Computer Literacy as a Mediator Between Metacognitive Awareness and Computer Self-Efficacy among Learners

This study examined the mediating effect of computer literacy on the relationship between metacognitive awareness and computer self-efficacy among learners. It investigated the levels of metacognitive awareness, computer literacy, and computer self-efficacy. Furthermore, it assessed the significant relationships among the variables: computer literacy and computer self-efficacy, computer self-efficacy and metacognitive awareness, and computer literacy and metacognitive awareness. The study also explored the role of computer literacy as a mediator in these relationships. A quantitative, non-experimental, descriptive-correlational research design was employed, using a sample of learners selected through stratified random sampling. The statistical tools utilized in the study included the mean, Pearson’s (r), mediation analysis, and multiple regression analysis. The findings revealed that the levels of metacognitive awareness, computer literacy, and computer self-efficacy were high. Moreover, all relationships among the variables were found to be statistically significant: metacognitive awareness and computer literacy; computer literacy and computer self-efficacy; and metacognitive awareness and computer self-efficacy. Additionally, the results indicated that computer literacy partially mediated the relationship between computer self-efficacy and metacognitive awareness. These findings suggest that improving computer literacy enhances learners’ computer self-efficacy and their skills in using computers.

Computer System Servicing, Computer Literacy

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