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首頁> 外文學位 >The academic impact of classroom computer usage upon middle-class primary grade level elementary school children.
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The academic impact of classroom computer usage upon middle-class primary grade level elementary school children.

機譯：課堂計算機使用對中產小學一年級小學兒童的學術影響。

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The purpose of this study was to examine the academic impact of classroom computer usage upon middle-class primary grade level elementary school children. Through the employment of the computer as an instructional tool, the achievement level of second grade children was examined. As students interacted with software that provided them learning opportunities to succeed in the technology centered classroom, a comparison was made with students learning in a traditional teacher centered environment. The achievement results of these two different learning paradigms were analyzed to determine the influence they had upon the learner.;This study was a quasi-experimental design using the causal-comparative method. The purpose was to study the possible causes and effects of academic achievement by comparing students receiving computer-assisted instruction with similar students who did not receive computer-assisted instruction.;An analysis of covariance was used to answer the following research questions: (1) Do students who receive computer-assisted instruction have higher reading achievement test scores than similar students who receive traditional instruction? (2) Do students who receive computer-assisted instruction have higher vocabulary achievement test scores than similar students who receive traditional instruction? (3) Do students who receive computer-assisted instruction have higher spelling achievement test scores than similar students who receive traditional instruction? (4) Do students who receive computer-assisted instruction have higher mathematics achievement test scores than similar students who receive traditional instruction?;The Iowa Test of Basic Skills (ITBS) was administered to measure the achievement scores of the students in the areas of reading, vocabulary, spelling and mathematics. The Cognitive Abilities Test (CogAT) was administered to measure the quantitative ability of the tested students. The dependent variable was the ITBS and the covariate was the quantitative cognitive ability score. Both the ITBS and the CogAT are combined into one testing instrument called the ITBS/CogAT.;The findings from the study indicate that a significant difference was demonstrated in favor of the computer-assisted instruction students. The results indicated that the reading, vocabulary, spelling and math problem solving achievement scores of this experimental group had better adjusted mean scores in comparison to the traditional instruction students.;Supported by the statistical information calculated from the ANCOVA, all four of the hypotheses stated were accepted. The conclusion from this study was that computer-assisted instruction does have a positive impact upon the achievement levels of middle-class primary grade level elementary school children.
機譯：這項研究的目的是研究課堂計算機使用對中產小學一年級小學兒童的學術影響。通過使用計算機作為教學工具，檢查了二年級兒童的成就水平。當學生與為他們提供學習機會的軟件進行交互時，他們可以在以技術為中心的課堂中取得成功，因此可以將學生與在傳統(tǒng)的以教師為中心的環(huán)境中學習的情況進行比較。分析了這兩種不同學習范式的成就結果，以確定它們對學習者的影響。本研究是使用因果比較法進行的準實驗設計。目的是通過比較接受計算機輔助教學的學生與未接受計算機輔助教學的類似學生來研究學業(yè)成就的可能原因和結果。;使用協(xié)方差分析回答以下研究問題：（1）接受計算機輔助教學的學生是否比接受傳統(tǒng)教學的類似學生具有更高的閱讀成績測試成績？ （2）接受計算機輔助教學的學生的詞匯成績測驗分數(shù)是否比接受傳統(tǒng)教學的同類學生的詞匯成績測驗分數(shù)高？ （3）接受計算機輔助教學的學生的拼寫成績測試成績是否比接受傳統(tǒng)教學的類似學生更高？ （4）接受計算機輔助教學的學生是否比接受傳統(tǒng)教學的類似學生具有更高的數(shù)學成績測試分數(shù)？；愛荷華州基本技能測試（ITBS）被用來衡量學生在閱讀領域的成績分數(shù)，詞匯，拼寫和數(shù)學。進行了認知能力測驗（CogAT），以測量被測學生的定量能力。因變量是ITBS，協(xié)變量是定量認知能力評分。 ITBS和CogAT都被合并到一個稱為ITBS / CogAT的測試工具中；研究結果表明，計算機輔助教學的學生表現(xiàn)出了顯著差異。結果表明，與傳統(tǒng)教學法學生相比，該實驗組的閱讀，詞匯，拼寫和數(shù)學問題解決成績得分具有更好的調整后平均得分。;在ANCOVA計算的統(tǒng)計信息的支持下，所有四個假設均得到陳述被接受。這項研究的結論是，計算機輔助教學的確對中產小學一年級小學兒童的成績水平產生了積極影響。

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  • 作者單位

    Widener University.;

  • 授予單位 Widener University.;
  • 學科 Education Technology of.;Education Curriculum and Instruction.;Education Elementary.
  • 學位 Ed.D.
  • 年度 1996
  • 頁碼 68 p.
  • 總頁數(shù) 68
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類
  • 關鍵詞

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