Effects Of Computer Assisted Writing Instruction On Fourth Grade Students
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Author | : Elizabeth Palenzuela |
Publisher | : |
Total Pages | : 107 |
Release | : 2001 |
Genre | : |
ISBN | : 9780493421056 |
The purpose of this study was to examine the effects of computer assisted writing instruction on the writing achievement of fourth grade students. This study took the form of a quantitative experimental study with methodology including the use of a control group and an experimental group involving baseline and post-treatment data. This involved a group of fifteen fourth grade students in the experimental group with computer access and instruction specifically pertaining to writing, while providing traditional whole language activities to the control group. Students in both groups were allocated 90 minute sessions, 3 days a week and 45 minutes, 2 days a week for writing instruction; a total of 6 hours a week. By using a pretest/post test control group design, for a period of approximately five months, it was discovered that the students (n = 15) who were instructed using computer assisted writing instruction showed no significant difference in test scores on the Florida Comprehensive Assessment Test (FCAT) Writing Examination than did the students (n = 15) who received traditional methods of writing instruction, t = .67, df = 28, p> .05. It was concluded that the computer-assisted writing instruction showed no significant difference in raising the achievement level of the participating students. In addition, there was no significant difference in attitudinal survey scores between students (n = 15) who received computer-assisted writing instruction in the experimental group and the students (n = 15) who received traditional methods of writing instruction in the control group, t = .65, df = 28, p> .05. Therefore, the null hypothesis was accepted in both areas regarding the effects of computer-assisted writing instruction.
Author | : Barry Thomas Dodson |
Publisher | : |
Total Pages | : 228 |
Release | : 1993 |
Genre | : Composition (Language arts) |
ISBN | : |
Author | : Wilma Elizabeth Todd |
Publisher | : |
Total Pages | : 90 |
Release | : 1986 |
Genre | : |
ISBN | : |
Author | : Margaret D Roblyer |
Publisher | : CRC Press |
Total Pages | : 176 |
Release | : 1988-11-16 |
Genre | : Business & Economics |
ISBN | : 9780866568937 |
Can computer applications help improve student performance? For what skills, grade levels, content areas, and type of students are computer applications most effective? Can computer applications improve student attitude toward school and decrease drop-out rates? Discover what the research reveals--in this provocative new book--about these and other crucial questions concerning the impact of computer-based instruction. Assessing the Impact of Computer-Based Instruction provides the most comprehensive and up-to-date summary available on the effects of computer applications on both student achievement and attitudes. Within its pages are also the most extensive bibliography ever prepared on past reviews of research, current reports and articles, and dissertations in the area of computer uses in education. This groundbreaking new book provides educational decisionmakers with the facts they need in order to justify the expense and effort of maintaining and expanding the instructional role of computers in schools. It is also useful as a resource text in the pre-service training of computer educators and for graduate students doing research in instructional computing.
Author | : Yaqoub J. Jafer |
Publisher | : |
Total Pages | : 286 |
Release | : 2003 |
Genre | : Desert ecology |
ISBN | : |
Author | : Marjorie Montague |
Publisher | : State University of New York Press |
Total Pages | : 230 |
Release | : 1990-08-09 |
Genre | : Education |
ISBN | : 1438413459 |
Marjorie Montague provides both the philosophical and theoretical background for research in computer-assisted composition, as well as a comprehensive review and synthesis of the efficacy research in this area. She focuses on effective writing instruction for elementary, secondary, and special needs students, and she proposes a model in which the teacher and the computer are viewed as compatible instructional agents within a microcomputer learning environment.
Author | : |
Publisher | : |
Total Pages | : 332 |
Release | : 1998 |
Genre | : Education |
ISBN | : |
Author | : Richard Andrews |
Publisher | : Routledge |
Total Pages | : 262 |
Release | : 2004-02-05 |
Genre | : Education |
ISBN | : 1134446985 |
This authoritative landmark text examines the highly topical and important issue of ICT in literacy learning. Its distinctive focus on providing a systematic review of research in the field gives the reader an essential, comprehensive overview. As governments worldwide continue to invest heavily in ICT provisions in educational institutions, this book addresses the need to gather and synthesise evidence about the impact of ICT on literacy learning. An expert team of writers draw upon two recent reports by the Organisation for Economic Co-Operation and Development, which highlighted the considerable differences between nations in the access and use of ICT, to take a discursive and expansive look at the subject. Within its wide range and scope, chapters cover areas on: * the history of literacy and ICT * evidence for the effectiveness of ICT on literacy learning * the impact of networked ICT on literacy learning * the relationship between verbal and visual literacies. This book will be an invaluable and informative read with international resonance for student teachers, teachers, academics and researchers worldwide.
Author | : Sheryl Marie Shanahan |
Publisher | : |
Total Pages | : 334 |
Release | : 1986 |
Genre | : |
ISBN | : |
Author | : Leonard Merrell |
Publisher | : |
Total Pages | : 258 |
Release | : 1984 |
Genre | : Cognition in children |
ISBN | : |