This document discusses a proposed computer literacy course for students in the College of Humanities and Social Sciences at Makerere University. It begins with an introduction that defines computer literacy and its importance for university students. It then provides background information on the College of Humanities and Social Sciences and levels of computer literacy. The document outlines the course, which would be taken over two semesters and cover basic to intermediate computer skills including hardware, software, internet and email. It aims to improve students' computer skills and prepare them for using technology in their studies and future careers.

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COMPUTER LITERACY COURSE FOR COLLEGE OF HUMANITIES AND SOCIAL
SCIENCES STUDENTS, MAKERERE
BY
KABUYE JAFALIH
13/U/5578/EVE
213019533
A RESEARCH PROJECT REPORT SUBMITTED TO EASLIS IN PARTIAL FULFILLMENT
OF THE DEGREE OF BACHELOR OF LIBRARY AND INFORMATION SCIENCE
MAKERERE UNIVERSITY.

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DECLARATION
I Kabuye Jafalih hereby declare that this project is my original work and to the best of my
knowledge has not been submitted for the award of any degree in any university or institution of
higher learning other than Bachelor of library and information science under the regulations of
Makerere University.
SIGNITURE……………………………
NAME: KABUYE JAFALIH REG NO: 13/U/5578/EVE
DATE…………………………

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DEDICATION

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APPROVAL
The research project, originality and writing of this project, is entirely that of the student: Kabuye
Jafalih. It has been carried out at College of Humanities and Social Sciences and ready for
submission to the EASLIS management
Signature: ……………………………… Date: ……………………………………
SUPERVISOR
Signature………………………….. Name: Professor Maria Musoke.

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ACKNOWELOGEMENTS
My thanks go to all people without this exercise would not be a success. It is however with much
appreciation and pleasure that I view all your contribution towards my project.
I would also like to take this opportunity to express my appreciation to all EASLIS staff and
especially I owe debt of gratitude to my supervisors’ professor Maria Musoke more so for her
encouragement to keep on despite the many huddles throughout my project.
And with also heartfelt remarks not forgetting my dearest friends Kimpi Enockh, Gwayambadde
Isaac, Mawube Brian Mugisha Eli and Nayebare Doreen who have always gotten courage ideals
and the necessary guidance.

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Abstract
Computer literacy is critical to students’ success in universities because of its influence in
information organization and service delivery. The applications of ICTs in the university colleges
in Makerere have necessitated the need for competency in the use of computer. Therefore, the
study investigated the level of computer literacy among students in five schools of College of
Humanities and Social Sciences. Survey research design was adopted. Questionnaire and interview
guides were used to collect data for the study, and descriptive statistical method was used in
analyzing the data collected. Simple random sampling techniques were used to administer the
questionnaire. The findings revealed that 42.1% of the respondents have fair level of computer
literacy skills which they acquire mainly through formal computer / IT training program organized
by the library and practical self-teaching. Also it shows that the respondents are only proficient on
the use of Microsoft word. The findings revealed that inadequate space for computers especially
at the School of Humanities and Social Sciences and the Lack of information literacy and
sponsorship to computers training program in the College of Humanities and Social Sciences are
the major challenges encountered. The study recommends that universities should provide
adequate computer systems in the college and also equip student with proper training and Assist
school in developing a resource center where students can go to do assignments this can be done
by the university management.
As there is no precise consensus on how to define computer literacy. The term can mean different
things to different people. Since the respondents of this study were university students, the
technical definitions may not be appropriate. After a careful search in literature, it was understood
that the computer literacy is defined with three types of skills: basic, intermediate, and advanced
or proficient. Basic and intermediate skills are being able to use basic operating system functions,
word processor, spreadsheets, presentation graphics, databases, Internet, and e-mail. Advanced
skills include programming, fixing software conflicts, and repairing computer hardware etc.
Since advanced skills demand technical knowledge beyond the level of a university student, only
the basic and intermediate skills were considered in this study. Hence, a student was considered
“computer literate” if he/she possesses all the following six skills; Skills in basic hardware and
operating system functions, Skills in word processing, Skills in spreadsheets, Skills in presentation
graphics, Skills in databases and Skills in Internet & e-mail hence a computer literacy course was
suggested to be introduced to those students for at least two consecutive semesters which should

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cover all the necessary skills for a computer literate student and at the end of each semester those
students requested for a practical examination in order to assess their skills in computer utilization.

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CHAPTER ONE
1.0. Introduction This chapter introduces and discusses the background to the study, statement of
the problem, aim and objectives of the study, research question, scope and the significance of the
study.s
1.1. Background to Computer literacy
For at least two decades, the term computer literacy has been controversial. Business dictionary
however, gives a simple, but reasonable working definition of computer literacy as the knowledge
and ability a person has to use computers and technology efficiently. Computer literacy can also
refer to the comfort level someone has with using computer programs and other applications that
are associated with computers. Another valuable component of computer literacy involves the
knowledge of how computers work and operate.
Computer literacy is generally thought of familiarity with the personal computers and the ability
to create and manipulate documents and data via word processing, spreadsheets, databases and
other software tools. Eisenberg and Johnson (2002) however believe that the computer is a tool
that facilitates and extends our abilities to learn and process information. For example students can
use emails to contact their friends or their teachers to clarify an assignment or they can use
presentation software to present information to the class. As such computer literacy is seen as an
integral part of education and not as a separate entity.
The Computer Science Telecommunication Board of the National Research Council ever
redefining computer literacy as fluency with information technology in the higher education arena.
In a report from National Research Council 1999 promotes concept of “fluency” with
information technology and delineates distinctions useful in understanding computer literacy and
broader technological competence. The report notes that “computer literacy” is concerned with
rote learning of specific hardware and software applications, while “fluency with technology”

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focuses on understanding the underlying concepts of technology and applying problem-solving
critical thinking in using technology.
According to “Maryland Technology Literacy Standards for Students”, there are different
levels of determining a computer literate person which include basic, this is associated with Log
on and off the computer, Power on and off the computer, Open and close applications, Open, save
and close files, Print documents, Identify different parts of a computer, that is to say; Computer
(CPU),Monitor, Mouse/track pad, Keyboard, CD/DVD drive, Printer Headphones, Microphone,
Speakers, Use input device (e.g., mouse), Point, Select/click or double click, Click/select and hold,
Drag and drop, Move cursor, Type/enter letters and numbers, Recognize and use icons to perform,
computer and software functions, Use special function keys like, Delete, Shift, Arrow keys, Space,
Return/enter and others.
Intermediate is accompanied with Locate and retrieve files in various, directories, Save the same
file in multiple locations, (flash drive, My Documents, network folders), Recognize and save files
in various, formats (.bmp, .jpg, .pdf, .html, etc.), Create folders to organize files, Rename files,
Delete files, Select appropriate printer and print, Choose appropriate page setup features, Use
multiple ways to accomplish the, same task including keyboard shortcuts,, icons and menus, Use
input device (e.g., mouse), Select/right click, Use peripheral devices such as, scanners, digital
cameras, and, projection devices, Multitask by using Task Bar and or, minimize/maximize
command or icon, Use special function keys, Page up/down, Home/end, Troubleshoot common
technology Problems.
Proficient level which involves the attachment and use peripheral devices such, as scanners,
digital cameras, media, storage (e.g., flash drive), and, projection devices, View file properties to
determine, memory size, Locate and use accessibility features, as, needed, Magnifier, Sticky keys,
Multi task in a variety of ways, Save a compressed file (.zip) and others
1.1. Background of College of Humanities and Social Sciences
The college of Humanities and Social sciences consist of 5 schools, 5 Centers and 1 Institute

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(Makerere Institute for Social Research). The schools are; School of psychology, School of women
and gender studies, School of social sciences, School of languages, literature and communication
and the School of liberal and performing arts.
The mission of the College of Humanities and Social Sciences is to create and transmit ideas,
knowledge, virtues and values to students with a view to preparing them to be leaders and workers
for their country in particular and the world at large. Apart from being one of the oldest and largest
in the University, the College has a reputation for excellence and a commitment to ensuring that
its students are well prepared for the ever-changing job market.
Aware of the global challenges, the college of Humanities and Social sciences designed new
strategies to provide its students with more favorable and marketable programs and courses.
Professional programs and new subject combinations have been introduced at the undergraduate
level and are now being offered. These programs provide specific knowledge, skills and attribute
that graduates gain from their respective areas of study. The choice of subject combinations
entirely depends on one's interests, strengths and career aspirations
1.2. Statement of the problem
According to Shamim Kabuye (2014), College of Humanities and Social Sciences is the largest
college in Makerere University, this college has got a vast number of computers housed to serve
students as well as their scholarly and research work. Although there are advances in technology,
these computers seem not to be fully utilized by students for academic work. It was noted that
these students lack computer skills to fully utilize the computers provided by CHUSS. Although
the university and the library organize computer literacy programs, there is still a need for a greater
improvement on student’s knowledge and skills in computer utilization for example using different
software such as Microsoft office (word, publisher, PowerPoint, access, excel), and searching
databases for literature. Hence the need for study in order to fill this gap.

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1.3. Aim of the study
The aim of the project was to analyze the need for a computer literacy course in order to train the
students in computer utilization so that they acquire skills and knowledge of using computers
during their scholarly and research works.
1.4. Objectives of the study
To examine the level of computer literacy among CHUSS students.
To identify the facilities provided by Makerere University which support computer literacy.
To find out whether the facilities provided by the university are adequate enough to provide
necessary computer skills to CHUSS students.
To identify the challenges encountered by students while using computers during their scholarly
research work
To propose the strategies of introducing computer literacy course to CHUSS students.
1.5. Researchquestions
What are the levels of computer literacy skills among CHUSS students?
What facilities have been provided by Makerere University to promote computer literacy among
CHUSS students?
Are these facilities adequate enough to provide necessary computer literacy skills to CHUSS
students?
What are the challenges faced by CHUSS students when utilizing computers?

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What are the different strategies of enhancing computer literacy levels among CHUSS students?
1.6. Scope of the Study
This study focused on the assessment of the computer literacy levels among students at the
College of Humanities and Social Sciences in 2016. The findings were the basis for a proposed
computer literacy course. The study covered the assessment of the students’ ‟ computer literacy in
terms of general computer operations, communication and the internet, word processing,
spreadsheets, graphics, power point presentations and searching academic databases and the
respondents were the students of the college who use computers during their scholarly and research
work.
1.7. Significance of the study
The project will help the university to implement the ICT policy as it was stated in Makerere
University Information and Communication Technology: ICT Policy Master Plan Phase 2
(2005 – 2009) “All students and staff at all levels are able to use standard application packages,
(Word processors, spread sheets, data bases) as well as email and the Internet” this will be done
through increasing on the number of computers and introducing computer literacy course.
The findings of the study will make a significant contribution towards proffering solutions to the
ongoing debate in the field of social research on the need of improving computer skills to eradicate
the relative low level of research and publications of academic staff at the college through
acquiring different search skills which will be provided by the course.
The results of this study will be used by the administrators as a basis for planning, designing and
implementing a computer literacy course. Also administrators may use the collected statistics or
outcomes to emphasize the need for a computer literacy course for students.
The results of the study can be a basis for other researchers‟ future references. It will also give
them idea on the importance of computer in the research process. They may include other variables

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to deepen the study for effective computer literacy courses in education.
The project would significantly provide information on the state of the art in terms of ICT
infrastructural facilities in Makerere University and the extent of accessibility and utilization of
electronic resources by students for their research in relation to their productivity.
The findings will also assist in formulation of policy guidelines on using computers as a medium
of research and learning in all CHUSS schools of not only research but other subjects as well.
The research findings will invariably have theoretical and practical implications in the overall
development of the field of social work and service delivery in respect of accessibility and
utilization of electronic resources and research productivity of students.
1.8. Definition of operational terms
Computer; this is a machine that perform tasks or calculations according to a set of instructions,
or programs.
A computer can also be defined as an electronic device that can be used to enter, store, retrieve
and manipulate data using different software programs.
Literacy; National Assessment of Adult Literacy (NAAL) defines literacy as both task-based
and skills-based. Task-based literacy is the ability to use printed and written information to
function in society, to achieve one's goals, and to develop one's knowledge and potential.
Literacy” can also be defined as being educated or able to read and write (Mish, 2009).
Furthermore, literacy is also a term that describes the level of ability for a person to function in
society (Reinking, 2011). In looking at this general definition, one may ask questions such as: “to
be educated in what?” or “to be able to read what?” or even “how does one write?” Recent attempts
to answer such questions has led to multiple views of literacy or “multi-literacies” such as
technology literacy, information literacy, visual literacy, and media literacy (Tyner, 2008).

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A course, is a unit of work in a particular field or area of a study normally extending through one
semester the completion of which normally carries credit towards the fulfillment of the
requirements of certain degrees, diplomas or certificates (Makerere University Fresher’s joining
instructions (2013)
A course can also be defined as a set of classes or a plan of study on a particular subject, usually
leading to an exam or qualification.
Courses are subdivided into 4 categories these are;
 Core course, this is a course which is essential to a particular academic program and gives the
academic program its essential features.
 Audit course, a course offered by a student for which a credit or credit unit shall not be awarded.
 Elective course, is a course offered in order to broaden on academic program or to allow for
specialization.
 Prerequisite course is a condition (either course or classification) which has to be satisfied prior
to enrolling for the course in question. I is therefore done to prepare for higher learning.
Computer literacy; is the ability to create and manipulate documents and data via software tools
for example Microsoft word, excel, access and others. It can also refer to the comfort level
someone has with using computer programs and other applications that are associated with
computers. Another valuable component of computer literacy involves the knowledge of how
computers work and operate
Skills; abilities and capacity acquired through deliberate, systematic, and sustained effort to
smoothly and adaptively carryout complex activities or job functions involving ideas.

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CHAPTER TWO
LITERATURE REVIEW
2.0. Introduction: This chapter presents the literature review for the study. The need for a literature
review in the study cannot be overemphasized. Basically, a literature review makes a researcher to
be familiar with previous work or research in his/her discipline, in addition for the need for the
researcher to gain knowledge on how to find, analyze, evaluate and integrate information from
existing research (Gastel, 2012). Besides, a literature review is helpful in assisting the researcher to
know different approaches/methods that he/she can adopt in his/her own research. A literature
review primarily sets the foundation for a new research/study, guides the researcher through the
research process, and is also relevant in the choice of theoretical framework for the study. This
chapter reviews information on the history of computers in Uganda, computer literacy in universities,
competences of computer literacy person and ways of improving computer literacy levels.
 History of computers
 History of computer literacy
 Competences of computer literate person
 Significances of being computer literate
 Information technology use related to basic computer literacy
 Facilities that support computer literacy (software and hardware)
 Factors affecting implementation of computer literacy courses
 Ways of improving computer literacy
2.1. History of computers in Uganda
According to world book encyclopedia (1994), a computer is defined as a device that processes
information with astonishing speed and accuracy.
According to the oxford thesaurus, (2001) a computer is defined as an electronic device capable
of storing and processing information in accordance with a predetermined set of instructions.
Computers in Uganda started a way back to serve a variety of purposes in deferred economic fields

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like education, banking, engineering and many others to ease the technical work. (Comer, 2006).
In Uganda computer utilization has drastically changed the mindset of capable Ugandans who use
internet for a variety of reasons especially in academic research, information retrieval and delivery.
Computers process, stores and output information in all sectors of the economy. (Starcom 2008).
Heath cote, P.M (2000), stated that students and scientists use computers as learning tools.
In the past decade, there has been a tremendous increase in the use of information technology
with new applications coming on the market: Skype technology has one making calls using a
computer connected to the Internet and teleconferencing which allows meetings between people
in different places with a click of the mouse.
The first computer ever in Uganda was an unwieldy mainframe, which arrived in 1967.
According to Dr Ham-Mukasa Mulira, an IT expert, Independence resulted in a rise in
government workers so the computer was brought in to help with management of public
servant’s payroll.
The mainframe was a huge, heavy metallic box-like object with neither a keyboard, mouse, nor a
central processing unit. Instead, it functioned through punch cards, usually operated by women,
and it required special skills to operate. It could only be used for adding and subtracting numbers.
It was stationed at the Uganda Computer Services in the Ministry of Finance under the supervision
of Mr I.K Kabanda, the then government chief statistician who also spearheaded the training of
Uganda’s first computer specialists.
In 1968, the second mainframe arrived and was taken to Makerere University’s department of
mathematics and placed under Prof. Paul Mugambi, currently vice chancellor of Nkumba
University. It was a preserve for those who were doing mathematics, today’s computer scientists.
Later, this was sold to Dr Patrick Mangheni of Uganda Data Services, making him the first
Ugandan to offer computer services commercially.
It was not until the mid-80’s that the first desktop Apple was brought to Uganda. It was purchased
by Makerere University at the prompting of the then bursar, Mr Khan, to handle the university’s
payroll.

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Hardly 50 years since the mainframe’s arrival, there are now hundreds of thousands of computers
in the country. (Daily Monitor Saturday March 2010)
An illustration of a full set of a computer
2.2. History of computer literacy. The teaching of Computer Literacy has a long and rich history
that parallels major advances in computing technology. Four stages in the development of
computer technology correspond with stages in the development of Computer Literacy initiatives.
The introduction of minicomputers in the 1970s, microcomputers or personal computers (PCs) in
the 1980s, the Web as the defining Internet application in the 1990s, and portable and mobile
(wireless) computing today.
In the 1970s the general public did not have access to computers. Their use was limited primarily
to data processing workers and programmers. While increasing numbers of universities networked
their computers, no central, universal network aimed at fostering community or citizenship existed.
Computer literacy at that time included the need to know about computer technology because of
its relative "pervasiveness," the need to make informed decisions on public policy involving
computers and their applications, and the need to tell the public about data processing and
computing careers.
Teaching topics included hardware, software, applications, and implications for society and
individuals but no programming (active participation) was included.

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The arrival of PCs in the 1980s made computing technology more widely available to the general
public. By 1985, classroom models of Computer Literacy began to resemble today's definition,
specifying stages: computing awareness, computing literacy, computing fluency, and computer
expertise.
While easy access to PCs provided the opportunity to teach programming, its inclusion remained
a controversial issue. During this time frame, one of the authors developed a Computer Literacy
program that combined hands-on experience with computing awareness in PC-based software. An
online quiz at the end of each lesson determined whether the student could proceed to the next
lesson. By 1987 computer applications had improved to the point where the ability to use them
implied Computer Literacy.
Word processing, spreadsheets, business and presentation graphics, and file management became
the core Computer Literacy topics. Because PC applications had grown easier to use, companies
began to view them as productivity (or even employment) requirements. Other topics in literacy
courses included history, basic computer operation, computer confidence, and the role of computer
technology in the business world. Movement occurred away from earlier, more practical and
performance-based models.
One Computer Literacy proposal included the philosophical issue of whether humans are merely
machines themselves. Programming was not considered an essential Computer Literacy skill.
Students could pick up important programming concepts while learning applications. Some
courses included algorithmic thinking, but at a fairly high level. A Computer Literacy course
taught by one of the authors from 1988 to 1992 offered a (relatively) painless approach to
introductory programming through the use of HyperCard and its built-in scripting language.
Although the Web debuted in 1993, it did not have an impact on Computer Literacy courses until
later in the decade.
In 1994 neither the Web nor the Internet was included in Computer Literacy proposals. Social and
ethical aspects of computer use, however, became more prominent in course proposals. These
proposals, fueled by a diverse student constituency, also included application literacy. Computer
literacy encompassed the social and ethical context of computing, hardware and software
components of a computing system, and the computer-user interface embodied in file abstractions.

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Application literacy covered how to use applications to solve problems in specific knowledge
domains. Although the Web continued to grow exponentially, it had not fully caught on
commercially. Additionally, home computer use had not yet reached critical mass, and online
content providers had just begun to provide direct consistent connections to the Internet
In 1997 the Internet emerged for the first time as a topic in Computer Literacy courses. Social and
ethical aspects of computing had also become significant components. Topics in literacy courses
included computer history and applications, how computers work, and the power and ethical use
of information in our technological society.
An influential report by the National Research Council (NRC) published in 1999 offered
guidelines for the development of courses that provided "computer fluency" with information
technology. (The phrase computer fluency was meant to convey a deeper understanding than
Computer Literacy.) This report defined three kinds of knowledge required for fluency with
information technology: Contemporary skills (the ability to use available information technology
applications), foundational concepts (the basic principles of information technology), and
intellectual capabilities (the ability to use information technology for organization, reasoning, and
problem solving). This represents a first step toward merging Computer Literacy with the idea of
Information Literacy, centering on the concept of "information technology." As this was happening
in Computer Literacy courses, portable and mobile technologies were becoming commonplace.
A computer with an Internet connection could be found in virtually every library. Although the
"digital divide" persisted, many homes had multiple computers, and college freshman in some
universities were required to have laptop computers (often with campus-wide wireless
capabilities).Computers were becoming as much of a fixture in the modern office as desks or chairs.
By 2000, Computer Literacy courses included entire sections dedicated to the "literate" use of the
Web. Because students still came to courses with a wide range of skills and experience, traditional
application-based teaching remained. Interestingly, exploration of computer-based (online)
teaching had also begun.

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Literacy topics included exploring how computers work; using applications such as word
processing, spreadsheet, file management, database, and presentation graphics; finding useful
information on the Web; examining the history and future of computers; and purchasing a
computer.
2.3. Levels of computer literate person
Leland, et al (2000) in America Committee of Computer Competency (CCC), drafted computer
literacy competencies (minimum knowledge) that are considered necessary for academic success
as: using word processing programs effectively, use of library databases and catalogues to locate
print materials; finding information on the Internet and evaluate its reliability and usefulness, being
able to write email effectively and appreciating the ethical issues of computing.
According to “Maryland Technology Literacy Standards for Students”, there are different
levels of determining computer literate person which include basic, intermediate and proficient but
these levels may change depending on the software application. A student could be intermediate
in word processing, but basic in visual organizers.
Basic levels
Log on and off the computer, Power on and off the computer, Open and close applications, Open,
save and close files, Print documents, Identify different parts of a computer, that is to say;
Computer (CPU),Monitor, Mouse/track pad, Keyboard, CD/DVD drive, Printer Headphones,
Microphone, Speakers, Use input device (e.g. mouse), Point, Select/click or double click,
Click/select and hold, Drag and drop, Move cursor, Type/enter letters and numbers, Recognize
and use icons to perform, computer and software functions, Use special function keys like, Delete,
Shift, Arrow keys, Space, Return/enter and others.
Intermediate level
Locate and retrieve files in various, directories, Save the same file in multiple locations, (flash
drive, My Documents, network folders), Recognize and save files in various, formats
(.bmp, .jpg, .pdf, .html, etc.), Create folders to organize files, Rename files, Delete files, Select
appropriate printer and print, Choose appropriate page setup features, Use multiple ways to

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accomplish the, same task including keyboard shortcuts,, icons and menus, Use input device (e.g.,
mouse), Select/right click, Use peripheral devices such as, scanners, digital cameras, and,
projection devices, Multi task by using Task Bar and or, minimize/maximize command or icon,
Use special function keys, Page up/down, Home/end, Troubleshoot common technology
Problems.
Proficient level
Attach and use peripheral devices such, as scanners, digital cameras, media, storage (e.g., flash
drive), and, projection devices, View file properties to determine, memory size, Locate and use
accessibility features, as, needed, Magnifier, Sticky keys, Multi task in a variety of ways, Save a
compressed file (.zip) and others
2.3.1. Skills of a computer literate person in using and creating spread sheet
The basic skills include the following; Select a cell, Enter data into a cell, Format cells and data,
font size, style, color, alignment decimal places, Currency, date/time, percent, Create a basic chart
or graph.
Intermediate skills; Select multiple cells, Insert, delete, and format cells, rows, or columns
Format, move, and copy cells, rows, or, columns, width, height, color, manage headers and, footers,
Select appropriate graph and elements, to display data, Use sort option (ascending and
descending), Use simple formulas such as sum and average/mean Use editing tools such as fill
down and fill across Set print area and print spreadsheets and graphs Insert charts and graphs into
other, documents, Apply principles and elements of data, analysis and more others.
Proficient skills; Create and use spreadsheets for, assessment, productivity, and problem, solving,
Create complex formulas such as, median, mode, and percentage, Use advanced graph features
and elements to display data, Import or insert other digital elements, into the spreadsheet (graphics,
movies, objects, etc.), Use filter option, Use the hide and show options, Save in other
Formats such as html and pdf.

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2.3.2. Using Email
Basic skills; Apply communication skills, read an email, compose and send an email, reply to a
message, delete an email
Intermediate skills; Apply communication skills, use “reply all”, add an attachment, save an
attachment, use carbon copy
Proficient skills; Apply communication skills, create an address/distribution list use blind carbon
copy and organize emails into folders
2.3.3. Using and Creating Databases
Basiclevel Openan existing database file, Enter data in a content related, database using a database
template or, form, Search for specific data/information by, field Preview and print a data sheet
Intermediate level
Edit data in existing database records, Modify database fields, Add and delete records
Create a new database from design, view, data view, or using a wizard, Define database, fields in
a record, Set field attributes, Manage headers and footers, Use the find and sort functions
Proficient level; Insert graphics/digital files, etc. into, field type, Use the show and hide functions,
create a query, Filter data, Generate a report of data gathered, from database sources and other
2.3.4. Using word Processing
Locates and uses return/enter, space, delete/backspace, shift, caps lock, uses appropriate
terminology - font, upper/lower case, bold, italics, underline, Types sentence(s) without assistance,
Inserts text, Selects/highlights text., Deletes text, Varies font, size and style.
Understands cut, copy, paste, Uses undo command, Creates text box, Uses borders, and Uses spell
checker, and realizes limitations of spell checker, Changes text alignment, Uses thesaurus.
Changes margins and line spacing, Uses columns, Adds a table to a document and edits rows and
columns, Understands factors that affect appearance of text on a page, Understands use of Tab to
indent, Uses bullets, numbering.

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2.4. Information technology use related to basic computer literacy
Students entering college should have some basic computer literacy skills so they may use the
information technology available at the college in the most effective manner. An effective use of
the information technology is not limited to just knowing how to use the tools but also the ability
to find, evaluate and judge information as well as to create and distribute information and
knowledge (Fulton, 2008). Furthermore the higher order information skills are dependent upon the
student’s ability to use the computing tools. In categorizing the different areas of knowledge and
skills required to use computer-based information sources, Anne Clyde (2006) used the following:
1. Hardware or equipment-related knowledge and skills, including the ability to use a mouse and
keyboard;
2. System knowledge and skills, including knowledge of network procedures, and of the DOS,
Windows
3. Applications software knowledge and skills, including word processing, electronic mail
software and Internet software such as Netscape;
4. Knowledge and skills associated with the use of information system itself – the way in which
information is stored in the system, research procedures needed (keyword, Boolean, truncation and
so on) and access techniques;
5. Knowledge and skills associated with using the information that is contained in the source or
service.
2.5. Facilities that support computer literacy course
2.5.1. Computer software, Software is defined as a computer program that tells the hardware
exactly what to do.
Or
This includes application software such as a word processor, which enables a user to perform a
task, and system software such as an operating system, which enables other software to run

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properly, by interfacing with hardware and with other software (science daily .com)
Encyclopedia defines computer software as that part of a computer system that consists of encoded
information or computer instructions, in contrast to the physical hardware from which the system
is built. The term is roughly synonymous with computer program, but is more generic in scope
Computer software can be put into categories based on common function, type, or field of use.
There are two broad classifications:
An application software (app or application for short) is a computer program designed to perform
a group of coordinated functions, tasks, or activities for the benefit of the user. Examples of an
application include a word processor, a spreadsheet, an accounting application, database software,
presentation software, a web browser, a media player, an aeronautical flight simulator, a console
game or a photo editor.
Word processor is used to create and print documents, this software allow users to edit their
documents.
Database software allows users to enter, retrieve, and update data in an organized and efficient
manner with flexible inquiry and reporting capabilities.
System software is a generic term referring to the computer programs used to start and run
computer systems including diverse application software and networks.
System software is subdivided into two categories; operating system software and utility system
software.
Operating system software is a set of programs that coordinates all activities among computer
hardware devices and allows users to run application software.
Utility system software allows the user to perform maintenance type tasks usually related to
managing a computer. This software include, disk space analyzers, disk cleaners, data compression,
backup software, clipboard managers, anti-virus and others.
2.5.2 Computer hardware
Computer hardware is the collection of physical elements that constitutes a computer system.

25. 25
Computer hardware is the physical parts or components of a computer, such as the monitor, mouse,
keyboard, computer data storage, hard disk drive (HDD), graphic cards, sound cards, memory
(RAM), motherboard, and so on, all of which are tangible physical object
A keyboard is an input device that allows a person to enter symbols like letters and numbers into
a computer. It is the main input device for most computers. There are different types of keyboards.
The most popular type is the QWERTY design, which is based on typewriter keyboards.
Monitor or a computer display is an electronic visual display for computers. A monitor usually
comprises the display device, circuitry, casing, and power supply. The display device in modern
monitors is typically a thin film transistor liquid crystal display (TFT-LCD) or a flat panel LED
display, while older monitors used a cathode ray tubes (CRT).
A mouse is an input device that is most often used with a personal computer. Moving a mouse
along a flat surface can move the on-screen cursor to different items on the screen. Items can be
moved or selected by pressing the mouse buttons (called clicking).
A printer is a device that accepts text and graphic output from a computer and transfers the
information to paper, usually to standard size sheets of paper. Printers are sometimes sold with
computers, but more frequently are purchased separately. Printers vary in size, speed,
sophistication, and cost.
A central processing unit (CPU) is the electronic circuitry within a computer that carries out the
instructions of a computer program by performing the basic arithmetic, logical, control and
input/output operations specified by the instructions. The term has been used in the computer
industry at least since the early 1960s. Traditionally, the term "CPU" refers to a processor, more
specifically to its processing unit and control unit (CU), distinguishing these core elements of a
computer from external components such as main memory and input or output circuitry.
The form, design and implementation of CPUs have changed over the course of their history, but

26. 26
their fundamental operation remains almost unchanged. Principal components of a CPU include
the arithmetic logic unit (ALU) that performs arithmetic and logic operations, processor registers
that supply operands to the ALU and store the results of ALU operations, and a control unit that
fetches instructions from memory and "executes" them by directing the coordinated operations of
the ALU, registers and other components.
Most modern CPUs are microprocessors, meaning they are contained on a single integrated circuit
chip. An IC that contains a CPU may also contain memory, peripheral interfaces, and other
components of a computer; such integrated devices are variously called micro controllers or
systems on a chip (SoC). Some computers employ a multi-core processor, which is a single chip
containing two or more CPUs called "cores"; in that context, single chips are sometimes referred
to as "sockets".
2.5.3. Human resource (lecturer, technician, laboratory attendant)
Lecturer is a member of the faculty of a college or university usually having qualified status
without rank or tenure. A lecturer holds an open-ended, tenure-track or tenured position at a
university or similar institution, and is often an academic at an early career stage who teaches,
conducts research, and leads research groups. Most lecturers typically hold permanent contracts at
their academic institution. In terms of responsibilities and recognition.
Computer repair technician is a person who repairs and maintains computers and servers. The
technician's responsibilities may extend to include building or configuring new hardware,
installing and updating software packages, and creating and maintaining computer networks.
Computer laboratory attendants, these are the front-line of service to students and staff making
use of IT Services labs. The lab attendant ensures that the lab environment is appropriate for users
to complete their academic computer related tasks.
Lab attendants are expected to:

27. 27
Open and close the computer labs according to the IT Services schedule.
Be punctual for duty and keep to their assigned schedule diligently. They should make themselves
available (provided that they do not have lectures) to replace other lab attendants who may be sick.
Switch on the workstations and air conditioners before opening the computer labs for users. The
air conditioners must be maintained at the right temperatures.
Check and refill printers' paper trays. See that users do not tamper with printers or use their own
paper. The printing area should be well organized.
Ensure that machines are in working order. Software and hardware problems that cannot be sorted
by the lab attendants are to be reported via email. The e-mail should contain a description of the
problem, what was done to try and solve it, and the current status of the problem.
Be knowledgeable of services provided by IT Services and have gone through the website.
Ensure that all lab users observe IT Services rules. Eating, drinking and smoking are prohibited in
the computer labs.
Ensure that the noise level is kept to a minimum. Loud, obnoxious or unethical behavior that
distracts other users must be stopped.
2.5.4. Communication, which involves the following: Computer networks; distributed systems,
human-computer interaction, involving communication between computers and people, operating
systems, the control of computers, resources and interactions.
2.5.5. Network, a network consists of two or more computers that are linked in order to share
resources (such as printers and CDs), exchange files, or allow electronic communications. The
computers on a network may be linked through cables, telephone lines, radio waves, satellites, or
infrared light beams. Depending upon the geographical area covered by a network, it is classified
as:
Local Area Network (LAN), Metropolitan Area Network (MAN) and Wide Area Network (WAN)

28. 28
A local Area Network (LAN) is a network that is used for communicating among computer
devices, usually within an office building or home. It enables the sharing of resources such as files
or hardware devices that may be needed by multiple users.
A metropolitan area network (MAN) is a large computer network that usually spans a city or a
large campus.
It is optimized for a larger geographical area than a LAN, ranging from several blocks of buildings
to entire cities.
Wide Area Network, WAN covers a large geographic area such as country, continent or even
whole of the world.
A WAN is two or more LANs connected together. The LANs can be many miles apart to cover
great distances; WANs may transmit data over leased high-speed phone lines or wireless links
such as satellites
2.6. Factors hindering implementation of computer literacy courses in universities
While new technologies have added value to computers by presenting new models of processing,
storing and retrieving information, they have also faced many challenges during their
implementation in different Universities. Ghuloum (2011), have indicated that several factors such
as financial support, technological factors, human factors and cultural factors may be barriers in
ensuring effective utilization of computers.
However Abioye (2010), identifies four barriers to effective introduction of computer literacy
courses in education sector namely; lack of strategic planning, lack of adequate reliable funding,
lack of use of internet to provide information services to the students and lack of skilled manpower
to train students.
Financial constraints, universities like other institutions of higher learning require sufficient
funds in order to acquire modern computers and hire skilled lecturers to train students in computer
usage. This is costly to some institutions in Uganda. As Makerere University got computers

29. 29
donated by Carnegie Corporation of New York, other universities should seek assistance from
donors.
Technological infrastructure to support the program is also another challenge faced by higher
institutions during implementation of computer literacy programs. Kumba (2011), noted that ICTs
are not very well spread in African institutions of higher learning mainly because of poor network,
limited access to computer hardware and software.
Human factors, the organizational culture, college leadership and laboratory staff play a vital role
in development of the computer literacy skills among students though the number of qualified
computer laboratory attendants is quite very low in Uganda and Africa at large.
Poor maintenance culture,
Most of the equipment procured for the information technology is purchase from foreign countries
and as a result of the nation’s backwardness. In the use of computers, they lack information and
experienced personnel to repair the system during breakdown. Also when complains passed to
higher quarters or the government for consideration it goes through as long bureaucratic process.
Limited restricted access to users
It could be said that public libraries are not effectively implementing the application of computers
to its services. Users of the library are restricted to the use of laboratory facilities in the computer
lab because they are sacred of damaging the equipment. 24hours 7days of the week the computer
system and other information related facilities have to be offered to students or users.
Illiteracy
There is no saying the fact that illiteracy affects the effective implementation of computer
programs. This ascertains is evident in the fact that many students in the academic institutions have
little or no idea about these modern technologies or electronic wonder and because of their lack of
awareness they tend to discard it.

30. 30
2.7. RESEARCH GAP
Basing on the different literatures written on Ugandan universities and relevance of computer
literacy in research works, there are many areas where computers have been applied in academic
work like use of internet, Microsoft word and power point presentations but to add on that, there
are many authors and different organizations who have written on the advantages of being
computer literate but they failed to introduce strategies of improving student’s computer skills.
Therefore this necessitated the researcher to conduct a research entitled “computer literacy course
for College of Humanities and Social Sciences”.

31. 31
CHAPTER THREE
RESEARCH METHODOLOGY
3.0. INTRODUCTION
This chapter presents the research methodology of the study. It describes and justifies the methods
and processes that were used in answering of the research questions. This chapter comprises of the
research design, when qualitative data collection methods was used. In this essence the chapter
describes the study area, the study population, sample selection, data collection methods and data
analysis.
3.1. Area of the study
The study was carried out in Makerere University at the College of Humanities and Social Sciences.
This college has five schools that is to say; School of psychology, School of women and gender
studies, School of social sciences, School of languages, literature and communication, and School
of liberal and performing arts. Reason for choosing this college was that those schools were easily
accessible by the researcher and the students at those schools face a problem of inadequate skills
in utilizing computers provided by the University in there computer laboratories.
3.2. Researchdesign
According to Garwood (2011), design refers to a systematic plan drawn by the person carrying
out research study. Case study research design was used while adopting qualitative research
approach the main reason for the choice of this design is to seek qualitative data on issues and
aspects about student’s skills in computer utilization, which can be useful for the purpose of
information processing and expediting managerial work
A descriptive study was carried out to identify computer literacy skills among CHUSS students,
the different opportunities and facilities provided by Makerere University which facilitates

32. 32
computer literacy, challenges students face when utilizing computers and then draw the strategies
of solving those challenges by setting up a computer literacy course for those students.
3.3. Population of the study
Enon (1998), described population as “the group of people of interests from whom the information
needed by the study can be obtained”.
Population can also be defined as a complete set of subjects that can be studied. It can also be
defined as a group of individuals or items that share one or more common characteristics from
which data can be gathered and analyzed. The target population of this research was 1 laboratory
attendants from each school (1x5=5) 20students from each school (5x20=100). Therefore the
overall target population was 120. The reason behind is that, students are the ones using computers
during their course works and laboratory attendants are responsible for guiding them.
3.4. Sampling and sampling strategies
According to Busha (2006), sampling refers to how the researcher gathers information about target
population without undertaking complete enumeration instead a small population of a mother
population is selected then the findings are generalized to the large group. During this study, both
stratified and systematic sampling was used to collect data from the laboratory staff and students
of CHUSS.
3.5. Sample size
This refers to how researcher gather information about a target population without undertaking a
complete enumeration instead a small population of a mother population is selected then the
findings are generalized to the large group. Students not more than 20 at each school were sampled.
Furthermore 1 laboratory attendant at the School of Gender and Women studies was sampled.

33. 33
SCHOOL TARGET
POPULATION
SAMPLE SIZE
School of Social Sciences 20 16
School of Gender And Women Studies 15 10
School of Literature Language and
Communication
18 11
School of Psychology 20 12
Makerere Institute for Social Research 7 4
School of Liberal and Performing Arts 20 6
TOTAL 100 59
3.6. Data collection methods and instruments
Interview method Krishnaswami (1993), suggested that, an interview is a systematic conversation
between a researcher and the respondent initiated for obtaining information relevant to the topic
of the study in order to the problem. Interviews are subdivided into three i.e. structured interview,
semi structured and unstructured.
Structured interview, in this type of interview the researcher lists the questions and gives
alternative answers to the respondent. This was used to answer questions like; do you know how
to switch on the computer? Do you know how to create documents using micro soft word?
Unstructured interview, in this case the researcher and the respondent totally have a conversation
and exchange of views. This was used especially to the students of school of social sciences and
the school of women and gender studies to answer questions like what are the difficulties you face
during accessing of on-line information using a computer? What are your competences in using
the computer?
Semi structured interview, this involves use of open ended and closed ended questions. This was
used to gather much information about the laboratory services and how to improve computer
literacy levels among CHUSS students.

34. 34
Questionnaire, this is a format set of questions or statements designed to gather information from
respondents that accomplish research objectives. A series of questions that are easy and convenient
to answer but can describe the intended practices or behaviors were formulated into a questionnaire.
In this respect the questionnaires identified the factors limiting the effective implementation of
computer literacy programs and establish their effect on implementation. This questionnaire was
structured and unstructured which was handled over to the respondents. The respondent’s
confidentiality was assured during the answering of the questions.
Document review
The researcher used documents such as, textbooks, research reports, websites, journals and
conference paper sources that give some related information about computer literacy among
University students. The information collected helped to supplement primary data collected using
interview and questionnaire methods. The method also helped the researcher to find out what
already had been done in the area of study and undertake the research in such a way that contribute
to the present set of knowledge.
3.7. Data quality control
Data quality is a state of completeness, validity, consistence, timeliness, reliability and accuracy
that makes data appropriate for specific use.
The questionnaires and interview schedules were pre-tested before actual data collection in the
schools that were randomly selected. Research assistants were trained to ensure good quality data
collection.
Triangulation, different data collection methods and tools like questionnaires, interviews and
observation were used to ensure data reliability.
Research assistants (Kimpi and Gwayambadde) were trained before collecting data in the field.
3.8. Data analysis and presentation
Data analysis, this is the process of bringing order to data by manipulating it, organizing what is

35. 35
in the data into patterns and basic descriptive units.
Data presentation, this refers to attachment of meanings and significance to the analyzed data.
Explaining descriptive patterns and looking for relationships and linkages among descriptive
dimension.
Qualitative data was analyzed by composing explanations or descriptions and supporting them or
sustaining them with quotations or descriptions. Data was collected, cleaned, coded and analyzed
using statistical packages.
Quantitative data was analyzed using both descriptive and inferential statistics. Descriptive
statistics include frequency distribution, means and mode. Data was presented using frequency
distribution tables, percentages, pie charts and graphs.
There was a check up on the quality of measurements during initial data analysis phase by using
confirmatory factor analysis and at the final stage of initial data analysis. During initial stage
findings of initial data were documented as necessary.
Quantitative data was presented in form of numbers and analyzed after being collected.
Data entry, the researcher manually entered data in the computer using Microsoft office word and
excel.
3.9. Ethical issues
Research ethics refers to the norms for conduct that distinguish between acceptable and
unacceptable behavior while carrying out research.
Voluntary participation and informed consent, a subject’s participation in an experiment was
voluntary and based on informed consent. Subjects were informed in advance about any aspect of
the study that might be expected to their willingness to participate in the study.

36. 36
Before embarking on data collection the researcher sought for the introductory letter from the
EASLIS faculty to be presented to College of Humanities and Social Sciences administration for
permission to collect data.
The researcher had a fair use of data from other researchers, sources and acknowledged them on
the references list with full confidentiality of data obtained from all questionnaires.
The researcher sought permission from academic registrar of CHUSS by presenting an
introductory letter he got from EASLIS department.
Another related ethical issue in relation to the participant (respondent) was protection of his/her
privacy in responding to the questionnaire, this is otherwise referred to as confidentiality in
research report (Welman, Kruger & Mitchell, 2005). In this regards each respondent was informed
in the questionnaire that the data collected would be kept in confidence, and would be used for the
research purpose only.
3.10. Limitations to the study
Limitations are influences that the researcher cannot control. They are the shortcomings,
conditions or influences that cannot be controlled by the researcher that place restrictions on the
methodology and conclusions of the researcher.
Limited funds, the researcher faced shortage of finances in printing of questionnaires as this may
slow down the research process; however it was solved by using different methods like
interviewing and observation.
There was slow response from the respondents as this caused delay in data collection. Though it

37. 37
was solved by ensuring the confidentiality of the respondents.
The response rate was quite low. Since the researcher was not in direct contact with the respondents
they did not fell the obligation to complete the questionnaire earlier.
The researcher faced a problem of using direct observation since the computer laboratory at the
school of social sciences was out of bounds by that time though it was solved by in-depth
interviewing of the students.

38. 38
CHAPTER FOUR
PRESENTATIONS OF DATA AND DISCUSSION OF FINDINGS
Introduction The research questions of this study were to identify the current basic computer
literacy skills among CHUSS students by the university and determine if the facilities provided
by the University are adequate enough to provide necessary skills to the students. The
information collected in the study looked at six categories of information which were:, ,
frequency of computer usage, number of students per computer, highest level of using the
computer (both hardware and software), how students acquire computer skills, factors
limiting computer usage and suggestions made by students in order to improve their skills.
The majority of responses came from the School of Humanities and Social Sciences location
which is the school that the researcher is most closely affiliated. The response rate percentages
from the school of Gender and women studies followed about the same percentages as instructors
surveyed from the locations. The response rate per frequency of computer usage predominantly
indicated a low rate of computer usage by those responded to the survey.
Distribution of respondents by school
Institution Questionnaire
administered
questionnaire
returned
School of Social Sciences 20 16
School of Women and Gender studies 10 10
School of Liberal and Performing Arts 8 11
School of Psychology 12 12
School of Languages, Literature and Communication 9 04
Makerere Institute for Social Research 10 06
Total 69 59

39. 39
Distribution of respondents according to gender
Extent of using different software
Statement Yes percentage No percentage
Microsoft Word 42 71% 17 29%
Microsoft Power Point 22 37.1% 37 62.7%
Corel Draw 0 0% 59 100%
Microsoft Excel 8 13.5% 41 69.4%
Microsoft Access 4 6.77% 45 76%
Source (Field data, 2016)
The response in this Table shows that 71 percent of the respondents are proficient in the use of
Microsoft Word 37% are fair with PowerPoint presentations while 76% do not know how to
create databases by using Microsoft access.
The group ended up with the highest future expectations due to the high expectations in word
processing and power point despite the lower overall expectations given to Corel draw and
database applications like Access within the same group.
male female

40. 40
Uses of the computers in different computer labs by the students
Importance Number of respondents percentage
Searching databases 7 11.8%
Preparing course works 14 23.7%
Face booking and others 38 64.4%
Source (field data, 2016)
This table shows that most of the students visit the computer Lab to chat with their friends
through face booking, twitter, Flickr and other social networks and playing games. Only 23.7%
students use those computers to prepare their course works in Microsoft word and power point.
General knowledge of Computer Usage by the respondents
Does your knowledge and skill in computer enable you use the
Internet?
No
Yes
21
38
How often do you have access to and use the computer? Rarely
Often
Very often
27
26
06
How efficient can you use the keyboard to execute command in the
computer?
Low
Fair
High
Very high
06
36
12
05
Can you effectively use the mouse to execute command in the
computer
Yes
No
I can try
24
08
27
(Field data, 2016)
This table shows that 64% of the respondents indicated that their knowledge and skill in computer
enable them use the Internet, 45.7%% indicated that they rarely have access to and use the
computer; 61% are fair in the use of keyboard to execute command.

41. 41
How often do you visit the computer Laboratory?
Alternatives Respondents Percentage
Daily 08 13.5%
Weekly (once in a week)s 13 22.03%
monthly 12 20.3%
Twice in a week 20 33.8%
Only when I have an assignment 06 10.1%
Source (field data, 2016)
The number of students who use computers in the computer Lab per day is very low. Students
suggested reasons like inadequate computers in the computer Lab, especially the school of gender
and women studies which is having only 33 computers and most the computers at the school of
humanities and social sciences are not functioning even the computers at the School of languages,
literature and communication are only allowed by communication and journalism students
leaving students offering other programs like political science, ethics and human rights, social
work and social administration behind.
Ways students acquire computer literacy skill at CHUSS
Statement Yes Percentage
Formal Computer/IT program 18 18%
Practical Self-teaching 46 46%
Assisted by Friends/Colleagues 34 34%
Computer/IT books 02 2%
Learn by trial and error 10 10%
Primary source data (field data, 2016)
The table above shows that 18 (18%) of the students acquired computer literacy skills through
formal Computer/IT programs organized by the library and University. 46(46.7%) through
practical Self-teaching and 34% of the students get assistance from their colleagues of other
colleges like COCIS

42. 42
Factors limiting the use of computers by students per school
School of Humanities and social
sciences
Frequent breakdown of system, limited space for the
computers, low bandwidth and limited space.
School of Gender and Women studies Inadequate computers in the laboratories, inadequate skills
and viruses e.tc
School of psychology Lack of/inadequate computer skills
School of Liberal and Performing Arts Restricted rules from the administration
Others Lack of information literacy and sponsorship to
computers/IT training program in the University.
Primary source data (field data, 2016)
This table shows that inadequate computers in the laboratories even the computers are not in
good conditions at the school of social sciences. School of Liberal and Performing Arts have
restricted rules where by the computer laboratory is allowed to only communication and
journalism students inadequate computer skills is one of the major challenges affecting computer
utilization at school psychology and lack of information literacy and sponsorship to computers
training programs. At the school of gender and women studies there are only 33 computers.
Solutions suggestedby students in order to improve their skills
Suggestion Number of respondents
Regular computer repair 40
Employing trainers (IT lecturers) 46
Provision of a standby generator 12
Setting up a strong server 32
Computer training courses 48
Purchasing more computers 32
Source (field data, 2016)
This table shows that 40% of the students requested for regular computer repair especially at the
school of humanities and social sciences where by almost 20computers in the computer Lab are

43. 43
not functioning, 48% suggested for more computer training courses to add on those organized by
the library and the university. On addition to that there is still a shortage of skilled computer
lecturers who can guide students during computer utilization.
At which level of computer literacy do you expect to be?
Source (field data)
The graph above shows that 35.5 % of the students are at basic level of computer literacy skills
i.e. Log on and off the computer, Power on and off the computer, Open and close applications,
Open, save and close files, Print documents, Identify different parts of a computer and others 27%
are at intermediate level Locate and retrieve files in various, directories, Save the same file in
multiple locations, (flash drive, My Documents, network folders), Recognize and save files in
various, formats and 2% at least for them they can even create databases (they are proficient
0.00%
500.00%
1000.00%
1500.00%
2000.00%
2500.00%
3000.00%
3500.00%
4000.00%
4500.00%
basic intermediate proficient None
LEVELS OF COMPUTER LITERACY AMONG CHUSS
STUDENTS IN PERCENTAGES

44. 44
CHAPTER FIVE
PROPOSED COMPUTER LITERACY COURSE FOR CHUSS STUDENTS
5.1. College vision
To be the leading institution for academic excellence and innovations in Africa.
The College intends to excel in the pursuit and dissemination of knowledge in the areas of human
thought and behavior as they relate to socio-economic development.
5.2. Missionof the college
To provide a conducive environment for training, research and dissemination activities in view
of producing the most competitive and relevant graduates in the humanities and social sciences
for the regional and global markets.
5.3. Brief introduction of the course
This course is intended to provide students with an opportunity to develop computer literacy
skills with an understanding of fundamental concepts of computers, appreciate the contemporary
development of information technology, develop problem solving skills and cultivate positive
attitudes towards the ever changing society with widespread utilization of computers.
5.4. Target group, the course targets three categories of people, namely A’ level certificate
holders, Bachelors and Diploma holders at CHUSS.
5.5. Duration, the duration for this course are two semesters.
5.6. Course Description: In this course, students are to learn about the basic organization,
concepts and terminologies in a computerized environment. They are also to get an in depth
understanding of common computer applications. The use of related applications in different
operating systems will be explored. This course will have 3 credit units (3CU)

45. 45
The course will be core to all programs offered at College Of Humanities and Social Sciences.
Core courses are those which are essential to the Program and gives it unique characteristic
features. The core courses MUST be offered and passed by all students registered for the program
5.7. Aims: The aims of the course are to:
• Equip students with basic knowledge about computer organization;
• Equip students with skills of using common office applications;
• Expose students to different operating systems;
• Equip students with skills of how to use the Internet; and
• Equip students with knowledge about common text editors in different operating systems.
5.8. Learning outcomes: On completion of this course, students will be able to:
• Describe the different parts of a computer
• Describe the historical evolution of computers
• Competently use the common office applications in at least two operating systems and; that is
to say, windows and Linux.
• Competently use common text editor in at least two operating systems
5.9. Time allocation
The time allocated for the Computer Literacy for students adopting information processing,
database and calculations should be at least 2hours per lesson and 2 lessons per week. Other
lectures like introduction to hardware and software should be at least for 1hour per lesson and 2
lessons per week.
5.10. Indicative content:
• General computer organization
• Historical perspectives of computing
• Common Microsoft office packages for example word, excel, access, publisher, PowerPoint
and others
• Office packages in other operating systems for example Ubuntu

46. 46
• Text editors
• Common Linux commands
• Using the webs
The student is allowed a maximum of four (3) years to complete the course.
5.11. Withdrawing from the Course
After the second Week (i.e. after the Course add/drop period) of the semester and under
exceptional circumstances, students may be permitted to withdraw from the course (s).
Students may withdraw from the Course(s) before half of the Course(s) is completed. This will
be done with the approval of the course Lecturer(s), Heads of Department and the Dean of the
CHUSS.
Student(s) will only be allowed to withdraw from the course(s) if the student(s) still has/ have
the program Course
5.12. Teaching methods
The Teaching of the various subjects will be conducted through Lectures, Practical, seminars and
tutorials. The teaching time will be divided into Lecture Hours, Practical Hours and Tutorial
Hours. The overall Contact Hours of the Lecture will be equivalent to the Lecture Hours plus
half the Practical and Tutorial Hours
5.13. TOPICS TO BE COVERED IN THE PROPOSED COMPUTER LITERACY
COURSE
FIRST SEMESTER
 FIRST MODULE: BASICS OF COMPUTER AND COMPUTER OPERATION
After completing the module, Students should be able to understand fundamental concept about
computing and computer operation.
 Computer concept, by using daily life examples, teachers should lead students to recognize that
the computer is a machine which operates according to the following sequence: “input → process
→ output” Teachers should also explain to students that computers need instructions to operate.

47. 47
The distinction between hardware and software and their interrelationship should be discussed.
 Idea of stored data and stored program Students should be aware of the importance of stored data
in a processing task. Lecturers should introduce the concept of program to students. Students
should be aware of the importance of the stored program in an automated processing task.
 File management Students should know the basic idea of directories and sub-directories. Students
should know how to save, retrieve, copy and delete files.
 Operating a computer, lecturers should introduce the use of menus, icons and windows. Students
should be familiarized with the operation of the equipment with which they are working, such as
pointing devices. They should also be able to input English and American language.
 SECOND MODULE: COMPUTER HARDWARE AND SOFTWARE
After completing the module, students should be able to describe basic ideas of hardware and
software.
1. Computer hardware, lecturers should use a microcomputer system to illustrate the
components of a computer, i.e., input unit, storage unit, central processing unit and output unit.
Only simple description of these components and their interrelationship are required. The
interconnections between various units and the directions of data flow between these units should
be discussed. Different types of input/output devices and storage devices such as keyboard,
mouse, printer, visual display unit (VDU) and disk drives should be mentioned.
2. Computer software, Basic ideas of different types of computer software such as system
software, programming languages and application software should be discussed. System
software may include operating system. Programming languages may include Logo and BASIC.
Application software may include spreadsheets, word processors, and database programs.
Teachers may demonstrate the use of these application programs.

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 THIRD MODULE: INFORMATION PROCESSING
At the end of this topic Students should be able to realize that:
(a) Information is data which has been given specific meaning.
(b) Data processing involves the transformation of data by means of a set of predefined rules;
(c) Computers process data by performing calculation, searching, sorting, deleting, inserting,
updating, etc.
(d) The correctness of data is essential in data processing - the idea of “garbage-in garbage-out”
(e) Output of data processing should be useful information. Students may acquire hands-on
experience on a real time system, for example, a simplified version of telephone enquiry system.
 FOURTH MODULE: EDUCATION
The following topics should be covered:
(a) The computer as a teaching and learning tool. Students should be allowed to use computer
assisted learning programs on different subject areas. A discussion on their experiences gained
from the learning activities could be held. The advantages of using computer assisted learning
programs should be discussed.
(b) The computer as a school administrative tool Computers may be used to keep student records,
class list, examination results, etc. Related computer outputs may be shown to students.
SECOND SEMESTER
 FIRST MODULE: TEXT PROCESSING
1. Students should be asked to type in a piece of text related to their experiences, such as letters,
diaries or stories. The text will be saved, edited, formatted and printed. When editing the text
typed, students should be able to:
(a) Add text at a desired insertion point.
(b) Select desired blocks or sections of text
(c) Delete characters, words, lines and paragraphs
(d) Move or copy a block of text from one location to another.
(e) Search for or replace a word in the text. Students should be able to adjust the format typed

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according to its appearance on paper, such as set margins and justification of the text
2. Graphics handling, Students should be provided with opportunities to draw color pictures with
figure of different shapes, such as circles, squares and rectangles. They should be able to move,
copy, resize and delete these figures in the pictures. Students should be able to save and print the
pictures.
 SECOND MODULE: CALCULATIONS AND CHARTS
After completing the module, students should be able to demonstrate simple skills in
manipulating and presenting numerical data by using spreadsheets.
1. Introducing spreadsheets, Students should be introduced worksheets related to their experiences,
such as examination mark sheets and records of personal monthly expenses. The advantages of
using electronic spreadsheets should be discussed.
2. Using a spreadsheet for calculations Students should be able to set up a worksheet through: (a)
Entering text and numbers
(b) Entering and copying formulas. Besides, students should be able to perform calculations by
using functions, such as sum, average, maximum and minimum
 THIRD MODULE: COMPUTER COMMUNICATIONS AND INTERNET ACCESS
After completing the module, students should be able to understand fundamental knowledge
about computer communications and Internet access.
1. Computer communications, lecturers should mention basic ideas of the applications of
computer communications, such as automatic teller machine, electronic payment system, point
of sale, electronic money, electronic mail and Internet.

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2. Internet access, Student should be aware of basic ideas of the Internet and the hardware and
software requirement for Internet access. They should have opportunities to exchange
information through electronic mails. Lecturers should guide their students to search for, access
and download useful information through the Internet.
3. Impact of computer communications on society, Students should be aware of the impact of the
development of computer communications on society. Debates on topics such as cashless society,
data privacy and data security may be held. Students may also be asked to complete project
assignments on these topics
 FOURTH MODULE: USING DATABASES
After completing the module, students should be able to demonstrate simple skills in creating
and manipulating databases.
1. Creating and using a database file, Students should be aware of the basic concepts of database,
file, record, and field. Students should be able to create and use a single database related to their
experience, such as file of student records or library book records.
2. Manipulating a database file Students should be able to:
(a) Save and retrieve a database file.
(b) Display and edit records.
(c) Add and delete records, Sort and search records.
3. Listing records Students should be able to display or print a list of selected data, such as a list of
records of all boys in a class or geography books in library
5.14. AT THE END OF THE ENTIRE COURSE STUDENTS WILL BE ABLE TO;
 Understand common computing terminology;

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 Understand the basic principles of operation for computer systems;
 Acquire fundamental knowledge about computer applications;
 Make use of common application software packages to carry out simple tasks;
 Understand basic features of a programming language;
 Write simple computer programs;
 Be aware of social issues related to computer applications;
 Communicate using computers
5.15. COURSE ASSESSMENT course work shall contribute 30% of the total mark this will
consist of at least one test and one homework/ take-home. The university examination will
contribute a maximum of 70% of the total marks.
5.16. COURSE EVALUATIONS
Course evaluation is the systematic collection of information about how a course is operating or
has operated, whether the goals set are or were accomplished with determinations about impact.
Course evaluation results in judgments that may improve effectiveness and inform decisions
about the future of the course. Typically, the two most used are formative and outcome evaluation.
Formative evaluation (also called process evaluation) is used to “progress monitor” a project to
ascertain whether the course is being implemented as it was planned.
Formative evaluation is part of the planning process and agreed to before the course is
launched. Its purpose is to investigate ongoing implementation. It can examine if budget and
interim progress objectives are being met. Formative evaluation occurs several times during the
implementation of a program.
Outcome evaluation is designed to appraise the overall impact of a program or course. Was the
program successful in achieving the goals that were originally intended?

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It is based on valid and reliable information to support the course or program evaluation
statement. This outcome data can be obtained from multiple sources and is gathered by a diverse
range of methods.
The data can be evaluated separately and/or together. Quantitative analysis can be enriched with
qualitative data like interviews, surveys, and observations of student’s skills, leadership and other
staff gathered during the project. It can also include some measure of the actual costs incurred
by the course these will be in terms of lecturers, computers, power, internet, technicians and
others.
At the end of the semester students will have both practical and theoretical examination covering
different topics.

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CHAPTER SIX
SUMMARY CONCLUSION AND RECOMMENDATIONS
6.0. Introduction
This chapter presents a summary of the findings gathered from the analysis of the data.
Conclusions have been drawn from the study and recommendations put forward that may help to
understand factors affecting the use of students in acquiring computer skills.
6.1. Summary
The increase use of computers by students and academics is an important measure of technological
development in an academic environment. Thus, the computer is an electronic device that accepts
data, process data, store data and disseminates data as meaningful output. The use of computer is
now dominant in all areas of human endeavors more especially in academic institutions. Therefore,
there is the need for acquisition of computer skills in order for students to operate the computer
effectively. Computer technologies have enabled individuals to handle information processing
effectively with greater speed and accuracy regardless of the time and distance.
Computer literacy is critical to students’ success in university libraries because of its influence in
information organization and service delivery. Although the importance of computer literacy in
today’s rapidly changing environment cannot be denied. Though Computer literacy skill involves
productive use of computer to accomplish different tasks, including using the Internet and e-mail
constructively, word processing for essays and other written reports, spreadsheets for presentation
and ease of analysis of research data, oral presentation using power point and an introduction to
the development of websites and web pages which are important to students, there are still
challenges that hinder the effective development of computer literacy courses in academic
intuitions.
According to CHUSS students some of the constraints include deficiency of funds, scarcity of
space, inadequate computers; unfavorable laboratory rules this was witnessed at the School of
Liberal and Performing Arts computer laboratory which is allowed to only communication and
Journalism students and absence of administrators who believe that a computer course is important
in the education of students. This is why the number of students who are proficient in computer
use is very low compared to the number of students who use the computers. Most of them use
those computers to chat with their friends on Facebook and twitter others to play games very few

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use them to do course works.
6.2. Conclusion
Due to the low response rate of 22% because most of the students were in their holidays,
generalizations cannot be made from this study; therefore, the trends examined here will relate
only to the group that responded to the survey. Furthermore, trends of those responding were
analyzed without relation to expected computer literacy skills. This chapter examines and
discusses the results obtained from this study.
The data set collected in this study was too small to make generalizations to the group; therefore,
trends represented by only the respondents were examined. A much higher rate of response was
desired in order to make generalizations to the entire group surveyed but it was noted that the
influence of computer literacy in education promotes students’ performance in web-based
courses, online searching and effective use of library databases which are essential to students’
academic performance. The findings revealed that most of the students do not have access to
computers in order to develop their skills that’s why their computer literacy level is still very low.
Therefore, CHUSS management should endeavor to provide students with adequate computer
facilities in the school laboratories and also provide computer literacy skills that will enable them
function effectively in the use of computer system and its services. University management
should include computer literacy as a course to all CHUSS students sin their curriculum and
make it compulsory for every student entering the university so that they will be equipped with
computer literacy skills. Also university libraries should endeavor to include computer literacy
as part of the library orientation course so that students can effectively fit in the technology driven
by library.
6.3. Recommendations
.
Continuation of the computer literacy project at the college focusing on teaching different
programs such as Microsoft Access, PowerPoint, and Publisher will also help to improve
student’s skills.

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Include the students in the computer literacy teaching program is also very important.
Have educational computer programs that will assist the students in the classroom.
Education stakeholders in the country should finance provision of computers, power generator,
computer software, and expand computer laboratories in all higher institutions. This will enhance
the use of computers during research among students.
Assist schools in developing a resource center where students can go to do assignments this can
be done by the university management.
The government through ministry of Education who finance free education should increase its
allocation on tuition fees and encourage schools to have a specific vote head for computers so as
to ensure reliable funding of computers by schools. However ministry of education should ensure
use of the funds efficiently and effectively to create sustainable computer programs in their
schools.
Students suggested for more computers to be donated to their schools to add in the computer
laboratory.
IFLA states that, “training is a vital element of the activities of any library. There must be a
planned and continuous program of training for students at all levels, this should include both
day and evening students.
The rapid development in information technology make the need for regular of networking and
access to other information sources should be included in training programs” Edekor (2004)
concludes that effective management of new technologies depends largely on the availability of
skilled employees and the student’s level of literacy.
More attention and funds should be committed to training and procurement of ICT infrastructure
in Makerere university colleges.

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Though computers studies are a general course offered in the universities, it should be made more
practical based rather than theory.
Students should be encouraged to possess personal laptops as part of the registration requirements
and the cost built into the tuition fees.
Lecturers should be encouraged to use the computers in the presentation of lectures especially
the power point package.
All the computer laboratories should be open during holidays in order to give a chance to those
students who want to develop their computer skills during holidays.
University administrators should seek funds from the many foreign agencies and foundations
who give financial assistance and equipment to college laboratories.
The university should implement the ideas which were suggested in its policy (Makerere
University ICT master plan phase 2 2005-2009) “It is required that each faculty, school or
institute has at least 1 computer per 5 students enrolled for undergraduate degree and
postgraduate diploma courses, and 1 computer per Masters or PhD student, by the end of
December 2009” and Provision of space for general purpose computer labs for students as it was
stated in 2005-2009 policy
The university should increase on the number of computers purchased per year from 300. In order
to meet the increasing number of students. ”New computer stock and Restocking of Computers
(300 PCs per year)” “Makerere university master plan phase 11 (2005-2009)”
Plans to expand the computer rooms to accommodate a good number of the increasing users of
the computer room be drawn and implemented. There is also need to purchase more computers
so that users don’t have to wait for their turn on computer.

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Policy should be put in place by National Council for Higher Education mandating all universities
to teach computer courses to students within a specific period of time. This policy will have a
significant impact on student’s computer skills and competencies.
Finally College of Humanities and Social Sciences should implement its strategies of promoting
ICT in teaching, learning, research and collaboration as it was stated in its strategic plan.
 To acquire more computers
 Refurbishment of computer labs.
 Connect all offices to the internet.
 Increase ICT skills among staff and students.
 Acquire relevant software.
 To study how ICT facilities can be utilized to enhance sustainability
 To train staff on use of ICT in management and administration.
 Train staff on the use of ICT in marketing and public relations.
 Revamp and regularly update CHUSS website

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References
Punch, K.F (2004). Introduction to social research: qualitative and quantitative approaches
Punch, K (2003). Survey research: The Basics
Berg, B (2009). Qualitative Research methods for social sciences.
Kombo,K.D & Tromp (2002). Proposal and thesis writing
Enon, J (1998). Education Research, Statistics and Measurements
ICT in education around the world: Trends, problems and prospects. UNESCO: international
institute for education planning, Paris 2003
Gakibayo, A (2001). Internet use among academic Institutions: A case of Mbarara University of
science and technology
Busha, C (2000). Research Methods in Librarianship: Techniques and Interpretations
Dooley, D (2002). Social Research Methods
Makerere University ICT master plan policy phase 2 (2005-2009)
Ikoja Odongo JB (2006). Integrating ICTs in LIS Curriculum in Africa
Parsons, D (2011). Practical computer literacy
Nachmias, F (2002). Research Methods in the Social Sciences.
Marshall, L.p. (1997). Research methods: How to design and conduct a successful project.
Computer literacy for ICS / John Preston, Robert L Ferrett, Sally Preston
Using electric digital resources to enhance instructional methods for adult learning
Programing basic with the T1 home computer / Herbert D. Packham

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De Ferrati, David (2003). Closing the gap in education and technology, the international bank for
reconstruction limited.
SIDA supported ICT project at Makerere University in Uganda
Ahuja, R (2009). Research methods. Jaipur: Rawat Publications
World Bank Cycle II project Development Processs
Mbaga, F.M.K (2000). Introduction to social research Kampala: Makerere University.
Makerere University strategic plan (2008/9_2019)
International Federation of library association (IFLA) World Summit on the information society
"Educational Initiatives Focusing on Computer Literacy & Online Education". Online Schools
Offering Laptops. Retrieved 30 January 2015.
Reitz, J. M. (2004). Dictionary for Library and Information Science; Westport Libraries Unlimited
Bhagwan, D. (2005). Educational uses of information and communication. Encyclopedia of
educational techniques and methodology. Anmol Publication, New Delhi
Clarke,L (2007). Exploring the use of computer technology in a caribbean context
Crook, C.(2005). Computers and the collaborative experience of learning. Mackays of Chatham
plc, London
Deepark. K. and Turner. J. (2006). Education for the 21st Century-Impact of ICT and digital
resources. Springer. Santiago.
Farrell. G. (2007). ICT in education in Kenya
ITELE for ICT (Improving Literacy and Numeracy in Primary Education through ICT)
Karanja. D. (2013, 22nd April-3 rd May).Using technology to support conceptual teaching and

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learning of Mathematics and Science. Kenyatta. University Newsletter. P3
Chisenga, J. (2004). The use of ICTs in African public libraries: A survey of ten countries in
anglophone Africa. Oxford: INSAP, 2004
Nwachukwu, V.N. (2004). Computer skill competencies among academic librarians: An
imperative for the computerization of Nigerian university libraries. The Nigerian Library Link
Influence of Computer Literacy on Students in three University Libraries in South Western,
Nigeria Ogbuiyi Darlina Chima
Maryland Technology Literacy Standards for Students (2000)
Bachelor of information technology (bit) degree program Makerere University
Does Use of ICT Relate with the way it is perceived? Evidence from Makerere University / Fred
Edward K. Bakkabulindi
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Ogbuiyi, (2015) Influence of ComputerLiteracy on Studentsin three UniversityLibraries in South-
Western, Nigeria
Tharanganie, H.T, & Lakraj, J.P. (2011). An assessment of computer awareness and literacy
among entry-level university of Colombo Undergraduates:
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Comer, D (2005). Essentials of Computer Architecture
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for university libraries in East and Southern Africa: proceedings of a sub-regional conference held
on 6th-8th June, 2005 at the Faculty of Computing and Information technology
Makerere university fresher’s joining instructions (2013/2014)
Saint Paul Community Literacy Consortium
QUESTIONNAIRE TO CHUSS STUDENTS
Dear respondent, I am Kabuye Jafalih, a student of library and Information Sciences Makerere
University. I am carrying out research entitled “computer literacy course for CHUSS students”.
I therefore kindly request for to fill this questionnaire to assist me in the completion of my research.

62. 62
I guarantee that all the information given shall be treated with confidentiality and will be used for
academic purposes only.
Instruction: Please tick where applicable and for structured questions fill in the spaces provided.
1. Gender
Male
Female
2. Year of study
First
Second
Third
3. How often do you visit the computer Lab?
Everyday
Once in a week
Twice a week
Once in a month
Only when I have assignment
Never
4. Why do usually visit the Lab? (please tick where appropriate)
Face booking
To do class assignment
To make research
Others (please specify)
………………………………………………………………………………………………………
………………………………………………………………............................................................
........................................................................................................................

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5. What is the quality of the computers in the Lab?
Excellent
Very good
Good
Fair
Bad
6. How do you acquire computer skills?
Practical training courses
Assisted by friends
Try and error
Others (please mention)
7. What are the challenges encountered when accessing the laboratory services?
Restricted lab rules
Power breakdown
Few computers
Viruses
Others (please specify)
………………………………………………………………………………………………………
………………………………………………………………………………………………………
……………………………………………………………………………....
………………………………………………………………………………………………
8. What do you think can be done to solve the challenges given above? (Please fill in the blank spaces).
………………………………………………………………………………………………………
…………………………………………………………………………………

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Assessing your basic computer skills
This questionnaire is intended to assess what you already know regarding basic computers skills.
Please, read carefully each question and tick the most appropriate answer:
1. How would you rate your computer skill level?
Beginner
Moderate
Competent
2. How confident are you with computers?
Not confident at all
I usually need help
It depends on the task
Confident
3. How confident are you using the: (a) keyboard (b) mouse (c) track pad
Not confident at all
I usually need help
It takes me a while but I can manage
Confident
4. Do you own a computer?
Yes
No

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4 (b). If yes, how often do you use computers?
Never!
Monthly
Weekly
Daily
4b. if not, do you have access to any other computer? (e.g., public library)
Yes
No
5. Do you have someone you can ask for help if you have any questions relating to computers?
Yes
Who? _______________
No
6. Have you previously attended a computer training program organized by the university?
Yes
No
6 (b) If yes, do you benefited from it?
Yes
No