The Effects of Technology on Second Grade Students in Improving Language Arts Knowledge

Abstract

The purpose of this causal-comparative study was to determine the effectiveness of technology, specifically the Senteos interactive response system, in the classroom in improving students’ language arts knowledge. The participants for the study were the second grade students from neighboring elementary schools during the 2008-2009 school year: Nantucket Elementary School in Crofton, Maryland and Four Seasons Elementary School in Gambrills, Maryland. Students at Nantucket Elementary school used more technology in their classroom on a daily basis than the students at Four Seasons Elementary school. The assessment results from Anne Arundel County’s Second Grade Language Arts Benchmark 1 and 3 were analyzed and examined at each school in three different categories to determine significant differences: overall performance, differences by gender, and differences between race/ethnicity. The results from research conclude that there is no statistical difference in scores between Nantucket Elementary School’s second graders and Four Season Elementary School’s second graders. It is important to note, though, that there was a difference, although not statistically significant, when scores were compared by gender. Further research is recommended to determine the impact of interactive response systems on language arts instruction.