Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Programs for Higher Education
Advisor
Donald Gainey
Committee Member
James Davis
Committee Member
Barbara Packer
Keywords
achievement, constructivist learning, control groups, curriculum, educational process, experimental groups, global history, Global History Regents exam, high school, individual needs, individualizes instruction, Internet, learning styles, mastery level, motivation, multimedia information, parents, self-directed learning, statistical significance, student achievement, student interest, students, teachers, technology integration, test results, web-based computer technology, web-based curriculum
Abstract
The arrival of Internet use in today’s classrooms has moved the learning environment beyond the drill and practice use of computers. The creation of a web-based curriculum enables students to have access to the global network of multimedia information while being engaged in self-directed learning activities. This study investigated whether infusing web-based computer technology into the global history curriculum could increase the percentage of students achieving mastery level and increase student interest and motivation in schoolwork. Studies have shown that achievement does increase when computer technology is utilized in the classroom because it individualizes the educational process; incorporates constructivist learning strategies; and accommodates individual needs, interests, and learning styles. Test results from the Global History Regents exam indicated a positive trend towards increasing the percentage of students achieving mastery level within a class totally infused with web-based computer technology, however, these results showed no statistical significance between the experimental and control groups. Although students and parents supported the conclusion that there was a positive effect on student interest and motivation, the bottom line is the fact that there was no statistical significance in the scores. A direct correlation between student interest and motivation and student learning could not be stated. A discussion of outcomes and implications of these findings is presented to assist the reader in evaluating this type of intervention.