Evaluation of Program Impact Based on Teacher Implementation and Student Performance
Laurie F. Ruberg, Wheeling Jesuit University, United States
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Twenty-one schools from the United States and Singapore participated in this evaluation of a high-school biology CD-ROM called BioBLAST®. Results include a summary of teacher descriptions of their curriculum-based justifications for using this software as well as a compilation of program features that teachers describe as facilitating successful implementation of new learning technologies. Analysis of teacher reports provides a profile of three types of strategies teachers used to implement the program. Analysis of student performance on pre/posttests shows how implementation strategies were associated with student gains in particular schools and classes. A comparison of student pre/posttest scores one year later with previous pre/posttest results suggests that changes in implementation strategies, teacher incentives, or a decrease in support services had a direct impact on student performance. Students with a wide range of prior knowledge were able to use the software and show performance gains appropriate to their knowledge level and experience.
Ruberg, L.F. (2001). Evaluation of Program Impact Based on Teacher Implementation and Student Performance. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1582-1587). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)