The Impact of Instructional Technology on 4th Grade Student Achievement

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dc.contributor.advisorHecht, Allison
dc.contributor.advisorCoit, Tammi
dc.contributor.authorMoore, Lindsay
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2020-05-07T18:21:20Z
dc.date.available2020-05-07T18:21:20Z
dc.date.issued2020-05-07
dc.descriptionThe purpose of this study is to examine the impact of instructional technology on 4th grade students’ achievement.en_US
dc.description.abstractThis study examined the impact of instructional technology on 4th grade students’ achievement. The study was conducted at a public elementary school with a predominantly upper-middle class student population. Two pre-existing social studies classes of 25 students each were randomly assigned to the control or experimental condition. Groups did not differ significantly on the previous unit chapter test, which was used as pretest information. Students received four and a half weeks of instruction on events leading to the American Revolutionary War. The control group received traditional instruction, gleaning most of their information from textbooks and paper articles. The experimental group received instruction integrated with technology and accessed most of their information through videos and online articles housed on an online platform. Participants completed a researcher-designed post-test. Questions on the post-test were created using Bloom’s Taxonomy and consisted of multiple choice, matching, fill in the blank, and a short response question. Results of the post-test indicated that there was no statistically significant difference in the mean percentage correct between the control (Mean = 87.32, SD = 13.66) and experimental (Mean = 84.44, SD = 13.20) groups [t (48) = .76, p = .45]. Consequently, this researcher can conclude that instructional technology does not differ significantly from traditional methods in promoting academic achievement among fourth grade students predominantly from the upper-middle class, however, observational data suggests that students were more engaged when using laptops to enhance their learning experience. Implications and ideas for future research, including the role of socioeconomic status, are discussed.en_US
dc.format.extent32 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2w4yp-mrvw
dc.identifier.urihttp://hdl.handle.net/11603/18504
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subjectEducation, Technology (0710)en_US
dc.subjectStudent Achievementen_US
dc.subjectTechnology, Education, Social Studies, Effectivenessen_US
dc.subjectTechnology Integrated Instructionen_US
dc.subjectInstructional Technologyen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Impact of Instructional Technology on 4th Grade Student Achievementen_US
dc.typeTexten_US

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