A comparison of student outcomes with and without teacher facilitated computer-based instruction
Section snippets
Student academic outcomes and teacher facilitation
Educating disruptive students is a social concern that has grown immensely in both scope and depth in the past decade. The educational dilemma of providing safe schools while fostering appropriate learning environments for all students has prompted communities to create alternative forms of education for students whose behaviors interfere with learning. One such intervention has been the establishment of alternative educational programs for disruptive students, already at-risk for academic
Student participants
Student participants for the two school years (1994–1995 and 1995–1996) who were assigned to the AEP for disciplinary reasons had several characteristics in common. Students were more likely to be male (80%) than female (20%); were African-American (85%) rather than Euro-American (14%); were 15 years or older (73%) and were classified as eighth (21%), nineth (45%), or tenth (19%) graders. In addition, family patterns were similar. Sixty-three percent of the legal guardians were grandmothers
Results
The aim of this study was to determine the effectiveness of the SuccessMaker Secondary/Adult Curriculum with teacher facilitation as measured by psychosocial functioning and academic performance. In an effort to determine the differences between Groups I and II, researchers conducted an independent sample t-test to compare the mean scores on the pretest outcome variables for Group I and Group II. Data in Table 2 indicated that the groups were similar or equivalent at the beginning of the study.
Discussion
Computer-based instruction appears to be a useful learning option for disruptive students. With teacher guidance, these students appear to take more responsibility for their learning. As a result, students experience academic gains that can be sustained for 180 days post assignment to AEP.
Regarding the psychosocial functioning variable, locus of control, there was a significant difference between Group I (17.0) and II (15.0 ) at exit. Group II entered the AEP with an internal locus of control
References (19)
- et al.
Effectiveness of computer-based instructionAn updated analysis
Computers in Human Behavior
(1991) Locus of control and student teacher computer attitudes
Computers and Education
(1990)- Aeby, V. G., Powell, J. V., & Carpenter-Aeby, T. (1999). Effects of successmaker computerized curriculum on the...
- et al.
Using graphing to teach subtraction
The Computing Teacher
(1994) - et al.
Young learner's reactions to problems solving contrasted by distinctly divergent computer interfaces
Journal of Computing Childhood Education
(1992) - Carpenter-Aeby, T. (1999). An evaluation of psychosocial and educational outcomes in an alternative educational...
- et al.
A process evaluation of school social work services in a disciplinary alternative educational program
Children & Schools
(2001) The SuccessMaker secondary/adult package
(1992)- et al.
Can alternative schools succeed where Benjamin Spock, Spiro Agnew, and B.F. Skinner have failed?
Adolescence
(1978)
Cited by (30)
The digital explosion: It's impact on international student achievement
2022, International Journal of Management EducationCitation Excerpt :Consequently, the next stage of analysis involved conducting independent samples t-tests to compare mean coursework, examination and overall marks of two groups of students; those who used the interactive e-book versus those who did not. A method adopted in previous research exploring student outcomes under two different scenarios (Powell et al., 2003; Rivera & Rice, 2003). The analysis was performed for both modules and sought to identify significant differences in the marks between those students that chose to use the interactive e-book and those who did not.
The impact of learner attributes and learner choice in an agent-based environment
2011, Computers and EducationCitation Excerpt :In both commercial and educational applications, characters have been integrated into the interface to take advantage of natural human social affordances (Cheng & Ye, 2010; Isbister & Nass, 2000). In a conventional setting, learning is not a solo activity occurring only inside one’s mind, but is largely influenced by social interactions with others (Lave & Wenger, 2001; Palinscar & Brown, 1984; Powell et al., 2003; Vygotsky et al., 1978; Wertsch et al., 1984). In computer-based learning, therefore, the presence of a PA that simulates social and natural context seems to better engage a learner in the learning task (Gulz, 2005; Kim, Wei, Xu, Ko, & Ilieva, 2007; Lester, Towns, Callaway, Voerman, & FitzGerald, 2000; Moreno, Mayer, Spires, & Lester, 2001).
Implications of an experimental information technology curriculum for elementary students
2009, Computers and EducationA design to promote group learning in e-learning: Experiences from the field
2008, Computers and EducationCitation Excerpt :Thus, instructors of a web-based course should pay more attention to facilitate students in terms of promoting interaction and cooperation, and “warming up” the group climate for learning. ( Liaw & Huang, 2000; Powell, Aeby, & Aeby, 2003). In our study, system groups with on-line interaction monitoring are proven more effective than random groups in producing more rewarding and enjoyable learning experience for students on the WBI system.
Developing computer program as a learning resource on gas law topics for high school students
2019, International Journal of Instruction