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A comparative research study on the ...

Toland, Cynthia Sue.

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A comparative research study on the effects of technology on student achievement in teaching English to students of other languages.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	A comparative research study on the effects of technology on student achievement in teaching English to students of other languages./
作者:	Toland, Cynthia Sue.
面頁冊數:	73 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3447106
ISBN:	9781124515892

A comparative research study on the effects of technology on student achievement in teaching English to students of other languages.
Toland, Cynthia Sue.

A comparative research study on the effects of technology on student achievement in teaching English to students of other languages. - 73 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (Ph.D.)--The University of Mississippi, 2010.

The purpose of this quantitative study was to determine the impact of technology utilization as a component of instruction on the achievement of ESL (English as a Second Language) students, on the Reading Composite section of the Texas Assessment of Skills and Knowledge (TAKS) state achievement test. Test scores were collected from two public elementary schools in two similar public school districts in Texas.

ISBN: 9781124515892Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

A comparative research study on the effects of technology on student achievement in teaching English to students of other languages.
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500 $a Adviser: Lori Wolff.
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520 $a The purpose of this quantitative study was to determine the impact of technology utilization as a component of instruction on the achievement of ESL (English as a Second Language) students, on the Reading Composite section of the Texas Assessment of Skills and Knowledge (TAKS) state achievement test. Test scores were collected from two public elementary schools in two similar public school districts in Texas.
520 $a Because the cost for implementing technology intensive instruction into the English as a Second Language programs of K-12 schools is substantial in terms of personnel, equipment, and professional development, it is significant to determine whether the expenditures, both in human capital and large budgetary allotments, promote student achievement in language learning.
520 $a A total 267 students participated in the study. Fifty-four students were from the low tech school, School L, and 213 students were from the high tech school, School H. The two schools were matched based on comparable overall school size, student population, and socio-economic status.
520 $a Scores on the TAKS test from 2005 and 2007, were used to determine if implementing technology at a high level in the ESL instruction has an effect on raising standardized test scores. The Kruskal-Wallis test was used to analyze the data Using the data provided, it was determined that the null hypothesis was rejected, and that the students from School H, the High Tech school, had higher scores on the 2007 TAKS, Reading Composite sections than the ESL students who participated in a traditional, non-technologically intensive, ESL program, School L. The quantitative study confined itself to ESL students in grades 3--5 who have utilized technology at a low and high level within the TESOL classrooms of two large urban public school districts in Texas. The level of technology use was based on survey data gathered by the State of Texas utilizing the Texas STaR Chart.
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