Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Karen Kimball
Committee Member
Fred Fishback
Committee Member
Barbara Packer
Keywords
achievement, causal models, computer assisted instruction, computer software, English, grades 6, 7, and 8, Illinois, Illinois Learning Standards, Illinois Standards Achievement Test, instructional technology, intervention, junior high students, pearson digital learning, posttest, pretest, programmed instruction, quasiexperimental design, reading achievement, reading instruction, reading scores, secondary education, SuccessMaker, writing achievement, writing instruction, writing scores
Abstract
This applied dissertation was designed to improve Grades 6, 7, and 8 reading and writing scores. A review of the 2000 and 2001 Illinois Standards Achievement Test results indicated that students in Grades 6, 7, and 8 had difficulty in reading and writing. Prior to the intervention, junior high students did not use any type of computer software to improve their achievement in reading or writing.
The writer purchased the latest version (5.4) of SuccessMaker® (Pearson Digital Learning, 2000) software and additional computers for the intervention. The software was installed on a server, 6 computers in the junior high English room, and 8 computers in the 5th-grade room. Students accessed the software 4 to 5 times per week for 10-15 minutes per session.
The intervention took place during the 2002-03 school year. At the beginning of the implementation of the intervention, students took a pretest. Students were monitored throughout the intervention and took a posttest at the end of the intervention. The posttest indicated individual and class gains for Grades 6, 7, and 8.
In the 8th-grade study, the course average rose from 6.20 to 7.47 with a standard deviation of 0.05. The 7th-grade course average rose from 5.09 to 6.65 with a standard deviation of 1.07. The 6th-grade course average rose from 4.81 to 7.04 with a standard deviation of 0.54. In addition, the intervention allowed the English teacher to monitor both group and individual achievement. The information received throughout the intervention allowed her to modify her lessons in order to assure that her students were meeting the Illinois Learning Standards.