The Role of Digital Literacy in the Academic Performance of First-Year Students in an Information Technology Course

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van der Westhuizen, D. & Barlow-Jones, G. (2011). The Role of Digital Literacy in the Academic Performance of First-Year Students in an Information Technology Course. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp. 873-878). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/37972.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2011
Lisbon, Portugal
June 27, 2011
ISBN 1-880094-85-X
  Theo Bastiaens & Martin Ebner
AACE

More Information on EDMEDIA
Table of Contents

Authors

Duan van der Westhuizen, Glenda Barlow-Jones, University of Johannesburg, South Africa

Abstract

The majority of students entering the University of Johannesburg in South Africa come from schools and communities that are technologically ‘disadvantaged’ yet, on entering their first year of university studies, are expected to perform as students from advantaged backgrounds. A mixed methods design was used to illuminate the factors of digital literacy as they influence the students’ likelihood to succeed in Information Technology modules. The data that were collected were brought in relation to the students’ final results for the subject Information Systems 1 Module A (Computer Concepts). It emerged that the digitally literate students performed significantly better compared to digitally disadvantaged students. The lack of computer and digital experience influenced students’ ability to pass computer related subjects. However, it was not the only limiting factor, as socio-economic factors also played a role.

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