Date of Award
Doctor of Education (EDD)
College of Education
Mayra Ruiz Camacho
This study examined how the roles of computer access, demographics, and self-efficacy on college readiness mastery for high school seniors in an affluent suburb in Southeastern Florida. Data was collected from an online survey using a quasi-experimental setting and a convenient sample of 322 high school seniors at a single public high school location. Statistical analysis was done using SPSS software to determine if differences exist between access, demographics, and self-efficacy contribute to college readiness mastery.
Results from this study revealed that a digital divide existed; also, findings within groups were different for those with household income over $100,000, those with computer access, and those who received free/reduced lunch and according to gender. These findings showed a strong difference contributing to college readiness mastery. The greatest difference was displayed in the range of household income of $100,000.00 and above within all groups. Also, computer access, free/reduced lunch and gender presented as a nominal variable of yes/no were different. The mean statistic of gender showed females with a difference for college readiness mastery, but these independent variables may lead to Type II errors. Self-efficacy did not influence college readiness mastery in this study.
Rojas, K. (2013). Digital Divide: The Roles of Access and Self-Efficacy on College Readiness [Doctoral dissertation, Lynn University]. SPIRAL. https://spiral.lynn.edu/etds/217