The Impact of Computer-Based Instructional Approaches on Sixth-Grade Students’ Achievement in Social Studies

Abstract

The purpose of this study is to determine the impact of computer-based instruction on sixth-grade social studies achievement as compared to traditional, nontechnology-based instruction. The measurement tools were unit assessments that students completed at the end of two separate units. This study involved use of a quasi-experimental design in order to measure how students performed using traditional nontechnology-based instruction and how they performed using a computer-based instructional approach. The achievement gains made by students when using the computer-based instructional approach were not statistically significant as compared to when they were taught using the traditional nontechnology-based approach. Research in this area should continue because using technology is an integral part of our society and becoming a large part of the way children are taught.