Abstract:
The purpose of this paper is threefold: first, to introduce a conceptual model for assessing
undergraduate students’ integrated information and communication technology (ICT)
literacy capacity that involves 12 items generated from the modified version of the
Australasian Survey of Student Engagement (AUSSE) questionnaire (Coates, 2010); second,
to illustrate the construct validity and internal consistency of the model as implemented in a
sample of undergraduate students (n = 536) enrolled in two colleges within a large Ethiopian
university; and third, to further demonstrate the criterion validity of the model by examining
predictive validity of the identified ICT literacy factors on student learning outcomes. A
multi-method approach is used, which comprises correlation analysis, multiple regression
analysis and structural equation modelling (SEM) techniques. The main finding is the support
found for the 4-factor model consisting of ICT use, cognitive process, reading task and
writing task. Results of the multi-method approach provide specific guidelines to higher
education (HE) institutions using this approach to evaluate ICT literacy capacity and the
resultant learning outcomes among their undergraduate students. The paper provides a
conceptual model and supporting tools that can be used by other HE institutions to assist in
the evaluation of students’ ICT literacy capacities
