Abstract

This study provides insight into how participants’ demographic profiles contributed to their perceptions of computer-mediated learning, how students perceived the impact of computer-mediated learning on their achievement, and how having had to use computers impacted their attitude toward (future) learning using computer technology. A descriptive and correlational research design was used for this study. Participants were 112 students in a science and technology university in Southern Taiwan. A 25-item self-reported questionnaire was administered to the students and the data were analyzed quantitatively using SPSS software. The findings of the study include: (a) a T-test that revealed a statistically significant difference between male and female students, for the statement: “I think effective Computer-Mediated Learning ensures that students are engaged and motivated in learning (the given subject).” Female students’ mean score was higher than that of male students; (b) an ANOVA test found statistical significant differences among groups of students based on their grade point average (GPA) and their perceived effectiveness of computer-mediated learning. A Tukey HSD test indicated the GPA group 3.50 to 4.00 obtained a higher mean score than the other two groups, 2.00 to 2.49 and 2.50 to 2.99; (c) a Pearson Product-Moment Correlation analysis revealed a statistically significant, low positive association between students’ perceived effectiveness in the area of computer-mediated learning and their grade point average (GPA). It also revealed a statistically significant, moderate positive association between having to use computers for class(es) in students’ major program areas and their attitude toward learning using computer technology. It is recommended that future researchers conduct qualitative studies in the area of computer facilitated language learning or add an interview component to their studies to aid investigation. Future studies might seek teachers’ and/or administrators’ perceptions and attitude of computer-mediated instruction/learning so that comparisons can be made to students’ perceptions.

Key words: Computer-mediated instruction, computer-mediated learning, computer technology instruction/ learning.