This study tested the relationship between computer anxiety and achievement using a CD-ROM word processing program. It also examined computer anxiety and its relationship with age, education, use of technology, and willingness to pursue future instruction. Previous research has concentrated on method of delivery with students or teachers, often finding little or no significant difference in achievement. Some studies have suggested that computer anxiety is the critical multi-dimensional factor, enhancing or inhibiting successful learning outcomes. Therefore, the present study attempted to investigate computer anxiety with a specific adult population in a distinctive work setting.
The non-random sample included 37 female volunteers employed as public school office professionals or secretaries. Achievement from a self-paced word processing tutorial was measured using pretest/posttest residual gain scores. Self-report questionnaires provided biographic and demographic data. Computer anxiety was assessed with the Computer Anxiety and Learning Measure (CALM) developed by McInerney et al. (1999).
No statistically significant relationships ( p < .05) between computer anxiety and age group, achievement, and willingness to participate in future training were found. Results indicated both a weak negative correlation between achievement and education, and between prior use of technology and anxiety. Other findings, not addressed in the research design, proved meaningful. Correlations between self-rated computer confidence and anxiety appeared to be higher for participants who did not complete one or both of the assessments. Mean scores on three of the four CALM subscales were also higher for individuals with incomplete data. Implications may suggest the use of different instructional strategies with individuals attaining similar scores.
Recommendations for practice include increased offerings for systematic updating of office professionals' computer skills. Assessments of skill, experience, and anxiety prior to training could provide information for important instructional decisions. In service effectiveness could be improved by structuring learning conditions to facilitate people to work together. Recommendations for future research include replication using larger random samples of a variety of worker groups. These studies could pursue interaction of the affective, cognitive, and learning styles of adult learners with other types of technology-based instruction. Further investigation might focus on why people do not participate or complete training.
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