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The relationship between computer engagement and estimate of gains for students of a two-year college DISSERTATION

, The University of Memphis, United States

The University of Memphis . Awarded


The purpose of this study was to examine computer engagement of students at a two-year school, and determine what, if any, impact this computer engagement had upon perceived growth and development, and if this engagement had an effect upon academic and social involvement. Information was collected for this study by administering the Community College Student Experiences Questionnaire (CCSEQ) to 800 students at a two-year college in West Tennessee. A final sample of 473 (59.13%) was utilized in this study.

Students responded to a variety of questions probing the breadth and scope of their involvement in various college-related activities outside of the classroom. Eight questions pertaining to computer involvement were added to the CCSEQ in 1999. Students were asked to indicate levels of engagement as well as frequency of computer involvement. Students were also asked to respond to questions concerning their estimate of gains, or growth and development, while a student at this school.

Percentages, frequencies, and means were used to describe demographics of this sample. No interactions were found, therefore none of the samples were split and run separately. Two regressions were performed on each of five outcome variables: Career Development, Communications, Math/Science/Technology, Personal/Social Development, and Perspectives of the World. The first regression was performed without the variable for Computers. Then, this variable was added into the second regression equation to test for significance and effects upon other types of involvement.

The regression equations including the variable for Computers showed that computer usage was significant in the outcome variables Career Development, Communications, and Math/Science/Technology, although only marginally. The variable for computer usage was of least significance, and explained less than 1% of the variance. The quality of effort variables found to be significant in this study supported those found in previous studies, as well as those predicted by Pace's Model (excluding the questions concerning computer engagement). The variable for Computer usage did not alter effects of other types of involvement, including academic and social involvement.


Ashmore, N.J.M. The relationship between computer engagement and estimate of gains for students of a two-year college. Ph.D. thesis, The University of Memphis. Retrieved March 23, 2018 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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