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The effects of Internet usage on student achievement and student attitudes

, Loyola University Chicago, United States

Loyola University Chicago . Awarded


The purpose of the study was to determine whether the use of the Internet integrated into an eight week social studies unit at the fourth grade level of elementary school would affect students' achievement in social studies or students' attitudes toward school, reading, writing, geography, history, maps, computers, and typing.

The research utilized a matched pairs by IQ design for two whole classrooms of students. Pre- and post testing of achievement in social studies was done using the Social Studies Battery of the California Achievement Test. Post testing of the student activity state booklet was performed by the teacher using a grading rubric. Pre- and post testing of student attitudes was measured by a researcher designed Student Attitude Survey. Data were analyzed by t-tests, multiple regressions, and ANOVA techniques to examine variables of gender, ethnicity, socioeconomic status, and home use of the Internet.

Internet usage was found to have a positive impact on both student achievement in social studies and on student attitudes toward geography, history, and maps. Notably Internet usage had significant achievement benefits for Hispanics and significant attitude benefits for students of lower socioeconomic status.


Toriskie, J.M. The effects of Internet usage on student achievement and student attitudes. Ph.D. thesis, Loyola University Chicago. Retrieved June 18, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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