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

  • Authors:

  • Jack V. Powell;Victor G. Aeby, Jr.;Tracy Carpenter-Aeby

  • Affiliations:

  • Department of Elementary Education, School of Teacher Education, University of Georgia, 427 Aderhold Hall, Athens, GA;Department of Health Education and Promotion, School of Health and Human Performance, Christianbury Memorial Gym, East Carolina University, Greenville, NC;School of Social Work and Criminal Justice Studies, 214 Ragsdale Building, East Carolina University, Greenville, NC

  • Venue:
  • Computers & Education
  • Year:
  • 2003

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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.