Analysis of Students' Achievement in Computer Literacy Focusing on their Prior Knowledge

M. Kikusawa, O. Yamakawa, and T. Tanaka (Japan)


Computer literacy, cluster analysis, and learning efficiency


Computer literacy has been taught as a compulsory subject in Japanese high school since 2003, but results have varied greatly from school to school. Accordingly, the ICT knowledge of first-year students prior to our course, i.e. prior knowledge, is so different among the students. Computer literacy coursework given to first-year Japanese university students is now similar to that given in high school. So we plan to switch this course from a regular course of study to a remedial course. Prior to doing it, it is necessary to grasp macroscopically how many students master the course and how many need remedial study. Thus we analyzed ICT knowledge and the assignments score of students focusing on their prior knowledge, not by individuals but by tracked sections and clusters extracted from students’ learning characteristics. The results we obtained were that our course still worked for most students with a 21% of students needing extra study. The method we employed here should be effective to organizations facing similar difficulties.

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