Incorporating e-mail into the learning process: its impact on student academic achievement and attitudes
Computers & Education Volume 38, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
The present study set out to investigate the impacts of incorporating e-mail, one of the most accessible, convenient, and easy to use computer-mediated communications, into a classroom setting on student academic achievement and attitudes. A posttest-only control-group design was adopted. Two classes from a “Computers in Education” course participated in the study and were randomly assigned to different conditions, namely, the e-mail diffusion group and the non-e-mail diffusion group. Two criteria-referenced performance-type posttests were used for individual student computer capabilities assessment. “Prospective Teacher Computer Attitudes Scale” was adopted to assess e-mail's effects on student attitudes toward computers. Results from the data analysis showed that there was a statistically significant difference in student academic performance. However, no statistically significant difference was found in student attitudes toward computers. The obtained results provided empirical evidence supporting the usefulness of e-mail as a promising aid to promote student cognitive growth pertaining to computer knowledge and skills. Based on the collected data, it was concluded that without additional investment in equipment and software, incorporating e-mail into the learning process might be a promising enhancement to instruction that teachers could readily adopt.
Yu, F.Y. & Yu, H.J.J. (2002). Incorporating e-mail into the learning process: its impact on student academic achievement and attitudes. Computers & Education, 38(1), 117-126. Elsevier Ltd.
- academic achievement
- Applications in subject areas
- Computer Attitudes
- computer-mediated communication
- Control Groups
- Electronic Mail
- Foreign Countries
- higher education
- improving classroom teaching
- Learning Processes
- post-secondary education
- Pretests Posttests
- student attitudes
- Teaching/Learning Strategies
Cited ByView References & Citations Map
Ming-Puu Chen & Jung-Chuan Yen, National Taiwan Normal University, Taiwan
EdMedia + Innovate Learning 2003 (2003) pp. 2308–2312
Can Students Identify Different Psychological Implications in Multimedia, Hypertext, and Interactive Educational Tools?
Alessandro Antonietti & Emanuele Balduzzi, CATHOLIC UNIVERSITY OF THE SACRED HEART - MILANO, Italy
EdMedia + Innovate Learning 2004 (2004) pp. 3490–3497
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