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Abstract

This descriptive study employed a multi-group, pre-post design. Analyses were employed to answer the following questions: 1) As a result of the course, “Computers in Society,” are there reductions in students' computer anxiety scores? 2) Is course performance, as indicated by course grades, related to pre and post anxiety scores? 3) Does the amount of experience with computers relate to computer anxiety scores? 4) Are age and/or sex related to computer anxiety scores? Results indicated that computer experience, as indicated by the number of computer courses, is associated with reductions in computer anxiety. Age was significantly related to computer anxiety but a significant relationship between gender and computer anxiety was not found. Also, no significant relationship was found between anxiety and students' academic achievement in the computer course as measured by their course grades.

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