An Examination of the Impact of Computer Skills on the Effective Use of ICT

Indonesian Journal of EFL and Linguistics

Vol. 2 No. 1, 2017
eISSN: 2503-4197, pISSN: 2527-5070
www. indonesian-efl-journal.org

An Examination of the Impact of Computer Skills on

the Effective Use of ICT in the Classroom
Az-eddine Khaloufi
Moulay Ismail University, Meknés, Morocco

Hicham Laabidi
Sidi Mohamed Ben Abdellah University, Fes, Morocco
e-mail: [email protected]

Abstract:
The purpose of this paper is to examine the effect of computer skills on the
successful integration of Information and Communication Technologies (ICTs) in
Moroccan higher education institutions. Actually, the survival of these institutions in
the expansion of modern technologies depends on their readiness to qualify
professors and students to implement ICTs for educational objectives. Because of
the significant role that computer technologies play in today’s job markets, higher
education institutions are required to provide the most appropriate learning and
teaching conditions for both professors and students to make effective use of these
new technologies within classroom practices. The findings revealed that teachers
consider ICTs very essential in their teaching. However, there are low levels of
computer technology integration in teaching processes. This lack of computer
technology use in instruction is attributed to several factors. One of these various
factors is teachers’ computer skills. It has been found that there are statistically
significant differences between professors’ use of ICT with respect to their computer
skills, F (4,158) = 32.776, p<0.05.
Keywords : computer skills, Information and Communication Technologies, higher
education institutions, classroom practices

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 An Examination of the Impact of Computer Skills on the Effective Use of ICT

1. INTRODUCTION
It is apparent that computer technology has become an important part of our daily
lives. “Whether or not we touch a computer, it is almost impossible to escape its
daily influence on us; from speedy information transmittal, printouts, and receipts, to
control of lights and temperature of our workplaces” (Deaton, 1990,p.1). If schools
and universities tend to prepare learners for today’s job market, they should
encourage the integration of computer technologies into the curriculum (Soine,
1996). If these educational institutions are not utilizing ICT, they are neglecting a
significant portion of their learners’ environment (Cummings, 1998). In fact ,“
convergence of the economic necessities called into question the effectiveness of the
educational system to prepare the future workforce with adequate amounts of human
capital ( knowledge, skills, and dispositions) to compete in world markets and
economies” (Hornbeck & Salamon, 1991,p.65)
Therefore; teachers, in this information technological age, should know both the
subject matter they instruct and the different effective ways this subject matter may
be changed using computer technologies (Misha & Koehler, 2006). They are
required to develop sufficient knowledge about technologies such as computers, the
Internet and digital videos. This knowledge should incorporate how to install and
remove several significant software programmes. In other words, they are required
to master the necessary skills to operate different software tools especially word
processors, Internet browsers, spreadsheets, and email (Mishra & Koehler, 2006).
This is due to the fact that there has been a shift from a focus on information
transmission through books and chalk to a concentration on information processing
via computers and the internet (Barker, 1994).
Numerous studies have indicated that there is a strong positive correlation between
students’ achievements and the use of ICT in the classroom. Schacter (1999) carried
out a meta-analysis of more than 700 research studies done within the state of West
Virginia with samples of learners who had access to several kinds of technologies in
their learning. He claimed that the targeted students showed “positive gains in
achievement on research constructed tests, standard tests, and national tests” (p.9).
Schacter’s feedback reinforced the necessity for instructors to include technology
into the educational environment. Similarly, Waxman, Connell, and Gray (2002)
conducted a research study which reviewed both quantitative and quasi-experimental
research publications from 1997 to 2002 related to the influence of computer
technology on learners’ achievement. They found that the implementation of ICT
within classroom practices has positive effects on students’ learning.
Prensky (2001) stated that technology has changed education especially the learner.
The student of the 21st century has directly been affected since “ they are used to
the instantaneity of hypertext, download music, phones in their pockets, a library on
their laptops, beamed messages and instant messaging” (Presnsky, 2001, p.4).
According to Matusevich (1995), technology has restructured the whole process of
learning and teaching in the sense that it has helped students to reshape their
learning strategies.

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 An Examination of the Impact of Computer Skills on the Effective Use of ICT

Bull (2005) stated that computer technology integration could help learners develop
their thinking skills and creative abilities in the sense that they have access to more
technological tools outside of educational institutions than inside schools. This shift
“is largely occurring outside of schools, however with little integration in the
curriculum within school walls. Despite progress, use of these technologies by
students within schools remains limited, largely confined to visits to school
laboratories on special occasions” (Bull, 2005, p.11). Actually, there is an increasing
tendency among students to make use of several different technological devices to
generate content (Lenhart, Simpson and Graziano, 2001). So, educators cannot
overlook the imperative necessity to integrate these technologies within their
classrooms (Bates, 2006; Chamblis, 2003; Fox, 2007; Obler & Schiorring, 2002;
Falmer, 2012; Thang, et al., 2016; Ganapathy, et al., 2017).
2. LITERATURE REVIEW
Firstly, it is must be admitted that there is little agreement among researchers on an
exact definition of computer experience (Thompson et al., 2006). Thompson et al.
(2006) stated that computer experience refers to the habit of making use of
technological instruments and the development of “the skills and abilities that one
gains through using a technology” (p.43). Individuals’ experience with computers
can be measured based on some important criteria such as ownership of a computer,
type of computer training, years of use and the frequency of utilizing computer
technology (Potosky & Bobko, 1998). In this context, it is vital to note that Marquie,
Thon & Baracat (1994) conducted a study to investigate the relationship between
computer attitudes, computer experience and the quality of computer training they
received. The researchers revealed that the most influential variable that has a great
impact on attitudes was computer experience. So, teachers’ use of computer
technology in their teaching may be affected by the level and the kind of experience
with computers they have received (Woods et al., 2004; Christensen, 2002).
Despite the accessibility of computer technologies in various educational
institutions, many college professors are hesitant to integrate ICT and modify their
way of teaching (Dusick, 1998; Hunt & Bohlin, 1995; Yildirim, 2000) and the
teachers of English do not integrate ICT tools on a regular basis due to the existence
of several barriers related to teachers as well as the institutions (Laabidi & Laabidi,
2016; Chouit, et al., 2017). Several other teachers, on the other hand, expand efforts
in order to ameliorate their knowledge and experience in the use of educational
technologies (Bai-Chuvessiriporn & Lehmam, 2001). High levels of computer
experience improve individuals’ perceptions of computer competency and computer
importance (Czaja & Sharit ,1998). The level of computer experience has a great
influence over attitudes regarding the use of computer technology (Koohang &
Byrd, 1987) . In fact, the amount of computer experience is thought to have a great
influence over teachers’ attitudes regarding the use of computer technology for
instructional purposes (Koohang & Byrd, 1987) .
Professors with earlier exposure to computer technologies normally demonstrate
more concern in using ICT across the curriculum (Bradley & Russell, 1997).
However, professors who do not have any previous computer experience are
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 An Examination of the Impact of Computer Skills on the Effective Use of ICT

reported to be reluctant because of different factors namely inadequate experience

and knowledge (Kay, 1999). In other words, teachers who lack the necessary
computer background and competence are likely to be hesitant to integrate ICT in
their teaching (O’Quinn and Corry, 2002). Thus, insufficient contact with modern
technological devices and lack of computer skills usually result in limited
confidence in trying to integrate ICT across the curriculum (Oppenheimer, 1999).
The kind of teachers’ computer utilizations is dependent on both their knowledge
and attitudes towards implementing these technologies in their instruction
(Davidson, 1989). If they accept to adopt ICT in classroom practices and have
enough knowledge of how computer technology is successfully integrated, teachers
will undoubtedly help their students learn better through the use of these tools
(Christensen, 2002). Therefore, the relationship between teachers’ attitudes and their
knowledge is interconnected in the sense that each one influences the other.
Attitudes and knowledge about computers might have a great effect on instructors’
use of ICT in teaching. This simply means that teachers who possess sufficient
knowledge about computer integration in teaching practices are expected to develop
positive attitudes towards computers. Poor knowledge regarding how to better
integrate ICT into the curriculum, on the other hand, might lead to an unfavourable
behaviour toward computers (Christensen, 2002; Davidson, 1989).
Various research studies displayed the existence of a strong positive correlation
between professors’ previous computer experiences and their attitudes regarding the
implementation of ICT in education .For example, DuPagne & Krendl (1992) found
that there is a significant positive correlation between teachers’ computer experience
and their attitudes regarding the use of ICT for instructional purposes. They
concluded that teachers’ eagerness rises as their exposure to computer technology
grows. Similarly, Dusick and Yildirim (1998) revealed that there is a strong
relationship between teachers’ previous contact with computers and their attitudes
toward using them in the teaching process. Numerous studies have found that
computer experience reduces the fear of utilizing ICT for teaching goals (Dyck &
Smither, 1994; Lee, 1997).
Panda and Misha (2007) conducted a study to examine the attitudes of 150 faculty
members toward the use of educational technology. The results showed a strong
significant correlation between attitudes and professors’ computer skills.
Accordingly, Kagima & Hausafus (2000) investigated the confidence of 176
professors at the University of Iowa State regarding the integration of educational
technologies. The findings revealed that instructors who have developed satisfactory
competence and experience in making use of computer technology possess positive
attitudes and are inclined to use other different technological tools. In the same
framework, Vakalis (1991) conducted an identical investigation in the state of
Michigan. He found that professors who incorporate ICT in their classroom
practices show more confidence and computer liking, have higher levels of precious
exposure to computers and face less apprehension towards the use of ICT in their
teaching. These results assert that previous experience with computer technology is

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 An Examination of the Impact of Computer Skills on the Effective Use of ICT

a key factor that helps teachers develop favourable attitudes regarding the
integration of ICT in teaching process.
Bradley and Russell (1997) carried out a research study to examine the role of
experience on the growth of computer skills and attitudes. The distinction between
their investigation and the former ones lies in the fact that they established a
difference between quantity and quality of previous experiences. They emphasized
that the better the quality of the training, the more favourable attitudes teachers
develop regarding the adoption of ICT in the classroom. Besides, Levy (2003)
conducted a survey to examine the different factors that should be taken into account
when universities intend to encourage professors to adopt computer technology in
the classrooms. The findings indicated that
Due to the current lack of adequate support at most institutions of higher
education, online distance learning instructors must have adequate technology
skills. They often need to upload their own files, deal with hardware and
software problems, and help students overcome their own problems with the
technology. Instructors must be able to design their courses, making sure they
are accessible to disabled students. (p.4)
Computer experience has been considered as one of the most influential factors
affecting computer usage (Glass & Knight, 1998; Laabidi, 2016). Greater levels of
computer experience means less computer anxiety and higher positive attitudes
toward the use of computer technologies (Howard & Smith, 1986). According to
Glass & Knight (1998), computer experience is a significant predictor of computer
anxiety. Also, they revealed that adequate computer experience means lack of
computer anxiety and higher levels of positive attitudes toward computers. When
teachers receive enough experience working with computers, their computer anxiety
decreases (Anderson & Reed, 1998). Yang, Mohamed and Beyerbach (1999)
undertook their investigation to account for how computer experience influences the
connection of teachers’ computer anxiety and their characteristics namely age,
gender, subject area, kind of institution and educational level. They concluded that
most of participants who were engaged in computer-based training have favourable
attitudes regarding the integration of computer technologies in classroom activities.
Also, Yang et al. found that computer experience affects computer anxiety which is
connected with the teachers’ characteristics of age and subject taught.
Bradley & Russell (1997) proclaimed that the most influential factor regarding
attitudes toward computer technology is the quality rather than the quantity of
previous computer experiences. In their study of office workers regarding computer
attitudes, computer experience and the level of training, Marquie, Thon, & Baracat
(1994) reported that computer experience is the most significant factor that affects
their attitudes toward computers. Also, they found that computer users who are
highly experienced believe that computers are more useful and more valuable than
those users who possess less computer experience. Rogers (2000) mentioned that
having the required computer skills represent a vital factor which influences
professors’ choice of whether or not to integrate computer technology in their
teaching. Therefore, faculty members are required to develop appropriate
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 An Examination of the Impact of Computer Skills on the Effective Use of ICT

technological skills to be able to use the various kinds of technological instruments

so that effective teaching can take place (Valentine, 2002) .
Finally, most studies on professors’ attitudes regarding the use of educational
technology have focused on computer-related skills, knowledge, experience, and
training. These studies stressed that university teachers must develop satisfactory
knowledge and sufficient skills to feel comfortable with computer technology as a
pedagogical instrument employed to promote teaching and learning (Bates et al.,
2001). Generally, more experience with computer technologies will result in the
development of more favourable attitudes toward the use of ICT (Jay & Willis,
1992; Krauss & Hoyer, 1984). However, the possession of less computer experience
or negative attitudes toward the use of ICT is expected to result in teachers’
reluctance to integrate these new technologies in their teaching practices (Poole &
Jackson, 1993). Enough experience with computer technology plays an important
part in ICT adoption among teachers (Taylor & Todd, 1995; Thompson et al., 2006;
Venkatesh et al., 2003). Woods et al. (2004) conducted a study including 862
teachers from 38 universities to examine how teachers’ experience with computer
technology can influence their adoption of ICT for instructional purposes. The
researchers concluded that experience with the use of computer technology played a
significant part in whether or not teachers are likely to integrate ICT in their
teaching. Actually, insufficient computer experience is expected to increase
teachers’ anxiety of integrating computer technology across the curriculum
(Sigurdsson, 1991).
3. RESEARCH METHODOLOGY
In this study, approximately 300 teachers were summoned to take part. However,
only 195 (65 %) full-time and part-time English teachers agreed to respond to the
survey. The researchers discarded 32 questionnaires which were incomplete since
they had significant parts of the survey instrument missing. Hence, 163 (54, 33%)
answered the questionnaire appropriately. Finally, the resulting sample size
employed in this study was a total of 163 teachers working in various Moroccan
higher institutions.
Both descriptive and inferential statistical analyses were used to answer the research
question: are there any significant differences in professors’ use of ICT according to
their computer skills? Descriptive statistics were employed to analyze the
demographic data. However, inferential statistics, mainly the one-way ANOVA was
utilized to account for the differences between professors based on computer skills.
The dependent variable was professors’ use of computer technology and the
independent variable was the level teachers’ computer skills.
4. FINDINGS
4.1. Demographic Data of the Participants
Responses on the first section of the survey questionnaire provided demographic
data about the professors who participated in this study. The data describing the
demographic characteristics were computed and analyzed using descriptive statistics

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 An Examination of the Impact of Computer Skills on the Effective Use of ICT

such as frequencies and percentages. The examined demographic information

incorporated age, university of affiliation and computer skills.
4.1.1 Age of the Participants
As shown in figure 1, the age of the participants in this study ranged from less than
30 to greater than 51. About half of the participants (46.6%, n = 76) were 51 years
old or older. Also, almost one third of the respondents (28.2 %; n = 46) were within
the 41-50 age range, 16.6 % (n = 27) were between 30-40 age range, and only 8.6%
(n = 14) were less than 30 years old.

Figure 1. Distribution of Participants by Age

4.1.2 University of Affiliation of the Participants

As illustrated in Figure 2, the professors participating in this study were from
thirteen different Moroccan universities. The highest percentage of the respondents
21.5 % (n =35) taught English language at Moulay Ismail University followed by
Sidi Mohammed BenAbdellah university, 14.1 % (n = 23). Of the 163 participants,
11.7 % (n = 19) taught at Mohammed V. The data showed that the representation of
Mohammed I was somewhat less, 4.3 % (n = 7), equal with both Ibnou Zohr and
Soultane Solimane universities.

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 An Examination of the Impact of Computer Skills on the Effective Use of ICT

Figure 2. Distribution of Participants by University of Affiliation

4.1.3 Computer skills of the Participants

As shown in Figure3, more than half of the participants (n = 87; 53.4%) reported
that possessed an average level regarding the degree of their computer skills. Also,
quarter of the respondents (n=42; 25.8%) stated that they were advanced when using
computer technologies. Only nine professors (5.5%) announced that their computer
skills level was very low.

Figure 3. Distribution of Participants by Computer Skills

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 An Examination of the Impact of Computer Skills on the Effective Use of ICT

4.2. Findings Related to the Research Questions

The main purpose of this research question is to investigate professors’ differences
in the extent to which they integrate ICT based on their computer skills. The
Analysis of Variance (ANOVA), especially the one-way ANOVA was employed to
compare the mean scores of the five groups in the independent variable The
ANOVA analysis was chosen because there are two variables: one continuous
dependent variable ( professors’ use of ICT in teaching) and one categorical
independent variable (professors’ computer skills).Actually, the categorical variable
has four different classes ( Group1: very low ; Group 2: low; Group3: average ;
Group 4: advanced; Group 5: very advanced ). A Scheffé post hoc test was carried
out following the ANOVA since significant differences between professors’ use of
ICT for educational goals was found. In other words, the test was conducted to
determine which group was significantly different from other groups. Table1 shows
the descriptive statistics of each computer skills group in terms of ICT integration.
Table.1 Descriptive Statistics of Professors’ Computer Skills

Computer Skills N Mean Std. Deviation Std. Error

Very low 9 ,64 ,85 ,28

Low 20 ,46 ,23 ,05

Average 87 1,70 ,88 ,09
Advanced 42 2,57 ,67 ,10
Very advanced 5 2,71 ,29 ,13
Total 163 1,74 1,02 ,08

According to Table 1, the highest mean (M=2.71, SD=0.29) was scored by

respondents who had very advanced computer skills. The second highest mean
(M=2.57, SD=0.67) was achieved by professors who were advanced with respect to
the use of computers. Also, it is clear from the findings that participants who had
average computer skills obtained a mean of 1.70 (SD=0.88). In fact, the lowest
means were recorded by respondents who had low (M=0.46, SD=0.23) or very low
computer skills ( M=0.64, SD=0.85). These findings are well-demonstrated in figure
4.

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 An Examination of the Impact of Computer Skills on the Effective Use of ICT

Figure 4. Means Plot for computer skills and ICT use in teaching.

As shown in the means plot above, it can be noted that professors who had advanced
or very advanced computer skills are likely to make more use of the new
technologies for instructional objectives. Indeed, respondents who had low or very
low computer skills do not integrate these technologies frequently in their
classrooms.
Table 2 One-way between groups ANOVA for computer skills and ICT use in teaching.

Sum of Squares Df Mean Square F Sig.

ANOVA
Between Groups 77,718 4 19,430 32,776 ,000
Within Groups 93,663 158 ,593

Total 171,381 162

It is clear from table 2 that there are statistically significant differences between
professors’ use of ICT with respect to their computer skills, F(4,158)=
32.776,p<0.05 .The test found that the p value (p =0.000) was smaller than the
significant level set at 0.05 (2-tailed). Therefore, the null hypothesis indicating that
there were no significant differences between the two variables was rejected.

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However, the alternative hypothesis suggesting that there were significant

differences between the two variables was accepted.
The effect size, calculated using eta squared, was 0.45. To interpret the strength of
Eta squared values, the following guidelines were used: 0.01= small effect,
0.06=moderate effect, 0.14=large effect (Cohen, 1988). The magnitude of the
differences in the means was large (eta squared =0.45). This indicates that 45% of
the variance in professors’ use of ICT in the classroom is explained by teachers’
computer skills. Actually, the one-way ANOVA test revealed that differences exist
among the various computer skills groups. Therefore, a Scheffé Post Hoc test was
used to determine which group is significantly different from other groups. The
findings are displayed in the following table.
Table.3 Post Hoc Test (Scheffe) for computer skills and ICT use in teaching.
(I) Computer (J) Computer 95% Confidence Interval
Mean Std.
skills skills Difference (I-J) Error Sig. Lower Bound Upper Bound

Very low Low ,18565 ,30904 ,985 -,7776 1,1489

*
Average -1,05204 ,26959 ,006 -1,8924 -,2117
*
Advanced -1,92923 ,28281 ,000 -2,8107 -1,0477
*
Very advanced -2,06852 ,42945 ,000 -3,4071 -,7299

Low Very low -,18565 ,30904 ,985 -1,1489 ,7776

*
Average -1,23769 ,19093 ,000 -1,8328 -,6426
*
Advanced -2,11488 ,20918 ,000 -2,7669 -1,4629
Very advanced -2,25417* ,38497 ,000 -3,4541 -1,0542

Average Very low 1,05204* ,26959 ,006 ,2117 1,8924

Low 1,23769* ,19093 ,000 ,6426 1,8328
*
Advanced -,87719 ,14467 ,000 -1,3281 -,4263
Very advanced -1,01648 ,35408 ,089 -2,1201 ,0872

Advanced Very low 1,92923* ,28281 ,000 1,0477 2,8107

*
Low 2,11488 ,20918 ,000 1,4629 2,7669
*
Average ,87719 ,14467 ,000 ,4263 1,3281
Very advanced -,13929 ,36425 ,997 -1,2746 ,9961

Very Very low 2,06852* ,42945 ,000 ,7299 3,4071

advanced Low 2,25417 *
,38497 ,000 1,0542 3,4541
Average 1,01648 ,35408 ,089 -,0872 2,1201
Advanced ,13929 ,36425 ,997 -,9961 1,2746

*. The mean difference is significant at the 0.05 level.

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From the results shown above (Table 3), it is clear that group 5 (very advanced) is
statistically different from group 1 (very low) and group 2 ( low) .This difference
indicates that respondents who had very advanced computer skills integrate ICT in
their teaching more frequently than those who had low or very low computer skills.
Indeed, the findings also revealed that very advanced respondents are not
statistically different those who had average or advanced computer skills.
5. DISCUSSION
The findings showed that professors’ computer skill is an important factor in relation
with technology integration in teaching. After reviewing the data analysis for the
research question, the null hypothesis stating that there were not any differences
between teachers’ use of ICT based on computer skills was rejected because
significance differences were found between the independent and dependent
variables, F(4,158)= 32.776,p<0.05. The results revealed that professors who
possessed very advanced computer skills scored the highest mean ( M=2.71,
SD=0.29). However, professors who had low ( M=0.46, SD=0.23) or very low
computer skills ( M=0.64, SD=0.85) obtained the lowest means. This means that
teachers who are very proficient in using ICT gadgets demonstrated high levels of
computer technology implementation than those who have less computer
competency. The more computer proficiency teachers possess, the higher their levels
of ICT integration. Based on these findings, it can be concluded that the factor of
computer skills appears to influence professors’ use of computer technology in the
classrooms.
These results support the findings of Wozney et al. (2006) who found that there was
a significant positive correlation between computer proficiency and the actual
integration of ICT for pedagogical purposes, meaning that as computer competency
rises, the levels of computer technology increase as well. Furthermore, Woodrow
(1992) concluded that college professors with high levels of computer skills tend to
show greater interest in utilizing the new innovative technologies into their
curriculum. Similar findings were reported by Yildirim (2000) who conducted a
study including 117 faculty members at California community colleges. The
researcher found that the more computer skills faculty members have, the more
confident they are with computers, and the more they are expected to integrate ICT
in teaching and learning processes.
6. CONCLUSION
Moroccan university English language teachers view information and
communication technology tools as very essential in their teaching practices.
Actually, teachers are aware of the importance of utilizing computer technologies
for pedagogical purposes. However, it was found that there are several barriers that
impede the successful adoption of ICTs in the classroom. In fact, universities must
go beyond the policy of providing more sophisticated technological equipments in
the classrooms. Instead, the designers of professional development plans are
required to provide programs that would help professors acquire suitable
technological skills and thus enhance students’ achievements. When employed

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appropriately by skilled professors, these technological instruments can increase

learning opportunities for all students and become powerful tools in supporting their
achievements.

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About the authors:

Az-eddine KHALOUFI is a professor of linguistics and translation at the Faculty of Arts

and Humanities, Moulay Ismail University, Meknés, Morocco. He published a number of
articles within the field of linguistics. Translation, linguistics, and applied linguistics are his
major research areas.

Hicham LAABIDI is a teacher-trainer at CREMF, Meknés, Morocco. He is also a part-time

professor at the Faculty of Arts and Humanities, Moulay Ismail University, Meknés,
Morocco. Besides, he is a PhD candidate in Discourse Creativity & Society at Faculty of
Arts and Humanities, Sais-Fes, Sidi Mohamed Ben Abdellah University, Fes, Morocco.

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