Compton University 1998 Survey Findings

See the institutional profiles page for some background on Compton and the other institutions in the study.

The links below are to tables that provide frequencies for each of the questions in the questionnaire for this running of the survey at this institution. There are links on each table that allow the user to switch the table to the same table from another running of the survey at this or another institution.

Section 1 Tables

Student Background

Section one questions cover a variety of factors that may be relevant to students' experiences with technology. There are questions on personal characteristics, such as gender, age, residence, language, ethnicity, student loans, debt, and parents' education. Aspects of the general educational status of the student are also asked for, including the number of years at the educational institution, and the stage and type of program. Finally this section asks questions on general educational orientation, including: learning priorities, learning style and time use.

Section 2 Tables

Access to Computers

This section asks questions on access to computer technology. This includes questions on whether students have a computer and if so what type and whether it is connected to the Internet. There are also questions on where computers are used for a variety of programs. There are questions about the amount of time spent using computers for various tasks including playing games. There is an assessment of the adequacy of computer resources available to a student.

Section 3 Tables

Computer Skills

This section of the questionnaire contains questions on the computer skills of students. Respondents are asked to to assess their skill with respect to a variety of computer tasks. In addition respondents are asked to assess the importance of various sources for the development of their skills.

Section 4 Tables

Computers and Educational Work Activities

This section of the survey examines patterns of computer use and the educational activities of students. Most of the questions are about the frequency of activities. Many of the questions examine the frequency of the educational use of computers for a variety of tasks including email with instructors and classmates. There is also an attempt to gauge the frequency of computer use with respect to extracurricular computing, including email with friends and game playing. There are questions on the handling of information both with paper and with computers. Finally, there are questions on the cooperation of students around student work tasks with and without computers.

Section 5 Tables

Evaluation of Computer and Educational Experiences

This section of the questionnaire has questions on students' evaluations of their experiences. There are questions on: the importance of various methods of communication to their course experiences, their general assessment of their experiences with computers, there assessment of the effects of computers on their work and on the quality of education. There is also an assessment of the questionnaire.

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