a

computer from external components such as main memory and input or output circuitry.

The form, design and implementation of CPUs have changed over the course of their history, but

their fundamental operation remains almost unchanged. Principal components of a CPU include

the arithmetic logic unit (ALU) that performs arithmetic and logic operations, processor registers

that supply operands to the ALU and store the results of ALU operations, and a control unit that

fetches instructions from memory and "executes" them by directing the coordinated operations of

the ALU, registers and other components.

Most modern CPUs are microprocessors, meaning they are contained on a single integrated

circuit chip. An IC that contains a CPU may also contain memory, peripheral interfaces, and

other components of a computer; such integrated devices are variously called micro controllers

or systems on a chip (SoC). Some computers employ a multi-core processor, which is a single

chip containing two or more CPUs called "cores"; in that context, single chips are sometimes

referred to as "sockets".

2.5.3. Human resource (lecturer, technician, laboratory attendant)

Lecturer is a member of the faculty of a college or university usually having qualified status

without rank or tenure. A lecturer holds an open-ended, tenure-track or tenured position at a

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university or similar institution, and is often an academic at an early career stage who teaches,

conducts research, and leads research groups. Most lecturers typically hold permanent contracts

at their academic institution. In terms of responsibilities and recognition.

Computer repair technician is a person who repairs and maintains computers and servers. The

technician's responsibilities may extend to include building or configuring new hardware,

installing and updating software packages, and creating and maintaining computer networks.

Computer laboratory attendants, these are the front-line of service to students and staff

making use of IT Services labs. The lab attendant ensures that the lab environment is appropriate

for users to complete their academic computer related tasks.

Lab attendants are expected to:

Open and close the computer labs according to the IT Services schedule.

Be punctual for duty and keep to their assigned schedule diligently. They should make

themselves available (provided that they do not have lectures) to replace other lab attendants who

may be sick.

Switch on the workstations and air conditioners before opening the computer labs for users. The

air conditioners must be maintained at the right temperatures.

Check and refill printers' paper trays. See that users do not tamper with printers or use their own

paper. The printing area should be well organized.

Ensure that machines are in working order. Software and hardware problems that cannot be

sorted by the lab attendants are to be reported via email. The e-mail should contain a description

of the problem, what was done to try and solve it, and the current status of the problem.

Be knowledgeable of services provided by IT Services and have gone through the website.

Ensure that all lab users observe IT Services rules. Eating, drinking and smoking are prohibited

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in the computer labs.

Ensure that the noise level is kept to a minimum. Loud, obnoxious or unethical behavior that

distracts other users must be stopped.

2.5.4. Communication, which involves the following: Computer networks; distributed systems,

human-computer interaction, involving communication between computers and people,

operating systems, the control of computers, resources and interactions.

2.5.5. Network, a network consists of two or more computers that are linked in order to share

resources (such as printers and CDs), exchange files, or allow electronic communications. The

computers on a network may be linked through cables, telephone lines, radio waves, satellites, or

infrared light beams. Depending upon the geographical area covered by a network, it is classified

as:

Local Area Network (LAN), Metropolitan Area Network (MAN) and Wide Area Network

(WAN)

A local Area Network (LAN) is a network that is used for communicating among computer

devices, usually within an office building or home. It enables the sharing of resources such as

files or hardware devices that may be needed by multiple users.

A metropolitan area network (MAN) is a large computer network that usually spans a city or a

large campus.

It is optimized for a larger geographical area than a LAN, ranging from several blocks of

buildings to entire cities.

Wide Area Network, WAN covers a large geographic area such as country, continent or even

whole of the world.

A WAN is two or more LANs connected together. The LANs can be many miles apart to cover

great distances; WANs may transmit data over leased high-speed phone lines or wireless links

such as satellites

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2.6. Factors hindering implementation of computer literacy courses in universities

While new technologies have added value to computers by presenting new models of processing,

storing and retrieving information, they have also faced many challenges during their

implementation in different Universities. Ghuloum (2011), have indicated that several factors

such as financial support, technological factors, human factors and cultural factors may be

barriers in ensuring effective utilization of computers.

However Abioye (2010), identifies four barriers to effective introduction of computer literacy

courses in education sector namely; lack of strategic planning, lack of adequate reliable funding,

lack of use of internet to provide information services to the students and lack of skilled

manpower to train students.

Financial constraints, universities like other institutions of higher learning require sufficient

funds in order to acquire modern computers and hire skilled lecturers to train students in

computer usage. This is costly to some institutions in Uganda. As Makerere University got

computers donated by Carnegie Corporation of New York, other universities should seek

assistance from donors.

Technological infrastructure to support the program is also another challenge faced by higher

institutions during implementation of computer literacy programs. Kumba (2011), noted that

ICTs are not very well spread in African institutions of higher learning mainly because of poor

network, limited access to computer hardware and software.

Human factors, the organizational culture, college leadership and laboratory staff play a vital

role in development of the computer literacy skills among students though the number of

qualified computer laboratory attendants is quite very low in Uganda and Africa at large.

Poor maintenance culture,

Most of the equipment procured for the information technology is purchase from foreign

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countries and as a result of the nation’s backwardness. In the use of computers, they lack

information and experienced personnel to repair the system during breakdown. Also when

complains passed to higher quarters or the government for consideration it goes through as long

bureaucratic process.

Limited restricted access to users

It could be said that public libraries are not effectively implementing the application of

computers to its services. Users of the library are restricted to the use of laboratory facilities in

the computer lab because they are sacred of damaging the equipment. 24hours 7days of the week

the computer system and other information related facilities have to be offered to students or

users.

Illiteracy

There is no saying the fact that illiteracy affects the effective implementation of computer

programs. This ascertains is evident in the fact that many students in the academic institutions

have little or no idea about these modern technologies or electronic wonder and because of their

lack of awareness they tend to discard it.

2.7. RESEARCH GAP

Basing on the different literatures written on Ugandan universities and relevance of computer

literacy in research works, there are many areas where computers have been applied in academic

work like use of internet, Microsoft word and power point presentations but to add on that, there

are many authors and different organizations who have written on the advantages of being

computer literate but they failed to introduce strategies of improving student’s computer skills.

Therefore this necessitated the researcher to conduct a research entitled “computer literacy

course for College of Humanities and Social Sciences”.

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CHAPTER THREERESEARCH METHODOLOGY

3.0. INTRODUCTION

This chapter presents the research methodology of the study. It describes and justifies the

methods and processes that were used in answering of the research questions. This chapter

comprises of the research design, when qualitative data collection methods was used. In this

essence the chapter describes the study area, the study population, sample selection, data

collection methods and data analysis.

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3.1. Area of the study

The study was carried out in Makerere University at the College of Humanities and Social

Sciences. This college has five schools that is to say; School of psychology, School of women

and gender studies, School of social sciences, School of languages, literature and

communication, and School of liberal and performing arts. Reason for choosing this college was

that those schools were easily accessible by the researcher and the students at those schools face

a problem of inadequate skills in utilizing computers provided by the University in there

computer laboratories.

3.2. Research design

According to Garwood (2011), design refers to a systematic plan drawn by the person carrying

out research study. Case study research design was used while adopting qualitative research

approach the main reason for the choice of this design is to seek qualitative data on issues and

aspects about student’s skills in computer utilization, which can be useful for the purpose of

information processing and expediting managerial work

A descriptive study was carried out to identify computer literacy skills among CHUSS students,

the different opportunities and facilities provided by Makerere University which facilitates

computer literacy, challenges students face when utilizing computers and then draw the

strategies of solving those challenges by setting up a computer literacy course for those students.

3.3. Population of the study

Enon (1998), described population as “the group of people of interests from whom the

information needed by the study can be obtained”.

Population can also be defined as a complete set of subjects that can be studied. It can also be

defined as a group of individuals or items that share one or more common characteristics from

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which data can be gathered and analyzed. The target population of this research was 1 laboratory

attendants from each school (1x5=5) 20students from each school (5x20=100). Therefore the

overall target population was 120. The reason behind is that, students are the ones using

computers during their course works and laboratory attendants are responsible for guiding them.

3.4. Sampling and sampling strategies

According to Busha (2006), sampling refers to how the researcher gathers information about

target population without undertaking complete enumeration instead a small population of a

mother population is selected then the findings are generalized to the large group. During this

study, both stratified and systematic sampling was used to collect data from the laboratory staff

and students of CHUSS.

3.5. Sample size

This refers to how researcher gather information about a target population without undertaking a

complete enumeration instead a small population of a mother population is selected then the

findings are generalized to the large group. Students not more than 20 at each school were

sampled. Furthermore 1 laboratory attendant at the School of Gender and Women studies was

sampled.

SCHOOL TARGET

POPULATION

SAMPLE SIZE

School of Social Sciences 20 16

School of Gender And Women Studies 15 10

School of Literature Language and

Communication

18 11

School of Psychology 20 12

Makerere Institute for Social Research 7 4

School of Liberal and Performing Arts 20 6

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TOTAL 100 59

3.6. Data collection methods and instruments

Interview method Krishnaswami (1993), suggested that, an interview is a systematic

conversation between a researcher and the respondent initiated for obtaining information relevant

to the topic of the study in order to the problem. Interviews are subdivided into three i.e.

structured interview, semi structured and unstructured.

Structured interview, in this type of interview the researcher lists the questions and gives

alternative answers to the respondent. This was used to answer questions like; do you know how

to switch on the computer? Do you know how to create documents using micro soft word?

Unstructured interview, in this case the researcher and the respondent totally have a

conversation and exchange of views. This was used especially to the students of school of social

sciences and the school of women and gender studies to answer questions like what are the

difficulties you face during accessing of on-line information using a computer? What are your

competences in using the computer?

Semi structured interview, this involves use of open ended and closed ended questions. This

was used to gather much information about the laboratory services and how to improve computer

literacy levels among CHUSS students.

Questionnaire, this is a format set of questions or statements designed to gather information

from respondents that accomplish research objectives. A series of questions that are easy and

convenient to answer but can describe the intended practices or behaviors were formulated into a

questionnaire.

In this respect the questionnaires identified the factors limiting the effective implementation of

computer literacy programs and establish their effect on implementation. This questionnaire was

structured and unstructured which was handled over to the respondents. The respondent’s

confidentiality was assured during the answering of the questions.

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Document review

The researcher used documents such as, textbooks, research reports, websites, journals and

conference paper sources that give some related information about computer literacy among

University students. The information collected helped to supplement primary data collected

using interview and questionnaire methods. The method also helped the researcher to find out

what already had been done in the area of study and undertake the research in such a way that

contribute to the present set of knowledge.

3.7. Data quality control

Data quality is a state of completeness, validity, consistence, timeliness, reliability and accuracy

that makes data appropriate for specific use.

The questionnaires and interview schedules were pre-tested before actual data collection in the

schools that were randomly selected. Research assistants were trained to ensure good quality data

collection.

Triangulation, different data collection methods and tools like questionnaires, interviews and

observation were used to ensure data reliability.

Research assistants (Kimpi and Gwayambadde) were trained before collecting data in the field.

3.8. Data analysis and presentation

Data analysis, this is the process of bringing order to data by manipulating it, organizing what is

in the data into patterns and basic descriptive units.

Data presentation, this refers to attachment of meanings and significance to the analyzed data.

Explaining descriptive patterns and looking for relationships and linkages among descriptive

dimension.

Qualitative data was analyzed by composing explanations or descriptions and supporting them or

sustaining them with quotations or descriptions. Data was collected, cleaned, coded and analyzed

using statistical packages.

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Quantitative data was analyzed using both descriptive and inferential statistics. Descriptive

statistics include frequency distribution, means and mode. Data was presented using frequency

distribution tables, percentages, pie charts and graphs.

There was a check up on the quality of measurements during initial data analysis phase by using

confirmatory factor analysis and at the final stage of initial data analysis. During initial stage

findings of initial data were documented as necessary.

Quantitative data was presented in form of numbers and analyzed after being collected.

Data entry, the researcher manually entered data in the computer using Microsoft office word

and excel.

3.9. Ethical issues

Research ethics refers to the norms for conduct that distinguish between acceptable and

unacceptable behavior while carrying out research.

Voluntary participation and informed consent, a subject’s participation in an experiment was

voluntary and based on informed consent. Subjects were informed in advance about any aspect

of the study that might be expected to their willingness to participate in the study.

Before embarking on data collection the researcher sought for the introductory letter from the

EASLIS faculty to be presented to College of Humanities and Social Sciences administration for

permission to collect data.

The researcher had a fair use of data from other researchers, sources and acknowledged them on

the references list with full confidentiality of data obtained from all questionnaires.

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The researcher sought permission from academic registrar of CHUSS by presenting an

introductory letter he got from EASLIS department.

Another related ethical issue in relation to the participant (respondent) was protection of his/her

privacy in responding to the questionnaire, this is otherwise referred to as confidentiality in

research report (Welman, Kruger & Mitchell, 2005). In this regards each respondent was

informed in the questionnaire that the data collected would be kept in confidence, and would be

used for the research purpose only.

3.10. Limitations to the study

Limitations are influences that the researcher cannot control.   They are the shortcomings,

conditions or influences that cannot be controlled by the researcher that place restrictions on the

methodology and conclusions of the researcher.

Limited funds, the researcher faced shortage of finances in printing of questionnaires as this may

slow down the research process; however it was solved by using different methods like

interviewing and observation.

There was slow response from the respondents as this caused delay in data collection. Though it

was solved by ensuring the confidentiality of the respondents.

The response rate was quite low. Since the researcher was not in direct contact with the

respondents they did not fell the obligation to complete the questionnaire earlier.

The researcher faced a problem of using direct observation since the computer laboratory at the

school of social sciences was out of bounds by that time though it was solved by in-depth

interviewing of the students.

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CHAPTER FOUR

PRESENTATIONS OF DATA AND DISCUSSION OF FINDINGS

Introduction The research questions of this study were to identify the current basic computer

literacy skills among CHUSS students by the university and determine if the facilities provided

by the University are adequate enough to provide necessary skills to the students. The

information collected in the study looked at six categories of information which were:, ,

frequency of computer usage, number of students per computer, highest level of using the

computer (both hardware and software), how students acquire computer skills, factors

limiting computer usage and suggestions made by students in order to improve their

skills. The majority of responses came from the School of Humanities and Social Sciences

location which is the school that the researcher is most closely affiliated. The response rate

percentages from the school of Gender and women studies followed about the same

percentages as instructors surveyed from the locations. The response rate per frequency of

computer usage predominantly indicated a low rate of computer usage by those responded to

the survey.

Distribution of respondents by school

Institution Questionnaire

administered

questionnaire

returned

School of Social Sciences 20 16

School of Women and Gender studies 10 10

School of Liberal and Performing Arts 8 11

School of Psychology 12 12

School of Languages, Literature and Communication 9 04

Makerere Institute for Social Research 10 06

Total 69 59

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Distribution of respondents according to gender

Extent of using different software

Statement Yes percentage No percentage

Microsoft Word 42 71% 17 29%

Microsoft Power Point 22 37.1% 37 62.7%

Corel Draw 0 0% 59 100%

Microsoft Excel 8 13.5% 41 69.4%

Microsoft Access 4 6.77% 45 76%

Source (Field data, 2016)

The response in this Table shows that 71 percent of the respondents are proficient in the use of

Microsoft Word 37% are fair with PowerPoint presentations while 76% do not know how to

create databases by using Microsoft access.

The group ended up with the highest future expectations due to the high expectations in word

processing and power point despite the lower overall expectations given to Corel draw and

40

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database applications like Access within the same group.

Uses of the computers in different computer labs by the students

Importance Number of respondents percentage

Searching databases 7 11.8%

Preparing course works 14 23.7%

Face booking and others 38 64.4%

Source (field data, 2016)

This table shows that most of the students visit the computer Lab to chat with their friends

through face booking, twitter, Flickr and other social networks and playing games. Only 23.7%

students use those computers to prepare their course works in Microsoft word and power point.

General knowledge of Computer Usage by the respondents

Does your knowledge and skill in computer enable you use the

Internet?

No

Yes

21

38

How often do you have access to and use the computer? Rarely

Often

Very often

27

26

06

How efficient can you use the keyboard to execute command in the

computer?

Low

Fair

High

Very high

06

36

12

05

Can you effectively use the mouse to execute command in the

computer

Yes

No

I can try

24

08

27

(Field data, 2016)

This table shows that 64% of the respondents indicated that their knowledge and skill in

computer enable them use the Internet, 45.7%% indicated that they rarely have access to and use

the computer; 61% are fair in the use of keyboard to execute command.

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How often do you visit the computer Laboratory?

Alternatives Respondents Percentage

Daily 08 13.5%

Weekly (once in a week)s 13 22.03%

monthly 12 20.3%

Twice in a week 20 33.8%

Only when I have an assignment 06 10.1%

Source (field data, 2016)

The number of students who use computers in the computer Lab per day is very low. Students

suggested reasons like inadequate computers in the computer Lab, especially the school of

gender and women studies which is having only 33 computers and most the computers at the

school of humanities and social sciences are not functioning even the computers at the School

of languages, literature and communication are only allowed by communication and journalism

students leaving students offering other programs like political science, ethics and human

rights, social work and social administration behind.

Ways students acquire computer literacy skill at CHUSS

Statement Yes Percentage

Formal Computer/IT program 18 18%

Practical Self-teaching 46 46%

Assisted by Friends/Colleagues 34 34%

Computer/IT books 02 2%

Learn by trial and error 10 10%

Primary source data (field data, 2016)

The table above shows that 18 (18%) of the students acquired computer literacy skills through

formal Computer/IT programs organized by the library and University. 46(46.7%) through

practical Self-teaching and 34% of the students get assistance from their colleagues of other

colleges like COCIS

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Factors limiting the use of computers by students per school

School of Humanities and social

sciences

Frequent breakdown of system, limited space for the

computers, low bandwidth and limited space.

School of Gender and Women studies Inadequate computers in the laboratories, inadequate skills

and viruses e.tc

School of psychology Lack of/inadequate computer skills

School of Liberal and Performing

Arts

Restricted rules from the administration

Others Lack of information literacy and sponsorship to

computers/IT training program in the University.

Primary source data (field data, 2016)

This table shows that inadequate computers in the laboratories even the computers are not in

good conditions at the school of social sciences. School of Liberal and Performing Arts have

restricted rules where by the computer laboratory is allowed to only communication and

journalism students inadequate computer skills is one of the major challenges affecting

computer utilization at school psychology and lack of information literacy and sponsorship to

computers training programs. At the school of gender and women studies there are only 33

computers.

Solutions suggested by students in order to improve their skills

Suggestion Number of respondents

Regular computer repair 40

Employing trainers (IT lecturers) 46

Provision of a standby generator 12

Setting up a strong server 32

Computer training courses 48

Purchasing more computers 32

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Source (field data, 2016)

This table shows that 40% of the students requested for regular computer repair especially at

the school of humanities and social sciences where by almost 20computers in the computer Lab

are not functioning, 48% suggested for more computer training courses to add on those

organized by the library and the university. On addition to that there is still a shortage of skilled

computer lecturers who can guide students during computer utilization.

At which level of computer literacy do you expect to be?

basic intermediate proficient None 0.00%

500.00%

1000.00%

1500.00%

2000.00%

2500.00%

3000.00%

3500.00%

4000.00%

4500.00%

LEVELS OF COMPUTER LITERACY AMONG CHUSS STUDENTS IN PERCENTAGES

Source (field data)

The graph above shows that 35.5 % of the students are at basic level of computer literacy skills

i.e. Log on and off the computer, Power on and off the computer, Open and close applications,

Open, save and close files, Print documents, Identify different parts of a computer and others

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27% are at intermediate level Locate and retrieve files in various, directories, Save the same file

in multiple locations, (flash drive, My Documents, network folders), Recognize and save files

in various, formats and 2% at least for them they can even create databases (they are proficient

CHAPTER FIVE

PROPOSED COMPUTER LITERACY COURSE FOR CHUSS STUDENTS

5.1. College vision

To be the leading institution for academic excellence and innovations in Africa.

The College intends to excel in the pursuit and dissemination of knowledge in the areas of

human thought and behavior as they relate to socio-economic development.

5.2. Mission of the college

To provide a conducive environment for training, research and dissemination activities in view

of producing the most competitive and relevant graduates in the humanities and social sciences

for the regional and global markets.

5.3. Brief introduction of the course

This course is intended to provide students with an opportunity to develop computer literacy

skills with an understanding of fundamental concepts of computers, appreciate the

contemporary development of information technology, develop problem solving skills and

cultivate positive attitudes towards the ever changing society with widespread utilization of

computers.

5.4. Target group, the course targets three categories of people, namely A’ level certificate

holders, Bachelors and Diploma holders at CHUSS.

5.5. Duration, the duration for this course are two semesters.

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5.6. Course Description: In this course, students are to learn about the basic organization,

concepts and terminologies in a computerized environment. They are also to get an in depth

understanding of common computer applications. The use of related applications in different

operating systems will be explored. This course will have 3 credit units (3CU)

The course will be core to all programs offered at College Of Humanities and Social Sciences.

Core courses are those which are essential to the Program and gives it unique characteristic

features. The core courses MUST be offered and passed by all students registered for the

program

5.7. Aims: The aims of the course are to:

• Equip students with basic knowledge about computer organization;

• Equip students with skills of using common office applications;

• Expose students to different operating systems;

• Equip students with skills of how to use the Internet; and

• Equip students with knowledge about common text editors in different operating systems.

5.8. Learning outcomes: On completion of this course, students will be able to:

• Describe the different parts of a computer

• Describe the historical evolution of computers

• Competently use the common office applications in at least two operating systems and; that is

to say, windows and Linux.

• Competently use common text editor in at least two operating systems

5.9. Time allocation

The time allocated for the Computer Literacy for students adopting information processing,

database and calculations should be at least 2hours per lesson and 2 lessons per week. Other

lectures like introduction to hardware and software should be at least for 1hour per lesson and 2

lessons per week.

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5.10. Indicative content:

• General computer organization

• Historical perspectives of computing

• Common Microsoft office packages for example word, excel, access, publisher, PowerPoint

and others

• Office packages in other operating systems for example Ubuntu

• Text editors

• Common Linux commands

• Using the webs

The student is allowed a maximum of four (3) years to complete the course.

5.11. Withdrawing from the Course

After the second Week (i.e. after the Course add/drop period) of the semester and under

exceptional circumstances, students may be permitted to withdraw from the course (s).

Students may withdraw from the Course(s) before half of the Course(s) is completed. This will

be done with the approval of the course Lecturer(s), Heads of Department and the Dean of the

CHUSS.

Student(s) will only be allowed to withdraw from the course(s) if the student(s) still has/ have

the program Course

5.12. Teaching methods

The Teaching of the various subjects will be conducted through Lectures, Practical, seminars

and tutorials. The teaching time will be divided into Lecture Hours, Practical Hours and

Tutorial Hours. The overall Contact Hours of the Lecture will be equivalent to the Lecture

Hours plus half the Practical and Tutorial Hours

5.13. TOPICS TO BE COVERED IN THE PROPOSED COMPUTER LITERACY

COURSE

FIRST SEMESTER

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FIRST MODULE: BASICS OF COMPUTER AND COMPUTER OPERATION

After completing the module, Students should be able to understand fundamental concept about

computing and computer operation.

Computer concept, by using daily life examples, teachers should lead students to recognize that

the computer is a machine which operates according to the following sequence: “input →

process → output” Teachers should also explain to students that computers need instructions to

operate. The distinction between hardware and software and their interrelationship should be

discussed.

Idea of stored data and stored program Students should be aware of the importance of stored data

in a processing task. Lecturers should introduce the concept of program to students. Students

should be aware of the importance of the stored program in an automated processing task.

File management Students should know the basic idea of directories and sub-directories.

Students should know how to save, retrieve, copy and delete files.

Operating a computer, lecturers should introduce the use of menus, icons and windows. Students

should be familiarized with the operation of the equipment with which they are working, such

as pointing devices. They should also be able to input English and American language.

SECOND MODULE: COMPUTER HARDWARE AND SOFTWARE

After completing the module, students should be able to describe basic ideas of hardware and

software.

1. Computer hardware, lecturers should use a microcomputer system to illustrate the

components of a computer, i.e., input unit, storage unit, central processing unit and output unit.

Only simple description of these components and their interrelationship are required. The

interconnections between various units and the directions of data flow between these units

should be discussed. Different types of input/output devices and storage devices such as

keyboard, mouse, printer, visual display unit (VDU) and disk drives should be mentioned.

2. Computer software, Basic ideas of different types of computer software such as system

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software, programming languages and application software should be discussed. System

software may include operating system. Programming languages may include Logo and

BASIC. Application software may include spreadsheets, word processors, and database

programs. Teachers may demonstrate the use of these application programs.

THIRD MODULE: INFORMATION PROCESSING

At the end of this topic Students should be able to realize that:

(a) Information is data which has been given specific meaning.

(b) Data processing involves the transformation of data by means of a set of predefined rules;

(c) Computers process data by performing calculation, searching, sorting, deleting, inserting,

updating, etc.

(d) The correctness of data is essential in data processing - the idea of “garbage-in garbage-out”

(e) Output of data processing should be useful information. Students may acquire hands-on

experience on a real time system, for example, a simplified version of telephone enquiry system.

FOURTH MODULE: EDUCATIONThe following topics should be covered:

(a) The computer as a teaching and learning tool. Students should be allowed to use computer

assisted learning programs on different subject areas. A discussion on their experiences gained

from the learning activities could be held. The advantages of using computer assisted learning

programs should be discussed.

(b) The computer as a school administrative tool Computers may be used to keep student

records, class list, examination results, etc. Related computer outputs may be shown to students.

SECOND SEMESTER

FIRST MODULE: TEXT PROCESSING

1. Students should be asked to type in a piece of text related to their experiences, such as

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letters, diaries or stories. The text will be saved, edited, formatted and printed. When editing the

text typed, students should be able to:

(a) Add text at a desired insertion point.

(b) Select desired blocks or sections of text

(c) Delete characters, words, lines and paragraphs

(d) Move or copy a block of text from one location to another.

(e) Search for or replace a word in the text. Students should be able to adjust the format typed

according to its appearance on paper, such as set margins and justification of the text

2. Graphics handling, Students should be provided with opportunities to draw color pictures

with figure of different shapes, such as circles, squares and rectangles. They should be able to

move, copy, resize and delete these figures in the pictures. Students should be able to save and

print the pictures.

SECOND MODULE: CALCULATIONS AND CHARTS

After completing the module, students should be able to demonstrate simple skills in

manipulating and presenting numerical data by using spreadsheets.

1. Introducing spreadsheets, Students should be introduced worksheets related to their experiences,

such as examination mark sheets and records of personal monthly expenses. The advantages of

using electronic spreadsheets should be discussed.

2. Using a spreadsheet for calculations Students should be able to set up a worksheet through: (a)

Entering text and numbers

(b) Entering and copying formulas. Besides, students should be able to perform calculations by

using functions, such as sum, average, maximum and minimum

THIRD MODULE: COMPUTER COMMUNICATIONS AND INTERNET ACCESS

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After completing the module, students should be able to understand fundamental knowledge

about computer communications and Internet access.

1. Computer communications, lecturers should mention basic ideas of the applications of

computer communications, such as automatic teller machine, electronic payment system, point

of sale, electronic money, electronic mail and Internet.

2. Internet access, Student should be aware of basic ideas of the Internet and the hardware and

software requirement for Internet access. They should have opportunities to exchange

information through electronic mails. Lecturers should guide their students to search for, access

and download useful information through the Internet.

3. Impact of computer communications on society, Students should be aware of the impact of the

development of computer communications on society. Debates on topics such as cashless

society, data privacy and data security may be held. Students may also be asked to complete

project assignments on these topics

FOURTH MODULE: USING DATABASES

After completing the module, students should be able to demonstrate simple skills in creating

and manipulating databases.

1. Creating and using a database file, Students should be aware of the basic concepts of

database, file, record, and field. Students should be able to create and use a single database

related to their experience, such as file of student records or library book records.

2. Manipulating a database file Students should be able to:

(a) Save and retrieve a database file.

(b) Display and edit records.

(c) Add and delete records, Sort and search records.

3. Listing records Students should be able to display or print a list of selected data, such as a list of

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records of all boys in a class or geography books in library

5.14. AT THE END OF THE ENTIRE COURSE STUDENTS WILL BE ABLE TO;

Understand common computing terminology;

Understand the basic principles of operation for computer systems;

Acquire fundamental knowledge about computer applications;

Make use of common application software packages to carry out simple tasks;

Understand basic features of a programming language;

Write simple computer programs;

Be aware of social issues related to computer applications;

Communicate using computers

5.15. COURSE ASSESSMENT course work shall contribute 30% of the total mark this will

consist of at least one test and one homework/ take-home. The university examination will

contribute a maximum of 70% of the total marks.

5.16. COURSE EVALUATIONS

Course evaluation is the systematic collection of information about how a course is operating or

has operated, whether the goals set are or were accomplished with determinations about impact.

Course evaluation results in judgments that may improve effectiveness and inform decisions

about the future of the course. Typically, the two most used are formative and outcome

evaluation. Formative evaluation (also called process evaluation) is used to “progress monitor”

a project to ascertain whether the course is being implemented as it was planned. 

  Formative evaluation is part of the planning process and agreed to before the course is

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launched.  Its purpose is to investigate ongoing implementation. It can examine if budget and

interim progress objectives are being met.  Formative evaluation occurs several times during

the implementation of a program. 

 Outcome evaluation is designed to appraise the overall impact of a program or course.  Was

the program successful in achieving the goals that were originally intended?

It is based on valid and reliable information to support the course or program evaluation

statement. This outcome data can be obtained from multiple sources and is gathered by a

diverse range of methods.

The data can be evaluated separately and/or together.   Quantitative analysis can be enriched

with qualitative data like interviews, surveys, and observations of student’s skills, leadership

and other staff gathered during the project.  It can also include some measure of the actual costs

incurred by the course these will be in terms of lecturers, computers, power, internet,

technicians and others.

At the end of the semester students will have both practical and theoretical examination

covering different topics.

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CHAPTER SIXSUMMARY CONCLUSION AND RECOMMENDATIONS

6.0. Introduction

This chapter presents a summary of the findings gathered from the analysis of the data.

Conclusions have been drawn from the study and recommendations put forward that may help to

understand factors affecting the use of students in acquiring computer skills.

6.1. Summary

The increase use of computers by students and academics is an important measure of

technological development in an academic environment. Thus, the computer is an electronic

device that accepts data, process data, store data and disseminates data as meaningful output. The

use of computer is now dominant in all areas of human endeavors more especially in academic

institutions. Therefore, there is the need for acquisition of computer skills in order for students to

operate the computer effectively. Computer technologies have enabled individuals to handle

information processing effectively with greater speed and accuracy regardless of the time and

distance.

Computer literacy is critical to students’ success in university libraries because of its influence in

information organization and service delivery. Although the importance of computer literacy in

today’s rapidly changing environment cannot be denied. Though Computer literacy skill involves

productive use of computer to accomplish different tasks, including using the Internet and e-mail

constructively, word processing for essays and other written reports, spreadsheets for

presentation and ease of analysis of research data, oral presentation using power point and an

introduction to the development of websites and web pages which are important to students,

there are still challenges that hinder the effective development of computer literacy courses in

academic intuitions.

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According to CHUSS students some of the constraints include deficiency of funds, scarcity of

space, inadequate computers; unfavorable laboratory rules this was witnessed at the School of

Liberal and Performing Arts computer laboratory which is allowed to only communication and

Journalism students and absence of administrators who believe that a computer course is

important in the education of students. This is why the number of students who are proficient in

computer use is very low compared to the number of students who use the computers. Most of

them use those computers to chat with their friends on Facebook and twitter others to play games

very few use them to do course works.

6.2. Conclusion

Due to the low response rate of 22% because most of the students were in their holidays,

generalizations cannot be made from this study; therefore, the trends examined here will relate

only to the group that responded to the survey. Furthermore, trends of those responding were

analyzed without relation to expected computer literacy skills. This chapter examines and

discusses the results obtained from this study.

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The data set collected in this study was too small to make generalizations to the group;

therefore, trends represented by only the respondents were examined. A much higher rate of

response was desired in order to make generalizations to the entire group surveyed but it was

noted that the influence of computer literacy in education promotes students’ performance in

web-based courses, online searching and effective use of library databases which are essential

to students’ academic performance. The findings revealed that most of the students do not have

access to computers in order to develop their skills that’s why their computer literacy level is

still very low. Therefore, CHUSS management should endeavor to provide students with

adequate computer facilities in the school laboratories and also provide computer literacy skills

that will enable them function effectively in the use of computer system and its services.

University management should include computer literacy as a course to all CHUSS students sin

their curriculum and make it compulsory for every student entering the university so that they

will be equipped with computer literacy skills. Also university libraries should endeavor to

include computer literacy as part of the library orientation course so that students can

effectively fit in the technology driven by library.

6.3. Recommendations

.

Continuation of the computer literacy project at the college focusing on teaching different

programs such as Microsoft Access, PowerPoint, and Publisher will also help to improve

student’s skills.

Include the students in the computer literacy teaching program is also very important.

Have educational computer programs that will assist the students in the classroom.

Education stakeholders in the country should finance provision of computers, power generator,

computer software, and expand computer laboratories in all higher institutions. This will

enhance the use of computers during research among students.

Assist schools in developing a resource center where students can go to do assignments this

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can be done by the university management.

The government through ministry of Education who finance free education should increase its

allocation on tuition fees and encourage schools to have a specific vote head for computers so

as to ensure reliable funding of computers by schools. However ministry of education should

ensure use of the funds efficiently and effectively to create sustainable computer programs in

their schools.

Students suggested for more computers to be donated to their schools to add in the computer

laboratory.

IFLA states that, “training is a vital element of the activities of any library. There must be a

planned and continuous program of training for students at all levels, this should include both

day and evening students.

The rapid development in information technology make the need for regular of networking and

access to other information sources should be included in training programs” Edekor (2004)

concludes that effective management of new technologies depends largely on the availability of

skilled employees and the student’s level of literacy.

More attention and funds should be committed to training and procurement of ICT infrastruc-

ture in Makerere university colleges.

Though computers studies are a general course offered in the universities, it should be made

more practical based rather than theory.

Students should be encouraged to possess personal laptops as part of the registration require-

ments and the cost built into the tuition fees.

Lecturers should be encouraged to use the computers in the presentation of lectures especially

the power point package.

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All the computer laboratories should be open during holidays in order to give a chance to those

students who want to develop their computer skills during holidays.

University administrators should seek funds from the many foreign agencies and foundations

who give financial assistance and equipment to college laboratories.

The university should implement the ideas which were suggested in its policy (Makerere Uni-

versity ICT master plan phase 2 2005-2009) “It is required that each faculty, school or institute

has at least 1 computer per 5 students enrolled for undergraduate degree and postgraduate

diploma courses, and 1 computer per Masters or PhD student, by the end of December 2009”

and Provision of space for general purpose computer labs for students as it was stated in 2005-

2009 policy

The university should increase on the number of computers purchased per year from 300. In or-

der to meet the increasing number of students. ”New computer stock and Restocking of Com-

puters (300 PCs per year)” “Makerere university master plan phase 11 (2005-2009)”

Plans to expand the computer rooms to accommodate a good number of the increasing users of

the computer room be drawn and implemented. There is also need to purchase more computers

so that users don’t have to wait for their turn on computer.

Policy should be put in place by National Council for Higher Education mandating all universi-

ties to teach computer courses to students within a specific period of time. This policy will have

a significant impact on student’s computer skills and competencies.

Finally College of Humanities and Social Sciences should implement its strategies of promot-

ing ICT in teaching, learning, research and collaboration as it was stated in its strategic plan.

To acquire more computers

Refurbishment of computer labs.

Connect all offices to the internet.

Increase ICT skills among staff and students.

Acquire relevant software.

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To study how ICT facilities can be utilized to enhance sustainability

To train staff on use of ICT in management and administration.

Train staff on the use of ICT in marketing and public relations.

Revamp and regularly update CHUSS website

References

Punch, K.F (2004). Introduction to social research: qualitative and quantitative approaches

Punch, K (2003). Survey research: The Basics

Berg, B (2009). Qualitative Research methods for social sciences.

Kombo,K.D & Tromp (2002). Proposal and thesis writing

Enon, J (1998). Education Research, Statistics and Measurements

ICT in education around the world: Trends, problems and prospects. UNESCO: international

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institute for education planning, Paris 2003

Gakibayo, A (2001). Internet use among academic Institutions: A case of Mbarara University of

science and technology

Busha, C (2000). Research Methods in Librarianship: Techniques and Interpretations

Dooley, D (2002). Social Research Methods

Makerere University ICT master plan policy phase 2 (2005-2009)

Ikoja Odongo JB (2006). Integrating ICTs in LIS Curriculum in Africa

Parsons, D (2011). Practical computer literacy

Nachmias, F (2002). Research Methods in the Social Sciences.

Marshall, L.p. (1997). Research methods: How to design and conduct a successful project.

Computer literacy for ICS / John Preston, Robert L Ferrett, Sally Preston

Using electric digital resources to enhance instructional methods for adult learning

Programing basic with the T1 home computer / Herbert D. Packham

De Ferrati, David (2003). Closing the gap in education and technology, the international bank

for reconstruction limited.

SIDA supported ICT project at Makerere University in Uganda

Ahuja, R (2009). Research methods. Jaipur: Rawat Publications

World Bank Cycle II project Development Processs

Mbaga, F.M.K (2000). Introduction to social research Kampala: Makerere University.

Makerere University strategic plan (2008/9_2019)

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International Federation of library association (IFLA) World Summit on the information society

"Educational Initiatives Focusing on Computer Literacy & Online Education".

Online Schools Offering Laptops. Retrieved 30 January 2015.

Reitz, J. M. (2004). Dictionary for Library and Information Science; Westport Libraries

Unlimited

Bhagwan, D. (2005). Educational uses of information and communication. Encyclopedia of

educational techniques and methodology. Anmol Publication, New Delhi

Clarke,L (2007). Exploring the use of computer technology in a caribbean context

Crook, C.(2005). Computers and the collaborative experience of learning. Mackays of Chatham

plc, London

Deepark. K. and Turner. J. (2006). Education for the 21st Century-Impact of ICT and digital

resources. Springer. Santiago.

Farrell. G. (2007). ICT in education in Kenya

ITELE for ICT (Improving Literacy and Numeracy in Primary Education through ICT)

Karanja. D. (2013, 22nd April-3 rd May).Using technology to support conceptual teaching and

learning of Mathematics and Science. Kenyatta. University Newsletter. P3

Chisenga, J. (2004). The use of ICTs in African public libraries: A survey of ten countries in

anglophone Africa. Oxford: INSAP, 2004

Nwachukwu, V.N. (2004). Computer skill competencies among academic librarians: An

imperative for the computerization of Nigerian university libraries. The Nigerian Library Link

Influence of Computer Literacy on Students in three University Libraries in South Western ,

Nigeria Ogbuiyi Darlina Chima

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Maryland Technology Literacy Standards for Students (2000)

Bachelor of information technology (bit) degree program Makerere University

Does Use of ICT Relate with the way it is perceived? Evidence from Makerere University / Fred

Edward K. Bakkabulindi

Makerere University. Strategic plan 2008/ 09 - 2018/ 19. Planning and Development

Department, Kampala, Uganda.

Ogbuiyi, (2015) Influence of Computer Literacy on Students in three University Libraries in

South-Western, Nigeria

Tharanganie, H.T, & Lakraj, J.P. (2011). An assessment of computer awareness and literacy

among entry-level university of Colombo Undergraduates:

International Journal on Advances in ICT for emerging Region, 04(01): 15-25

Mbarara University of Science & Technology Institute of Computer Science (2008) Proposed

New Course: Bachelor’s Degree in Computer Engineering

Garwood, F (1996). Some Applications of Statistics in Computer Safety

Comer, D (2005). Essentials of Computer Architecture

Musoke, et.all (2005). Library automation to reduce the digital divide: present and future trends

for university libraries in East and Southern Africa: proceedings of a sub-regional conference

held on 6th-8th June, 2005 at the Faculty of Computing and Information technology

Makerere university fresher’s joining instructions (2013/2014)

Saint Paul Community Literacy Consortium

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QUESTIONNAIRE TO CHUSS STUDENTS

Dear respondent, I am Kabuye Jafalih, a student of library and Information Sciences Makerere

University. I am carrying out research entitled “computer literacy course for CHUSS students”.

I therefore kindly request for to fill this questionnaire to assist me in the completion of my

research. I guarantee that all the information given shall be treated with confidentiality and will

be used for academic purposes only.

Instruction: Please tick where applicable and for structured questions fill in the spaces provided.

1. Gender

Male

Female

2. Year of study

First

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Second

Third

3. How often do you visit the computer Lab?

Everyday

Once in a week

Twice a week

Once in a month

Only when I have assignment

Never

4. Why do usually visit the Lab? (please tick where appropriate)

Face booking

To do class assignment

To make research

Others (please specify)

………………………………………………………………………………………………………

………………………………………………………………............................................................

........................................................................................................................

5. What is the quality of the computers in the Lab?

Excellent

Very good

Good

Fair

Bad

6. How do you acquire computer skills?

Practical training courses

Assisted by friends

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Try and error

Others (please mention)

7. What are the challenges encountered when accessing the laboratory services?

Restricted lab rules

Power breakdown

Few computers

Viruses

Others (please specify)

………………………………………………………………………………………………………

………………………………………………………………………………………………………

……………………………………………………………………………....

………………………………………………………………………………………………

8. What do you think can be done to solve the challenges given above? (Please fill in the blank spa-

ces).

………………………………………………………………………………………………………

…………………………………………………………………………………

Assessing your basic computer skills

This questionnaire is intended to assess what you already know regarding basic computers skills.

Please, read carefully each question and tick the most appropriate answer:

1. How would you rate your computer skill level?

Beginner

Moderate

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Competent

2. How confident are you with computers?

Not confident at all

I usually need help

It depends on the task

Confident

3. How confident are you using the: (a) keyboard (b) mouse (c) track pad

Not confident at all

I usually need help

It takes me a while but I can manage

Confident

4. Do you own a computer?

Yes

No

4 (b). If yes, how often do you use computers?

Never!

Monthly

Weekly

Daily

4b. if not, do you have access to any other computer? (e.g., public library)

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Yes

No

5. Do you have someone you can ask for help if you have any questions relating to computers?

Yes

Who? _______________

No

6. Have you previously attended a computer training program organized by the university?

Yes

No

6 (b) If yes, do you benefited from it?

Yes

No

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