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A comparison of student outcomes with and without teacher facilitated computer-based instruction
ARTICLE

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Computers & Education Volume 40, Number 2, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The SuccessMaker computer-based instructional package can be used to improve the academic outcomes of disruptive students when intervention is teacher facilitated. Over a 2-year period, 215 participants identified as disruptive student were involved in a naturalistic quasi-experimental design in which independent sample t-tests were employed to determined differences between comparisons (Group I) and interventions (Group II) on psychosocial and academic measures. A significant difference (P<0.05) was found between Group I and Group II on locus of control and grade point average at the end of the first grading period subsequent to the intervention. The difference in grade point averages was suspected to be attributed to the average amount of time spent on two curriculum areas, math and science, within the 14 academic areas that comprise the SuccessMaker computerized program. Evidence from this study provides hope that teacher facilitation with computer-based instruction (CBI) may be the key to improving locus of control and grade point averages of disruptive students.

Citation

Powell, J.V., Aeby, V.G. & Carpenter-Aeby, T. (2003). A comparison of student outcomes with and without teacher facilitated computer-based instruction. Computers & Education, 40(2), 183-191. Elsevier Ltd. Retrieved August 18, 2019 from .

This record was imported from Computers & Education on February 1, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0360-1315(02)00120-3

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