{'fraction_non_alphanumeric': 0.015321756894790603, 'fraction_numerical': 0.0, 'mean_word_length': 5.805555555555555, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
DO SELECTED VARIABLES SIGNIFICANTLY PREDICT AND EXPLAIN STUDENT HANDS-ON PERFORMANCE AND THEORY EXAM SCORES IN AN INTRODUCTORY INFORMATION SYSTEMS COURSE?

A focused review of the literature revealed few studies exploring student performance in information systems courses. Thus, this study sought to build upon this limited number of studies and explore the predictive and explanatory power of selected variables on student hands-on performance and theory exam scores in an introductory information systems course. Findings of the study indicate that the variables college GPA, computer liking, and computer systems test score were significant predictor and explanatory variables of student hands-on performance exam scores. By comparison, the variables college GPA, computer systems test score, and perceived computer confidence were found to be significant predictor and explanatory variables of student theory exam scores. Implications for instructional practice are offered.