Teaching and learning have been impacted by rapidly emerging technological innovations in today's 21st century academic paradigm (Saykili, 2019). It has been challenging to integrate technology into fundamental education in a manner that effectively promotes student learning since it has developed rapidly (Saykili, 2019). Additionally, given the growing importance of computer applications in the curriculum, less adept students would not be able to learn those subjects as well as their more technologically literate classmates. As a result, some students might not be succeeding in their core coursework because they do not have the requisite digital abilities or skills. Because computers are becoming more and more significant in today's society, everyone needs to be computer literate. Computer literacy is defined as the understanding and ability of the learners to work with computer applications, software configurations, and operating and programming environments. Skill levels range from basic use to advanced problem-solving (Abubakar & Kmc, 2017c). Knowing computer literacy is crucial for a variety of reasons, such as operating computers and computer applications, expanding career options, keeping up with technical advancements, problem-solving, and enhancing communication. This study aimed to investigate whether the studied factors (students' genders, students' ages, students' working hours per week, and students' attitudes toward computer usage) impacted student achievements as reflected in their final grades in Computer Literacy courses. The study utilized a non-experimental quantitative design to respond to the proposed research questions. The results reveal a statistically significant relationship between students' attitudes toward computer usage and students' achievements in Computer Literacy courses (final grades: pass or fail). A higher attitude towards computer usage was correlated with higher passing grades in Computer Literacy courses. However, no statistically significant difference was found in students' achievements in Computer Literacy courses by age, gender, or by working hours per week. The study provided suggestions and implications that would add to the repository of knowledge in the domain of education management. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]