Abstract
M.Ed.
The aim of this study is to determine the role of pre-existing levels of digital literacy on
the academic performance of students who are enrolled for the National Diploma
Information Technology at the University of Johannesburg.
The majority of students entering the University of Johannesburg are black and come
from schools and communities which do not enjoy the same technologically rich
environments as that of their counterparts, yet on entering their first year of studies,
they are expected by lecturers to perform at the same level as those from advantaged
backgrounds. Students enrolled in 2008 were targeted, using a mixed methods study
that incorporated both quantitative and qualitative data to illuminate the factors related
to digital literacy that may have influenced the students’ likelihood to succeed in the
Information Technology modules. The data that were collected were brought in relation
to the students final marks for the subject Information Systems 1 Module A (Computer
Concepts).
It emerged that the computer literate students performed significantly better during the
first semester compared to the computer illiterate students. The computer illiterate
students indicated that the lack of computer experience influenced their ability to pass
computer related subjects; however, it was not the only limiting factor as socioeconomic
factors also played a role. Other results showed that students battled to
keep up with the fast pace with which subjects were lectured. The students’ level of the
English language is a predictor of their success in the Diploma and more than 70% of
students were unable to use the Internet.