Date of Award
Doctor of Philosophy (PhD)
Urban Services - Urban Education
Steven L. Purcell
Robert A. Lucking
James C. Phillips
Jane M. Hager
Stephen G. Greiner
The purpose of this study was to examine the effect of technology-rich educational environments on student academic achievement and attitude. The primary independent variable was the type of school (technology-rich school (TRS) and traditional school (TS)). Additional independent variables included gender, ethnicity, and computer ownership. The dependent variables were: (1) student academic achievement (Iowa Tests of Basic Skills (4th-grade), Virginia's Literacy Passport Test (6th-grade), and Tests of Achievement and Proficiency (11th-grade)) and (2) and student attitudes (questionnaire).
The design examined the differences between TRS and TS (N = 1088). Compared were 4th-grade elementary school students attending a TRS (n = 47) and a TS (n = 42); 6th-grade middle school students attending a TRS (n = 337) and a TS (n = 244); and 11th-grade high school students attending a TRS (n = 248) and a TS (n = 170). An examination of pre-treatment academic achievement data indicated no significant differences between the treatment and comparison groups.
Academic achievement findings indicated that: 4th-grade TRS students' ITBS scores were higher than 4th-grade TS students (p = 0.0441) based on type of school and computer ownership; 6th-grade TRS students' LPT scores were higher than 6th-grade TS students (p = 0.0071); 11th-grade TRS students' TAP scores were higher than 11th-grade TS students (p = 0.0009), based on the interaction of type of school, gender, and ownership.
Attitude findings indicated that: 6th-grade TRS students had higher attitude-toward-school scores (p = 0.0001) and composite-attitude scores (p = 0.0044); 6th-grade TRS students had higher attitude-toward-school scores (p = 0.0121), attitude-toward-technology (p = 0.0176), and composite-attitude scores (p = 0.0042) based on the interaction of type of school, gender, and computer ownership; 11th-grade TRS students had higher attitude-toward-school scores (p = 0.0116), attitude-toward-technology (p = 0.0095), and composite-attitude scores (p = 0.0047); and, 11th-grade students had higher attitude-toward-school scores (p = 0.0334) based on the interaction of type of school and gender. The overall findings indicated that TRS environments contribute to increased academic achievement of 4th-grade, 6th-grade, and 11th-grade students and contribute to positive student attitudes toward school, technology, and overall attitude for 6th-grade and 11th-grade students.
Grimm, Charles R..
"The Effect of Technology-Rich School Environments on Academic Achievement and Attitudes of Urban School Students"
(1995). Doctor of Philosophy (PhD), dissertation, , Old Dominion University, DOI: 10.25777/g739-mt72