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The impact of social studies teacher...

MacDonald, John Michael.

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The impact of social studies teachers' level of computer technology implementation on student achievement on the social studies portion of the Georgia High School Graduation Test.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The impact of social studies teachers' level of computer technology implementation on student achievement on the social studies portion of the Georgia High School Graduation Test./
作者:	MacDonald, John Michael.
面頁冊數:	164 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2459.
Contained By:	Dissertation Abstracts International64-07A.
標題:	Education, Technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097935

The impact of social studies teachers' level of computer technology implementation on student achievement on the social studies portion of the Georgia High School Graduation Test.
MacDonald, John Michael.

The impact of social studies teachers' level of computer technology implementation on student achievement on the social studies portion of the Georgia High School Graduation Test. - 164 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2459.

Thesis (Ph.D.)--Walden University, 2003.

The purpose of this study was to examine the impact of social studies teachers' level of computer technology implementation on student achievement on the social studies portion of the Georgia High School Graduation Test. Two volunteer social studies teachers and two intact classes of high school juniors at a suburban public high school in Atlanta, Georgia, comprised the convenience sample. The Level of Technology Implementation (LoTi) questionnaire was administered to both social studies teachers. Students were randomly assigned to each social studies teacher at the beginning of the school year using the SASI software program.Subjects--Topical Terms:

1017498
Education, Technology.

The impact of social studies teachers' level of computer technology implementation on student achievement on the social studies portion of the Georgia High School Graduation Test.
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245 1 4 $a The impact of social studies teachers' level of computer technology implementation on student achievement on the social studies portion of the Georgia High School Graduation Test.
300 $a 164 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2459.
500 $a Adviser: Carolyn Calloway-Thomas.
502 $a Thesis (Ph.D.)--Walden University, 2003.
520 $a The purpose of this study was to examine the impact of social studies teachers' level of computer technology implementation on student achievement on the social studies portion of the Georgia High School Graduation Test. Two volunteer social studies teachers and two intact classes of high school juniors at a suburban public high school in Atlanta, Georgia, comprised the convenience sample. The Level of Technology Implementation (LoTi) questionnaire was administered to both social studies teachers. Students were randomly assigned to each social studies teacher at the beginning of the school year using the SASI software program.
520 $a The independent variable was the social studies teachers' level of computer technology implementation. The dependent variable was the students' test scores on the social studies portion of the Georgia High School Graduation Test. The study was conducted by using a randomized posttest control group experimental design with a sample of 70 students. The treatment class utilized computer technology implementation strategies to learn United States history concepts, whereas the control class received direct classroom instruction on United States history concepts. Data were obtained from a state-mandated graduation test. Test scores of Group A and Group B were compared using a t test for comparing two independent means, and no significant difference was found between the posttest mean scores of the two groups.
520 $a A one-tailed t test was used to analyze the stated hypotheses. There was no significant difference at the 0.05 level using a t test for independent samples. Although there was no significant difference between the posttest scores of students, the sample mean for the group utilizing the computer technology implementation strategies was greater than the group not utilizing computer technology strategies.
520 $a The findings of this study suggest that the utilization of computer technology implementation strategies in secondary social studies are in their infancy, and that a need for continued sponsorship and funding are critical in order to research further experiments on the shortcomings of current research in computer technology strategies.
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