THE ROLE OF DIGITAL LITERACY IN THE ACADEMIC PERFORMANCE OF FIRST-YEAR STUDENTS STUDYING AN INFORMATION TECHNOLOGY COURSE

The majority of students entering the University of Johannesburg in South Africa come from schools and communities that are technologically 'disadvantaged'(1) yet, on entering their first year of university studies, they are expected by lecturers to perform the same as students from advantaged backgrounds. In this study, a mixed methods design was used to illuminate the factors that relate to digital literacy as they may have influenced the students' likelihood to succeed in the Information Technology modules. The data that were collected were brought in relation to the students' final results for the subject Information Systems 1 Module A (Computer Concepts). It emerged that the digitally literate students performed significantly better during the first semester compared to digitally illiterate students. The lack of computer and digital experience influenced students' ability to pass computer related subjects; however, it was not the only limiting factor, as socio-economic factors also played a role.