“Scholastic Achievement and Computer Attitudes among

Moroccan University Students” – A Critical Review

Rokaya Hajjaji
ML Student
Ibn Tofail University

1. Introduction
In this paper it will be argued that El Ghouati and Koumachi‘s study titled
“Scholastic Achievement and Computer Attitudes among Moroccan University
Students” is an interesting and informative piece of research. The esteemed
professors worked together to investigate the attitudes of students toward
computers in a Moroccan higher education institution. This review will delve into
the significance of the study's objectives, driven by a desire to comprehend the
intricacies of computer attitudes among students.

2. Summary
The authors justified the study’s focus, on testing four main hypotheses
related to the correlation between various aspects of computer use and
respondents' achievement scores in English. The research employs a sequential
mixed-method research design, integrating quantitative and qualitative data
collection methods in a sequential manner. The respondents consist of 81 sixth-
semester university students from the Department of English Studies in Meknes.
They were selected based on availability, willingness, and the researcher's
expectation of obtaining unique and valuable insights from this specific group of
students. The main data collection instruments include questionnaires, English
achievement tests, and follow-up interviews. The Computer Attitude
Questionnaire (CAQ) is utilized to measure four dimensions of computer
attitudes, while adapted English tests assess English achievement in listening,
reading, writing, and speaking. Two types of data analysis are employed:
quantitative analysis using statistical tools such as Cronbach Alpha Coefficient,
descriptive statistics, and Spearman rank-order Correlation Coefficient tests.

Semi-structured interviews complement quantitative data by exploring

aspects not captured by questionnaires and tests. These interviews delve into
 2

the relationship between computer attitudes (CE, CA, CU, CF) and English
achievement (EA). While most interviewees associate computer enjoyment with
positive feelings, some believe it doesn't significantly affect their English skills,
aligning with quantitative findings with minor exceptions. The second research
hypothesis explores participants' experiences of computer anxiety and its
potential relationship with English achievement (EA). Four out of ten
respondents suggest a possible connection between the two variables but
express uncertainty about confirming it. For the third hypothesis, 70% of the
interviewed respondents perceive computers as highly beneficial for
communication, listening, reading, and writing. They note that while computers
play a significant role, other factors like motivation and course content also
impact language skill development. The fourth hypothesis explores Computer
Familiarity (CF) and its connection to language skills. Despite all interviewees
showing positive CF attitudes and being computer literate, no link is found
between CF and language proficiency.

Results indicate no significant correlation between different types of

computer anxiety and English achievement across various skill areas. The study
emphasizes the importance of addressing negative attitudes towards computers
to enhance educational outcomes. Strategies such as targeted training and
awareness among teachers are suggested to overcome barriers to computer use.
Additionally, integrating various ICT tools into instruction can provide alternative
learning modes, particularly beneficial for students with diverse learning needs.

3. Critical Assessment
This study significantly deepened my understanding of the correlation
between computer attitudes and English achievement among university
students in Morocco. The paper is well-organized and structured, therefore
making it easy for me to understand its components.

By employing a mixed-method research design and integrating both

quantitative and qualitative data collection methods, the authors provided a
comprehensive analysis of the subject matter. The inclusion of semi-structured
interviews allowed for a nuanced exploration of participants' experiences and
perceptions, emphasizing the complex relationship between computer attitudes
and language proficiency.
 3

The findings not only confirmed some existing hypotheses but also revealed
new insights, particularly regarding the impact of computer enjoyment and
familiarity on English skills. Overall, this study enriched my understanding of the
interplay between technology attitudes and language learning outcomes.

While the study offers valuable insights into the relationship between
computer attitudes and English achievement, certain limitations must be
acknowledged. To start, the small sample size of 81 university students from a
single department in Meknes may limit the generalizability of the findings to
broader student populations. It may not adequately represent the diverse
characteristics and experiences of students from different departments,
institutions, or demographic backgrounds. In other words, the specific context
and characteristics of this particular group of students may not be representative
of students in other departments or universities, thus potentially affecting the
applicability of the study's findings to a broader population. Additionally, the
reliance on self-reported data through questionnaires and interviews introduces
the potential for response bias and social desirability effects, impacting the
validity of the results. Furthermore, the lack of longitudinal data collection limits
the study's ability to establish causality between computer attitudes and
language proficiency over time.
Despite these limitations, the study emphasizes the need to address
negative attitudes towards computers in educational settings and suggests
practical strategies to employ ICT tools for language instruction.
4. Conclusion
In conclusion, the study effectively explored the relationship between
computer attitudes and English achievement among university students. Its
thorough organization and mixed-method research design provided valuable
insights into the subject matter. While the study confirmed existing hypotheses
and revealed new insights, such as the impact of computer enjoyment and
familiarity on English skills, limitations such as the small sample size and reliance
on self-reported data were noted. Nevertheless, the study underscores the
importance of addressing negative attitudes towards computers in education
and suggests practical strategies for leveraging ICT tools for language instruction.
 4

5. Recommendation
I think that educators and researchers would appreciate this study as it
offers valuable insights into the correlation between computer attitudes and
English achievement among university students. The practical strategies
suggested for addressing negative attitudes towards computers in educational
settings make the study relevant and useful for educators and researchers alike.
Moreover, the comprehensive analysis, structured organization, and inclusion of
mixed-method research design enhance the study's credibility and provide a
nuanced understanding of the subject matter.
 5

References
El Ghouati, A., & Koumachi, B. (2018). Scholastic Achievement and Computer
Attitudes among Moroccan University Students. Arab World English
Journal, 9 (1). DOI: https://dx.doi.org/10.24093/awej/vol9no1.3