This article analyzes some determinants of gain in computer literacy by 206 male and 207 female high school students enrolled in a required introductory computer science course. Gender, grade, mathematics course type and mathematics section type were all found to be related to gain: males, younger students, students in sophomore and junior college preparatory mathematics, and students in advanced sections of mathematics courses gained relatively more than females, older students, and students enrolled in other mathematics courses or section levels. Access to and experience with computers were generally unrelated to gain in computer literacy.
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