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The Effect of Technology on Student Science Achievement

The Effect of Technology on Student Science Achievement

June K. Hilton
Copyright: © 2006 |Pages: 22
ISBN13: 9781591408420|ISBN10: 1591408423|ISBN13 Softcover: 9781591408437|EISBN13: 9781591408444
DOI: 10.4018/978-1-59140-842-0.ch014
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MLA

Hilton, June K. "The Effect of Technology on Student Science Achievement." Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer, edited by Eshaa Alkhalifa, IGI Global, 2006, pp. 312-333. https://doi.org/10.4018/978-1-59140-842-0.ch014

APA

Hilton, J. K. (2006). The Effect of Technology on Student Science Achievement. In E. Alkhalifa (Ed.), Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer (pp. 312-333). IGI Global. https://doi.org/10.4018/978-1-59140-842-0.ch014

Chicago

Hilton, June K. "The Effect of Technology on Student Science Achievement." In Cognitively Informed Systems: Utilizing Practical Approaches to Enrich Information Presentation and Transfer, edited by Eshaa Alkhalifa, 312-333. Hershey, PA: IGI Global, 2006. https://doi.org/10.4018/978-1-59140-842-0.ch014

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Abstract

Empirical data from a California secondary school was analyzed to determine the direct and indirect effects of technology on student science achievement. Prior research indicates that technology has had minimal effect on raising student achievement. Little empirical evidence exists examining the effects of technology as a tool to improve student achievement by developing higher-order thinking skills. Furthermore, previous studies also have not focused on the manner in which the technology is being used in the classroom to enhance teaching and learning. As a result, the variables analyzed in this study include student computer use, teacher use of computers for instruction, student attendance, teacher preparation, demographic factors, and final science course grades. The method of quantitative analysis includes a path analysis using final course grades as the ultimate endogenous variable. Key findings include evidence that while technology training for teachers increased their use of the computer for instruction, a student’s final science course grade did not improve.

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