Brennan, SarahDwarte, MarquisRyan, Jonathan2017-07-142017-07-142017-07http://hdl.handle.net/11603/4353The 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.29 pagesCollection 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.CC0 1.0 UniversalAction Research Paper Technology AchievementEducation -- Research papers (Graduate).Collection