Investigation of a home/school computer project and reading, language, and mathematics achievement
Abstract
This study investigated a home/school computer project and its effects on reading, language, and mathematics achievement for students both after one year and two years in the project. One hundred forty-two (142) fourth and fifth grade students at the treatment school received a computer, printer, and telecommunications for their homes to be used for learning activities. One hundred forty-seven (147) fourth and fifth grade students at a different school in the same district served as the comparison group. The data for this study were collected from the use of the California Achievement Test and the Comprehensive Test of Basic Skills, 4th edition. The dependent variables were the change in scale scores from the pretest to the posttest. The independent variable of interest was the presence or absence of the learning activities associated with the computer project. Classification variables of interest were sex, academic aptitude, SES, the year(s) of the project, and the amount of time involved in the study. A repeated measures design was used with the pretest and posttest scores serving as the within factors. The variables of school, gender, academic aptitude, socioeconomic status, and the year(s) of the project were used as between factors. The findings of this research indicated that: (1) There was no effect on achievement after one year in the project. (2) There was no effect on achievement after two years in the project. (3) There was no effect on achievement with relation to gender. (4) There was no effect on achievement with relation to academic aptitude. (5) There was no effect on achievement with relation to socioeconomic status. (6) There was no effect on achievement with relation to year(s) of the project. These results suggest that educators should enter home/school computer projects with caution. Such projects should not be initiated with the sole intent to improve learning. The evidence indicates that they do not make a difference in raising test scores. Due to the infancy of the home/school computing concept, additional research is needed on this topic.
Degree
Ph.D.
Advisors
McInerney, Purdue University.
Subject Area
School administration|Curricula|Teaching|Educational software
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