Factors Affecting Computer Literacy of College Students in Taiwan

*Hsi-Chi Hsiao, **Yeong-Ching Lin * Chair Professor of Graduate Institute of Business Administration in Cheng Shiu University ** Instructor of Department of Information Management in National Penghu Institute of Technology

Abstract The main purpose of this research is to understand the computer literacy of college students and to analyze the important factors influencing computer literacy of college students in Taiwan. According to the simulative testing database bulletined from the laborer association of job training bureau of government for the third grade inspection on computer softwares application, this study classify computer literacy into six categories and complete the examination paper for testing computer literacy of college student. The instrument used in this study was an examination paper and background information on the respondent was collected. 1520 samples from eleven distinctive departments, 37classes, in National Penghu Institute of Technology were administered. 1253 responses were usable, giving a response rate of approximately 82%. The independent-samples t test and one-way ANOVA were used to analyze the factors affecting computer literacy of college students. The finding are as follows: (1) computer literacy of male students are better than that of female students except for security and ethic category; (2) computer literacy of students graduated from private school are better than those students graduated from public school; (3) time spent for using computer, with or without own computer equipments, the habit of reading computer magazines and with or without joining the relevant computer associations are important variables affecting computer literacy; (4) it is helpful to enhance computer literacy if students have token computer quality examination.

Key words Computer Literacy College Students 1. Introduction Computer and network technology are developing rapidly and become the essential tool for life in current society. The integration of computer science and network communication technology changes the work, the life and the way of learning of human beings. However, how to obtain the information, complete the work and improve the living through computer skills are becoming the essential ability for the human being for living in the future. Therefore, cultivating people having the knowledge of information and having the computer application ability are the important issues of educational policy. In other word, teaching student learning the basic information knowledge and skills are important for education reformation and development in Taiwan. For meeting the coming information society, it is clear that having the basic knowledge of software / hardware, can operate the computer system and having the ability to use the network and having the positive attitude to use information are all the essential computer literacy for the modern people in the near future. Parents and educational workers always concern the students ability of using the computer. For meeting the needs of work, teachers need to teach students new computer technology in school. It can be say that how to help student learn computer skills and promote their computer literacy are very important for current bureau of school in Taiwan. Review the researches concerning the computer literacy and find the research target mostly are teachers or students of primary or secondary school. However, those studies all focus on computer attitude, computer accomplishment and the relevant factors of computer literacy. (Mangan, 1992; Gennifer, 1994; Denis, Lee, & Kahn, 1994; Larson, & Smith, 1994; Volman, 1995 Goodson, & Mangan, 1996; Hawkins, &Paris, 1997; Sheffield, 1998; Halpin, 1999; Bincknall, 1999; Kryder, L. 1999). Seldom find the study discussing the content and contributing factor for computer literacy of college student. Thereby, it becomes the main motivation of this study. This study used a questionnaire including examination paper and background information administered to college student in NPIT (National Penghu Institute of Technology). The assumption of this study is that students at NPIT are representative of college students in Taiwan. The main purposes of this study were to examine the current situation and college students computer literacy. In addiction, reviewing the differences of computer literacy of college student from distinguish learning background. The results and suggestions of this study can be served as the basic reference. Also, the

computer teachers can have better understanding of contributing factors for improving students' computer literacy, help college student leaning computer skills practically and finally promote their computer literacy. 2. Methodology 2.1 Research design This study is going on questionnaire and taking the college students in NPIT as the sample. First of all, refers to the domestic and foreign correlations literature, draws up the items of computer literacy, extract randomly form computer application software third class computer qualifying examination file of national bureau of professional training, and finally finish as the survey paper for college students computer literacy. Thereafter invite experts to examine the items of computer literacy and relational design of this survey. The information received from the surveys was analyzed using the SPSS for windows statistic package and doing following statistic: basic statistical measures of frequency distribution, mean and standard deviation, independent samples t-test and One-way ANOVA and so on. 2.2subjects and implement The assumption of this study is that students at National Penghu Institute of Technology (NPIT), Penghu, Taiwan are representative of college students in Taiwan. The target samples for this study were freshman in NPIT. All subjects were asked to answer a questionnaire that included background information and an examination of computer literacy. The researcher to subjects distributed the questionnaire, including a covering letter, during class (11 departments, 37 classes). All respondents were asked to respond to the questionnaire immediately and their responses were guaranteed confidentiality. 2.3 Instrument The examination paper consists of two parts, one is basic information, and the other is test paper for computer literacy in which included 50 yes/no questions and 50 multiple questions. There are 100 questions. Each question only has one correct answer, and each question is one point. Total score is 100. 2.4 Research framework The research structure of this study shows as following: Personnel factor: sex department Category of computer literacy Learning background: parents support learning computer any relative major in information Science. spending time in computer own computer equipment read computer magazine attend computer association

Family background: fathers level education mothers level education

1. Hardware 2. Communication & Network 3. System Software 4. Application Software 5. Information Security & Professional Ethic

Take computer exam.: Graduated school: (public / private ) (general / technical) (related to info. Dept.) passed second grade Passed third grade

ork

Fig. 1: Research Framework 3. Analysis and discussion 3.1. Samples The target of this study is freshman of NPIT (National Penghu Institute of Technology). 1520 samples were administered. 1253 responses were useable in which 575 were male students and 678 were female students giving a response rate of approximately 82%. 3.2 The effect of personnel factors on computer literacy 3.2.1.The effect of gender on each category of computer literacy Study indicated that the computer literacy of gender is different significantly. The level of computer literacy of male is higher than the female has. From the mean of each score of category, know that males

performance in each category is better than female has, except the category of information security and professional ethic. In other word, the computer literacy of males is general better than females computer literacy, except in information security and professional ethic field (see table 3). 3.2.2. The effect of studying in distinctive department on each category of computer literacy Results of this research indicated that there is a statistically significant difference of computer literacy for distinctive department. The average score of computer literacy of all department students is 62.71. Therefore, generally speaking that the general situation of students computer literacy is good. The top 5 departments ranked by mean are as follows: MIS (73.92), CSIE (71.31), CE (65.83), M&L (66.35), and EE (65.83) and the mean lower than 60 are the department of tourism, AF (application foreign), QC (marine science) and HT (hospitality and travel)(see table 1). 3.2.3. The effect of family background on each category of computer literacy From analysis discovered that there are significantly differences of computer literacy within the different level of father education but not happen on mother education (see table 2). It also found that the parents professions are not significant difference of computer literacy. 3.3. The effect of graduated school on computer literacy With regard to the effect of graduated school factor on each category of computer literacy, analysis performed that there is a statistically significant difference between the students graduated from general school or technology school (see table 2). Analysis also indicated that there is different significantly on the level of computer literacy in the students from public or private school, the score computer literacy of each category from private school are higher than those who from public school (see table 3). The reason may the private school requested the student need to take and pass the computer qualify examination during learning period before graduated. Furthermore, whether students major in relative information, effecting students computer literacy level, analysis showed negative answer. In other word, analysis indicated if the students major in information relevant science and then the score of their computer literacy will higher than the students who are not major in information relevant science (see table 5). 3.4. The effect of learning background on computer literacy According to the analysis of study, the results indicated the effect of the learning background on each category of computer literacy as follows (see table 3): 3.4.1. The analysis showed computer literacy of students with / without parents support for learning computer skills is significantly different. If students gained parents support for learning computer skills thereby their score in each category of computer literacy are higher respectively than those who are not having the supporting from their parents. 3.4.2. The analysis indicated computer literacy of students with / without relatives and friends major in information science is significantly different. 3.4.3. The analysis showed that computer literacy of students with / without own computer equipments is significantly different. 3.4.4. The analysis indicated computer literacy of students with / without habit for reading computer relevant magazines is 3.4.5. The analysis indicated computer literacy of students with / without joined the information relevant association is significantly different. 3.5. The effect of passed / failure computer qualify examination on computer literacy The analysis presented computer literacy of students with /without passed the computer quality examination (second or third grade) and the computer literacy of those student are different significantly. 4. Conclusions and Suggestions 4.1. Conclusions As the results of analysis and discussion, the conclusions are summarized as follows: 1. The average score of all targets computer literacy examination is 62.71. So general situation of students' computer literacy is good. The score of students computer literacy at each category in distinctive department showed that the general ranking of computer literacy for distinctive department are: MIS (Management Information Science), CSIE (Computer Science & Information Engineer), CE (Communication Engineer), M&L (Marketing and Logistics), EE (Electrical Engineer), S&T (Shipping and Transportation), LM (Leisure Management), Tourism, AFL (Applied Foreign language), Aquaculture and HM (Hospitality Management). The computer literacy of students majored or not majored in information science relative field is significantly different. Computer literacy of students who major in information science is better than that are not major in information relative field.

Table 1 Mean and Standard deviation of each category for distinctive department Dept. LM M&L S&T CSIE MIS EE CE Aqua HM AFL Tour. Total Category (123) (46) (265) (97) (119) (36) (154) (215) (115) (55) (28) (1253) M 11.01 12.83 11.12 13.75 14.89 13.69 12.96 9.08 9.13 11.04 10.93 11.49 Hardware S.D. 3.01 2.45 2.88 2.74 2.18 3.09 2.65 2.65 2.91 3.46 3.08 3.35 Rank 8 5 6 2 1 3 4 11 10 7 9 M 8.5 8.89 8.77 10.66 10.29 9.14 9.52 7.73 7.69 8.4 7.71 8.83 Communicatio n & Network S.D. 1.88 1.65 1.82 1.93 1.42 2.57 1.85 1.87 2.41 2.11 1.86 2.12 Rank 7 5 6 1 2 4 3 9 11 8 10 M 17.54 18.39 17.43 20.65 21.14 19.47 19.71 15.92 15.1 16.25 16.86 17.88 System S.D. 3.15 2.89 3.46 3.75 3.16 4.22 3.54 3.59 3.39 4 3.56 3.96 Software 6 5 7 2 1 4 3 10 11 9 8 Rank M 6.54 6.41 6.86 7.08 7.35 6.31 6.75 5.66 5.5 5.75 5.89 6.44 Application S.D. 1.49 1.31 1.51 1.15 1.25 1.7 1.34 1.75 2.03 1.69 1.57 1.66 Software Rank 5 6 3 2 1 7 4 10 11 9 8 M 18.37 19.83 18.97 18.97 20.24 17.44 18.58 16.3 15.7 16.29 16.43 18.04 Security & S.D. 2.97 2.55 3 2.64 2.08 4.81 2.74 3.66 4.4 4.28 3.52 3.56 Ethic Rank 6 2 3 4 1 7 5 9 11 10 8 M 61.91 66.35 63.15 71.31 73.92 65.83 67.61 54.75 53.13 57.73 57.86 62.71 Total S.D. 9.19 7.81 9.5 9.77 7.2 13.52 8.3 10.16 12.06 12.51 9.28 11.71 Rank 7 4 6 2 1 5 3 10 11 9 8 LM (Leisure Management); M&L (Marketing and Logistics); S&T (Shipping and Transportation); CSIE (Computer Science & Information Engineer); MIS (Management Information Science); EE (Electrical Engineer); CE (Communication Engineer); Aqua (Aquaculture); HM (Hospitality Management); AFL (Applied Foreign language); Tour. (Tourism).

score 19

14

31

10

26

100

Table 2 Results of ANOVA analysis for attribution of school, father education level and time spent for computer using Category Factors A1 A2 A A3 M SD M SD M SD F scheffe M SD M SD M SD M SD F Scheffe C C1 M Communication Application System Software Security Ethic & Software Network 8.62 16.84 6.04 17.62 2.31 4.05 1.68 3.96 8.83 17.99 6.46 18.04 2.10 4.00 1.66 3.54 9.05 18.01 6.79 18.61 2.09 3.18 1.49 3.24 1.043 4.592* 5.414* 1.914 2>1 2>1,3>1 8.98 18.04 6.67 18.14 1.87 3.80 1.60 3.66 9.13 18.26 6.55 18.22 2.24 4.09 1.66 3.32 8.56 17.49 6.24 17.78 2.09 3.79 1.70 3.68 8.65 17.73 6.39 18.01 2.11 4.02 1.65 3.66 5.444* 2.500 3.457* 0.92 3>4,3>5 7.80 15.98 2>4 5.60 16.47

Hardware 10.53 3.55 11.62 3.36 11.33 2.76 5.867* 2>1 11.83 3.15 11.86 3.43 11.10 3.39 11.26 3.29 4.168* 3>4 9.50

Total 59.67 12.98 62.97 11.69 63.81 9.24 4.705* 2>1,3>1 63.68 11.08 64.02 12.02 61.27 11.64 62.03 11.60 4.043* 3>4 55.39

B1 B2 B B3 B4

Communication Application & System Software Security Ethic Total Software Network SD 3.20 2.14 3.65 1.85 3.91 11.73 M 10.82. 8.47 16.67 6.10 17.41 59.55 C2. SD 3.39 2.05 3.94 1.76 3.78 12.04 M 19.94 8.68 17.69 6.37 17.95 61.66 C3 SD 3.20 2.04 3.65 1.57 3.47 10.80 M 12.20 9.01 18.29 6.74 18.73 65.00 C4 SD 3.10 1.92 3.65 1.45 3.10 9.83 M 12.63 9.41 19.27 6.85 18.66 66.78 C5 SD 3.13 2.17 3.97 1.54 3.38 11.29 F 31.031* 17.656* 27.174* 19.249* 13.429* 33.657* 2>1,3>1,4>1 3>1,4>1,5>1 3>1,4>1,5>1 3>1,4>1,5>1 3>1,4>1,5>1 2>1,3>1,4>1,5>1 Schefe 5>1,4>2,5>2 3>2,4>2,5>2 4>2,5>2,5>3 4>2,5>2 4>2,5>2,4>3,5>3 5>2,5>3 4>3,5>3 5>3 *P<. 05; A. School attribution; B. Father educational level; C. Time spent for using computer; A1. General school; A2. Technology school; A3. Others B1. Above college; B2. High school; B3. Secondary school; B4. Under primary school. C1. Under 1 hour; C2. 1-3 hrs.;C3. 4-6 hrs.; C4. 7-10 hrs.; C5. Above 10 hrs.. Category Factors Hardware 2. The findings of this study toward contributing factors for computer literacy are summarized as follows: 1 Regarding to the gender factor, the computer literacy of male / female students is significantly different. Computer literacy of male students is better than that of female students except for the security and ethic category. 2 Regarding to school factor, analysis presented computer literacy of students from private school are better than that from public school. Teachers of private school often encourage students to take the computer qualify examination and enhance their computer literacy, since they prepare and practice continuously. The results also showed computer literacy of students is significantly different, if student major in distinctive department. 3 Learning background, time spent for using computer with / without own computer equipments, the habit of reading computer magazines and joining the relevant computer association, are important variables affecting the level of computer literacy. 4 the variable of fathers education level and the degree of computer literacy are significantly correlated. However, the variable of mothers education level and the degree of computer literacy are not significantly correlated. There are not significantly correlated between parents occupation and the level of computer literacy. 5 if students took computer literacy examination, second grade or third grade, could be helpful to advance their computer literacy. 4.2. Suggestions Overall, our findings suggesting for students, parents, and the teachers are as follows: 1. As the results of study, suggest students taking the computer literacy qualified examination for enhancing their computer literacy. 2. Study showed if students have own computer equipments or have the habit of reading the computer magazines and then its computer literacy is better than others. If economic is permitted, suggest parents should satisfy their children with computer equipments and related books and publication, because it is helpful to advance their computer literacy. It is necessary for parents to support and approve positively their children for learning computer skills, and encourage them using computer frequently. 3. Before instruction suggest teachers need to tell students attribution of distinctive major, understand the differences of students computer literacy on gender and graduating school. Encourage students often use computer, read computer magazine and join computer related association actively, because all can enhance students computer literacy gradually.

Table 3 Results of t test Items M. Gender M (575) F (678) Public(1)/ private(2) Graduated from Information science Parents support Learning computer Relatives major in Information science Have own computer Read computer Magazine Join computer associations Take computer exam. (third) Take computer exam. (second) Passed exam. (third) 1 (980) 2 (273) T(471) F (782) 12.03 11.04 11.30 12.19 12.62 10.81 Hardware S. D. 3.44 3.21 3.35 -3.882* 3.29 3.34 3.17 3.35 3.14 3.30 -2.021* 3.37 3.33 3.28 3.21 3.32 3.40 3.32 3.11 12.215* 3.21 3.651* 6.809* 5.402* 3.926* 9.540* t 5.216* Communication & Network M 9.13 8.57 8.72 9.20 9.35 8.51 8.88 8.26 8.63 8.92 8.97 8.42 9.56 8.60 9.17 8.75 9.39 8.49 S.D. 2.24 1.98 2.08 2.25 2.16 2.04 2.08 2.42 2.02 2.17 2.13 2.07 2.14 2.07 2.12 2.12 2.05 2.10 1.85 2.11 2.09 2.1 1.49 2.12 2.827* 5.709* 6.296* 7.373* 2.725* 6.825* 4.103* 2.663* 6.899* t 4.649* System Software M 18.59 17.28 -3.290* 17.67 18.66 19.16 17.11 18.02 16.54 -2.228* 17.69 17.97 18.23 16.91 19.61 17.36 18.77 17.68 19.24 17.08 21.12 17.67 19.38 17.29 22.25 17.82 S.D. 4.22 3.62 3.9 4.08 4.07 3.69 3.94 3.98 3.72 4.07 4.06 3.50 4.00 3.80 4.31 3.86 3.94 3.75 3.65 3.89 4.01 3.79 3.32 3.94 4.472* 8.607* 7.610* 9.636* 3.515* 8.755* 5.619* -1.241 3.870* 8.901* t 5.862* Application Software M 6.52 6.38 -3.670* 6.42 6.54 6.64 6.33 6.50 5.91 6.34 6.49 6.55 6.14 6.97 6.29 6.75 6.38 6.92 6.16 7.36 6.38 6.95 6.24 7.50 6.43 S.D. 1.68 1.64 1.69 1.54 1.63 1.66 1.63 1.89 1.76 1.61 1.62 1.73 1.56 1.66 1.59 1.67 1.51 1.68 1.37 1.66 1.53 1.67 1.51 1.66 7.211* t 1.449 Security & Ethic M 17.89 18.17 -1.099 17.97 18.31 3.263* 18.58 17.71 3.279* 18.19 16.60 -1.484 18.08 18.02 3.927* 18.25 17.47 6.396* 18.73 17.83 3.038* 18.62 17.91 8.258* 19.25 17.32 6.011* 19.88 17.92 19.2 17.58 2.566* 20.50 18.01 S.D. 3.67 3.47 3.59 3.44 3.30 3.68 3.50 3.88 3.54 3.58 3.47 3.75 3.34 3.60 3.33 3.60 0.251 t M TOTAL S.D. t

-1.416 64.15 61.49 -1.405 62.08 64.96 4.303* 66.41 60.48 4.254* 63.23 57.67 62.01 63.04 3.297* 63.83 59.58 3.801* 67.48 61.27 2.717* 65.52 62.08

12.49 3.993* 10.86 11.59 -3.616* 11.89 11.75 8.934* 11.11 11.53 4.937* 12.25 11.32 11.88 11.73 5.743* 11.08 11.42 8.135* 11.42 11.91 4.030* 11.58 10.62 12.642* 11.30 9.68 11.51 11.02 10.364* 11.33 9.13 11.64 4.761* 9.560* -1.459

T (1136) 11.61 F (117) T (405) F (848) T (922) F (331) T (291) F (962) T (228) 10.34 11.22 11.63 11.80 10.65 12.65 11.15 12.22

F (1025) 11.33 T (465) F (788) T (78) 12.92 10.65 14.44

2.95 10.159* 67.76 3.70 3.06 3.56 3.06 3.64 3.08 3.56 59.72 4.762* 72.99 62.03 7.971* 67.96 60.65 2.787* 76.44 62.53

2.56 10.264* 10.12 3.31 3.18 10.478* 3.23 2.06 3.33 8.469* 8.74 9.37 8.61 10.31 8.81

F (1175) 11.30 T (353) F (900) T (16) 13.01 10.9 15.88

Passed exam.(second) *P < .05

F (1237) 11.44

Table 4 Results of t test for information major and nun-information major Items 1-1 1-2 1 2-1 2-2 Group (n) information (406) Nun-information (847) M. S D. M S.D. 4.52 0.89 3.44 1.23 9.25 2.3 6.95 2.42 13.78 2.69 10.4 3.07 3.99 0.92 3.2 1.04 5.99 1.47 5.07 1.5

2 9.99 1.9 8.27 2

3-1 3.18 1.02 2.28 1.04

3-2 17.12 3.13 14.42 3.19

3 20.33 3.6 16.71 3.58

4-1 2.16 0.6 1.83 0.71

4-2 4.82 1.07 4.36 1.4

4 6.97 1.34 6.19 1.74

5-1 14.73 2.36 13.47 2.92

5-2 4.33 1.08 4.09 1.32

5 19.06 2.91 17.55 3.74

total 70.18 9.39 59.12 11

t value 17.714* 15.994* 19.857* 13.685* 10.246* 14.707* 14.482* 14.141* 16.771* 8.460* 6.407* 8.614* 8.186* 3.442* 7.797* 18.435* *p <.05; 1-1. Computer instruction; 1- 2. Memory and peripheral equipment; 1. Hardware; 2-1. Computer communication; 2-2. Network application; 2. Communication & network; 3-1. System software; 3-2. Operation system; 3. System software; 4-1. Software package; 4-2. Word process software package; 4. Application Software; 5-1. security and viral; 5-2. Occupational ethics and information environmental protection; 5. Security and ethic. Table 5 Result of ANOVA for each department Dept. 1.LM 2.M&L 3.S&T 4.CSIE 5.MIS 6.EE 7.CE 8.Aqua 9.HM 10.AFL 11.Tour. items (123) (46) (265) (97) (119) (36) (154) (215) (115) (55) (28) Category Hardware Communication & Network System Software Application Software Security & Ethic Total M SD M SD M SD M SD M SD M 11.01 12.83 11.12 13.75 14.89 13.69 12.96 9.08 3.01 8.50 1.88 2.45 8.89 1.65 2.88 2.74 2.18 3.09 2.65 2.65 7.73 1.87 8.77 10.66 10.29 9.14 9.52 1.82 1.93 1.42 2.57 1.85 9.13 11.04 2.91 7.69 2.41 3.46 8.40 2.11 10.93

scheffe

17.54 18.39 17.43 20.65 21.14 19.47 19.71 15.92 15.10 16.25 3.15 2.89 3.46 3.75 7.08 1.15 18.97 2.64 3.16 4.22 3.54 7.35 1.25 20.24 2.08 6.31 1.70 17.44 4.81 6.75 1.34 18.58 2.74 3.59 5.66 1.75 16.30 3.66 3.39 5.50 2.03 15.70 4.40 4.00 5.75 1.69 16.29 4.28

6.54 6.41 6.86 1.49 1.31 1.51 18.37 19.83 18.97 2.97 2.55 3.00

4>1,5>1,6>1,7>1,4>3,5>3,6>3,7>3,5>7,1>8,2>8,3>8, 57.180* 4>8,5>8,6>8,7>8,10>8,1>9,2>9,3>9,4>9,5>9,6>9,7>9, 3.08 4>10,5>10,6>10,7>10,4>11,5>11 7.71 4>1,5>1,7>1,4>2,4>3,5>3,4>7,3>8,4>8,5>8,7>8,3>9, 30.865* 4>9,5>9,7>9,4>10,5>10,4>11,5>11,7>11 1.86 4>1,5>1,7>1,5>2,4>3,5>3,7>3,2>8,3>8,4>8,5>8,6>8, 16.86 37.724* 7>8,1>9,2>9,3>9,4>9,5>9,6>9,7>9,4>10,5>10,6>10, 3.56 7>10,4>11,5>11 5.89 1>8,3>8,4>8,5>8,7>8,1>9,3>9,4>9,5>9,7>9,3>10,4>10, 19.484* 5>10,5>11 1.57 16.43 5>1,5>6,1>8,2>8,3>8,4>8,5>8,7>8,1>9,2>9,3>9,4>9, 24.601* 5>9,7>9,2>10,3>10,4>10,5>10,7>10,2>11,5>11 3.52 57.86

4>1,5>1,7>1,5>2,4>3,5>3,7>3,5>6,5>7,1>8,2>8,3>8, *55.650 4>8,5>8,6>8,7>8,1>9,2>9,3>9,4>9,5>9,6>9,7>9,2>10, SD 9.10 7.81 9.50 9.77 7.20 13.52 8.30 10.16 12.06 12.51 9.28 4>10,5>10,7>10,4>11,5>11,7>11 *P<.05; 1.LM(Leisure Management); 2.M&L(Marketing and Logistics); 3.S&T(Shipping and Transportation); 4.CSIE (Computer Science & Information Engineer); 5.MIS(Management Information Science); 6.EE(Electrical Engineer); 7.CE (Communication Engineer); 8.Aqua(Aquaculture); 9.HM(Hospitality Management); 10.AFL(Applied Foreign language); 11.Tour.(Tourism). 61.91 66.35 63.15 71.31 73.92 65.83 67.61 54.75 53.13 57.73

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