A Comparison of Fourth Graders' Achievement: Classroom Computers versus No Computers.

Autor/inn/en	Phillips, Jeanne; Soule', Helen
Titel	A Comparison of Fourth Graders' Achievement: Classroom Computers versus No Computers.
Quelle	(1992), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Techniques; Comparative Testing; Computer Assisted Instruction; Courseware; Elementary School Mathematics; Elementary School Students; Grade 4; Intermediate Grades; Local Area Networks; Mathematics Achievement; Microcomputers; Pretests Posttests; Program Evaluation; Scores; Standardized Tests; Teaching Methods; Mississippi; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Schulleistung; Klassenführung; Computer based training; Computerunterstützter Unterricht; Lernsoftware; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Mittelstufe; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Programme evaluation; Programmevaluation; Standadised tests; Standardisierter Test; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study assessed whether or not classroom-based micro-computer applications can help improve students' performance on standardized tests, and which subject areas such programs are most effective in for fourth graders in two Mississippi schools. The Teaching and Learning with Computers (TLC) program placed a local area network in the school with networked computers and a printer in each class in grades 2 through 5. Stanford Achievement Test scores for students at both schools were analyzed for spring 1991 and spring 1992. For School A, scores for 105 students represented pretest and posttest values, and scores for 231 students in School B served as controls. An analysis of variance was used to test for significant growth for each subtest and the total battery of the achievement test. Findings suggested that the TLC program had the effect of raising mathematics scores at School A. Mathematics was the only area in which post-TLC scores were significantly higher in the between-schools and within-school analyses. Teachers indicated that the mathematics courseware was used more than the courseware for other disciplines because it was the most appropriate for the existing curriculum. On the total battery, School A raised its mean score 8.87 points, a significant change. Overall, data suggest that the TLC program did have a favorable impact on the standardized test scores. Three tables present study data. (Contains 12 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC