Abstract
The purpose of this study was to determine if there was a significant difference between students who had regular use of computers in their math and English classes and students who did not on the following thirteen school-relevant student outcomes: (1) acquisition of math computation skills, (2) acquisition of reading comprehension skills, (3) attendance in math classes, (4) attendance in English classes, (5) attendance in all ninth-grade classes, (6) fall semester grades in math classes, (7) spring semester grades in math classes, (8) fall semester grades in English classes, (9) spring semester grades in English classes, (10) GPAs for all math classes taken in high school, (11) GPAs for all English classes taken in high school, (12) GPAs for all ninth-grade classes, and (13) "on-time" graduation rates. Additionally, student gender, ethnicity, and school of attendance were investigated as moderator variables for each of these dependent variables. The study sample included 224 low-performing ninth-grade students from four high schools in one California school district. The treatment group (N = 141) received a minimum of forty-five minutes per week of individual computer usage as a supplement to traditional instruction in both math and English classes while the control group (N = 83) received traditional instruction only. Students were identified as low-performing based on eighth-grade CAT scores at or below the fortieth percentile and were randomly assigned to math and English classes. Math and reading skills acquisition were measured using differences in pre and post test scores on the Sequential Tests of Educational Progress (STEP) and Metropolitan Achievement Test (MAT) respectively. All other data were collected from student transcripts and cumulative record files. Major conclusions reached were: (1) The treatment (regular use of computers) had a positive effect on each of the dependent variables with the exception of fall semester math grades. (2) The effects of student gender as a moderator variable do not weaken support for the positive effects of the treatment. (3) The effects of student ethnicity as a moderator variable do not weaken support for the positive effects of the treatment. (4) The effects of school of attendance as a moderator variable on four of the thirteen dependent variables cause one to be cautious in attributing causation to the treatment for four of the thirteen dependent variables. (5) There was a significant interaction between gender and regular computer usage for each of the dependent variables with the exception of fall semester math grades. Educational leaders are well advised to restructure existing instructional practices to infuse computer technology into the classroom as a tool for student learning. Further research regarding computers in the classroom is recommended in the areas of: (1) interaction of all three moderator variables with the treatment; (2) effects with limited English proficient students; (3) comparison of effects for high, middle, and low-performing student; (4) amount of time spent with computers; (5) allocation of time (daily, weekly, etc.) spent with computers; (6) effects on comprehension of math concepts, (7) duration of the treatment; and (8) effects of various subject-area-specific software programs.