The effect of student opinions about course content on student engagement and achievement in computer literacy courses

Abstract

The study investigates whether student opinions about course content relate to achievement and how their opinions characterize them about engagement with coursework in computer literacy classes. 212 undergraduate students' achievement, opinions about course content, and engagement with coursework were identified in fall 2007. Students were asked to list the topics they found beneficial and unbeneficial. According to the results, students who found the least favorite topic unbeneficial were less successful. Students with different opinions about the content had different engagement characteristics, too. Findings are a call for more careful consideration of student opinions for improved overall success in school.