You are here

FAU Collections » FAU Research Repository » FAU Theses and Dissertations

relationship of full-time laptop computer access to student achievement and student attitudes in middle school

Download pdf | Full Screen View

Date Issued:
2004
Summary:
The purpose of this quasi-experimental longitudinal study was to investigate the relationship of full-time laptop computer access to student achievement and student attitudes in middle school from the academic years of 1998--1999 through 2000--2001. Two sets of variables were identified in the study. The independent variable was the instructional method having full-time access to laptops or not. The dependent variables were student achievement, and student attitudes. ANOVAs were employed to test the difference between the experimental group and the comparison group. Measures of reading comprehension and math application were determined through scores on the Stanford Achievement Test (SAT) for sixth-grade students and the Florida Comprehensive Assessment Test (FCAT) for eighth-grade students. A teacher-made pretest/posttest writing assessment score for sixth grade was assessed with the criteria determined in the Florida Writes Program rubric. In addition, students and parents in the experimental group at the end of sixth-grade responded to a survey. As a result of the analysis, the following major findings were identified: (1) Although students in the sixth-grade were provided with full-time laptop computer access during the school year, it did not create a significant impact on student achievement in subject areas of reading comprehension, math application, and writing. (2) Data from the survey suggested that students with full-time laptop computer access during the school year had several advantages regarding student attitudes, motivation, applications of technology for school work, and improved organizational skills. Two conclusions were revealed from this study. First, laptop access did not prove to be the better learning technique over not having laptop access in improving student achievement. There was no significant difference as explained in analysis which found the power was low. Second, the study concludes that laptop access may improve student attitudes. When surveying students regarding the use of laptops, overall, students indicated that when compared to not having laptop access they felt more successful in school, more motivated to learn, their organizational skills were better, and their perceptions toward their test scores had improved. The study recommended that future research be conducted to: (1) Examine principals' participation in professional development activities related to educational technology. (2) Provide teachers with instructional design, delivery, staff development, on-going technical support, and opportunities in the classroom to integrate technology resources daily into the curriculum. (3) Study the effect of instructional uses of laptops and student achievement.
Title: The relationship of full-time laptop computer access to student achievement and student attitudes in middle school.
76 views
10 downloads
Name(s): Lewis, Sheila K.
Florida Atlantic University, Degree grantor
Maslin-Ostrowski, Patricia, Thesis advisor
Type of Resource: text
Genre: Electronic Thesis Or Dissertation
Issuance: monographic
Date Issued: 2004
Publisher: Florida Atlantic University
Place of Publication: Boca Raton, Fla.
Physical Form: application/pdf
Extent: 126 p.
Language(s): English
Summary: The purpose of this quasi-experimental longitudinal study was to investigate the relationship of full-time laptop computer access to student achievement and student attitudes in middle school from the academic years of 1998--1999 through 2000--2001. Two sets of variables were identified in the study. The independent variable was the instructional method having full-time access to laptops or not. The dependent variables were student achievement, and student attitudes. ANOVAs were employed to test the difference between the experimental group and the comparison group. Measures of reading comprehension and math application were determined through scores on the Stanford Achievement Test (SAT) for sixth-grade students and the Florida Comprehensive Assessment Test (FCAT) for eighth-grade students. A teacher-made pretest/posttest writing assessment score for sixth grade was assessed with the criteria determined in the Florida Writes Program rubric. In addition, students and parents in the experimental group at the end of sixth-grade responded to a survey. As a result of the analysis, the following major findings were identified: (1) Although students in the sixth-grade were provided with full-time laptop computer access during the school year, it did not create a significant impact on student achievement in subject areas of reading comprehension, math application, and writing. (2) Data from the survey suggested that students with full-time laptop computer access during the school year had several advantages regarding student attitudes, motivation, applications of technology for school work, and improved organizational skills. Two conclusions were revealed from this study. First, laptop access did not prove to be the better learning technique over not having laptop access in improving student achievement. There was no significant difference as explained in analysis which found the power was low. Second, the study concludes that laptop access may improve student attitudes. When surveying students regarding the use of laptops, overall, students indicated that when compared to not having laptop access they felt more successful in school, more motivated to learn, their organizational skills were better, and their perceptions toward their test scores had improved. The study recommended that future research be conducted to: (1) Examine principals' participation in professional development activities related to educational technology. (2) Provide teachers with instructional design, delivery, staff development, on-going technical support, and opportunities in the classroom to integrate technology resources daily into the curriculum. (3) Study the effect of instructional uses of laptops and student achievement.
Identifier: 9780496766789 (isbn), 12091 (digitool), FADT12091 (IID), fau:9001 (fedora)
Collection: FAU Electronic Theses and Dissertations Collection
Note(s): Thesis (Ed.D.)--Florida Atlantic University, 2004.
College of Education
Subject(s): Educational technology--United States
Computer-assisted instruction
Middle school education--United States--Philosophy
Laptop computers--Public opinion
Computers and children
Education--Effect of technological innovations on--United States
Held by: Florida Atlantic University Libraries
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FADT12091
Sublocation: Digital Library
Use and Reproduction: Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Use and Reproduction: http://rightsstatements.org/vocab/InC/1.0/
Host Institution: FAU
Is Part of Series: Florida Atlantic University Digital Library Collections.