Abstract—The success in computer courses is influenced by
the levels of students’ beliefs in their computer abilities
(computer self-efficacy). Low level of computer self-efficacy
(CSE) may affect to student’s attention, engagement, and
achievement in computer courses. Teacher feedback is one of
the important factors helping students boost their CSE. The
interaction with teachers influences students’ intrinsic
motivation and computer abilities. This study was to explore
the influence of teachers’ feedback in the computer classroom
environment. The different types of teachers’ feedback affect
the different levels of students’ CSE. An individual computer
project was given to students. Data collection with pre-test and
post-test design was used to capture students’ changing
perceptions of learning at the beginning and end of the
computer course. The final sample was 105 high-school
students in Thailand. A survey measured 8 items of abilities
feedback, 5 items for general praise, 9 items for negative
feedback, 5 items for CSE, and 24 items for SE Sources. Results
from regression analysis revealed that SE source of social
persuasions influenced by the ability feedback, along with
general praise, and negative feedback respectively was the
strongest predictor to predict students’ CSE. The result
highlighted not only teacher feedback can help students
strengthen their CSE but also link with students’ psychological needs in a computer classroom.
Index Terms—Computer classroom, computer self-efficacy, feedback, self-efficacy source.
Yuwarat Srisupawong is with Office of National Broadcasting and Telecommunications Commission, Thailand (e-mail: firstname.lastname@example.org).
Ravinder Koul is with the Pennsylvania State University, USA. He is now with the Department of Curriculum and Instruction (e-mail: email@example.com).
Jariya Neanchaleay is with King Mongkut’s University of Technology Thonburi, Thailand. She is now with the Department of Educational Communications and Technology, Thailand (e-mail: Jariya.firstname.lastname@example.org).
Cite: Yuwarat Srisupawong, Ravinder Koul, and Jariya Neanchaleay, "The Factors Enhance the Strength of Students’ Computer Self-efficacy in a Computer Classroom," International Journal of Information and Education Technology vol. 9, no. 12, pp. 893-897, 2019.Copyright © 2019 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).