Home Computer Use and Academic Achievement Jessica Alvarez Education 703.22 Spring 2010 Professor O’Connor-Petruso.

Home Computer Home Computer Use and Academic Use and Academic

AchievementAchievementJessica AlvarezJessica Alvarez

Education 703.22Education 703.22Spring 2010Spring 2010

Professor O’Connor-PetrusoProfessor O’Connor-Petruso

Table of ContentsTable of Contents

IntroductionIntroduction-Statement of the Problem-Statement of the Problem-Review of Related Literature-Review of Related Literature-Statement of the Hypothesis-Statement of the Hypothesis

MethodMethod-Participants (N)-Participants (N)-Instrument (s)-Instrument (s)-Experimental Design-Experimental Design-Procedure-Procedure

ResultsResults DiscussionDiscussion ImplicationsImplications

Statement of the Statement of the ProblemProblem

The use of technology by young The use of technology by young children has been linked to improved children has been linked to improved academic performance. Over the past academic performance. Over the past two decades, computer use at home has two decades, computer use at home has gradually risen. This trend has lead to a gradually risen. This trend has lead to a growing concern for those children growing concern for those children without home computer access to without home computer access to perhaps, be at a disadvantage when it perhaps, be at a disadvantage when it comes to enhancing school comes to enhancing school performance. performance.

TheoristTheorist Jean Piaget-Jean Piaget-

considered children considered children to be constructors of to be constructors of their own their own development development through their through their actions.actions.

Erik Erikson- Stage Erik Erikson- Stage of Initiative vs. Guilt: of Initiative vs. Guilt: permitted to explore permitted to explore variety of materials variety of materials and activities. and activities.

TheoristTheorist

Lev Vygotsky:Lev Vygotsky:

Children construct Children construct their knowledge their knowledge through structured through structured tasks.tasks.

Zone of Proximal Zone of Proximal DevelopmentDevelopment

ScaffoldingScaffolding

Review of LiteratureReview of Literature Years of research has focused on whether computers Years of research has focused on whether computers

facilitate learning, especially if students have access facilitate learning, especially if students have access to them at home. Many studies have found that home to them at home. Many studies have found that home computers are associated with higher test scores in computers are associated with higher test scores in mathematics and reading (Attewell & Battle, 1999; mathematics and reading (Attewell & Battle, 1999; Jackson, von Eye, & Biocca, 2003; Espinosa, Laffey, Jackson, von Eye, & Biocca, 2003; Espinosa, Laffey, Whittaker, & Sheng, 2006; Tsikalas, Lee, & Newkirk, Whittaker, & Sheng, 2006; Tsikalas, Lee, & Newkirk, 2007; Gil-Flores, 2007).2007; Gil-Flores, 2007).

Many parents believe computers should support their Many parents believe computers should support their children’s learning (educational software, Internet). children’s learning (educational software, Internet). Yet children spend most of their times playing games Yet children spend most of their times playing games that typically are not found in classrooms (Kerawalla that typically are not found in classrooms (Kerawalla & Crook, 2002; Vryzas & Tsitouridou, 2002; Lauman, & Crook, 2002; Vryzas & Tsitouridou, 2002; Lauman, 2000; Subrahmanyam, Kraut, Greenfield, & Gross, 2000; Subrahmanyam, Kraut, Greenfield, & Gross, 2000; O’Dwyer, Russell, Bebell, & Tucker-Seeley, 2000; O’Dwyer, Russell, Bebell, & Tucker-Seeley, 2005; Lai, Chang, & Ye, 2006).2005; Lai, Chang, & Ye, 2006).

Review of LiteratureReview of Literature Playing computer games takes away from other Playing computer games takes away from other

activities with greater developmental value activities with greater developmental value (interpersonal skills; developing “electronic (interpersonal skills; developing “electronic friendships”). Can lead to feelings of loneliness, friendships”). Can lead to feelings of loneliness, aggression and/or depression (Subrahmanyam et al., aggression and/or depression (Subrahmanyam et al., 2000).2000).

Owning a computer will depend on the child’s Owning a computer will depend on the child’s socioeconomic status (SES), since the purchase of a socioeconomic status (SES), since the purchase of a computer is a considerable amount that must be computer is a considerable amount that must be figured into the family budget. New inequalities are figured into the family budget. New inequalities are created on the children of the lower social classes, who created on the children of the lower social classes, who find themselves at a disadvantagefind themselves at a disadvantage; “digital divide” ; “digital divide” (Jackson(Jackson, Eye, Biocca, Barbatsis, Zhao & Fitzgerald, , Eye, Biocca, Barbatsis, Zhao & Fitzgerald, 2006; Attewell, Suazo-Garcia, & Battle, 2003; Vryzas & 2006; Attewell, Suazo-Garcia, & Battle, 2003; Vryzas & Tsitouridou, 2002; Tsitouridou, 2002; McCarrick & Li, 2007McCarrick & Li, 2007; ; Clotfelter, Clotfelter, Ladd & Vigdor, 2008Ladd & Vigdor, 2008).).

Review of LiteratureReview of Literature Students with access to computers at home Students with access to computers at home

demonstrate an increase level of confidence, demonstrate an increase level of confidence, comfort, and tenacity when using the computers comfort, and tenacity when using the computers at school. These students have an advantage at school. These students have an advantage because they do not need to learn the basic skills because they do not need to learn the basic skills to navigate a computer (Lauman, 2000; Tsikalas, to navigate a computer (Lauman, 2000; Tsikalas, Lee, & Newkirk, 2007).Lee, & Newkirk, 2007).

Reversal of the traditional parent-child Reversal of the traditional parent-child relationship: computer savvy child taking on the relationship: computer savvy child taking on the role as teacher (Subrahmanyam et al., 2000).role as teacher (Subrahmanyam et al., 2000).

Statement of HypothesisStatement of Hypothesis

HR1: Allotting fifteen minutes a day, HR1: Allotting fifteen minutes a day, during a six week period, to seventeen during a six week period, to seventeen kindergarten students at P.S. X, to use kindergarten students at P.S. X, to use computers (i.e. visiting educational computers (i.e. visiting educational websites) at school, will improve their websites) at school, will improve their overall reading level based on Fountas overall reading level based on Fountas and Pinnell Benchmark Assessment.and Pinnell Benchmark Assessment.

ParticipantsParticipants Seventeen kindergarten students: Seventeen kindergarten students:

- ten girls, seven boys- ten girls, seven boys- age range: 4-5 years- age range: 4-5 years- From P.S. X in Sheepshead Bay, - From P.S. X in Sheepshead Bay,

BrooklynBrooklynClass is a racially mixed:Class is a racially mixed:- Caucasian: 6Caucasian: 6- African Americans: 2African Americans: 2- Middle Eastern: 4Middle Eastern: 4- Hispanic: 5Hispanic: 5

InstrumentsInstruments

Consent form Consent form

- explaining the reason for the action - explaining the reason for the action research research

project project

- inform principal and parents of method in - inform principal and parents of method in which which

students will be studied and assessed students will be studied and assessed Survey Survey

- background information - background information

- computer access - computer access

InstrumentsInstrumentsParent/Guardian Consent FormParent/Guardian Consent Form

Dear Parent/Guardian,Dear Parent/Guardian,I am currently pursuing my masters in Childhood Education at I am currently pursuing my masters in Childhood Education at

Brooklyn College and I am sending this consent form to request permission for Brooklyn College and I am sending this consent form to request permission for your child to participate in a research study that I am conducting for my thesis your child to participate in a research study that I am conducting for my thesis class. My research will be based on increased computer usage and academic class. My research will be based on increased computer usage and academic achievement over a six week period. Surveys, questionnaires, and/or achievement over a six week period. Surveys, questionnaires, and/or achievement measurements will be used. I assure you that all information and achievement measurements will be used. I assure you that all information and results gathered will remain anonymous. Thank you for you cooperation!results gathered will remain anonymous. Thank you for you cooperation!

Sincerely,Sincerely,

Ms. AlvarezMs. Alvarez------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Please Sign and ReturnPlease Sign and Return

Child’s name______________________________________________Child’s name______________________________________________( ) I give my child permission to participate in this anonymous research study.( ) I give my child permission to participate in this anonymous research study.( ) I ( ) I do not do not give my child permission to participate in this anonymous research give my child permission to participate in this anonymous research study. study.

Parent/Guardian signature-____________________________ Parent/Guardian signature-____________________________

Instruments Instruments Computer Use SurveyComputer Use Survey

DirectionsDirections: Please fill out the following questionnaire by placing your response on the space : Please fill out the following questionnaire by placing your response on the space provided to the right. provided to the right. Thank you for your cooperation!Thank you for your cooperation!

1.1.GenderGender: (1) Male or (2) Female : (1) Male or (2) Female 1.____1.____

2. 2. Age RangeAge Range: (1) 18-23 yrs. (2) 24-30 yrs. (3) 31-37 yrs. (4) 38-44 yrs. (5) 45-50 yrs. (7) 51+ yrs.: (1) 18-23 yrs. (2) 24-30 yrs. (3) 31-37 yrs. (4) 38-44 yrs. (5) 45-50 yrs. (7) 51+ yrs.2.____2.____

3.3.Household Income:Household Income: (1) under $5,000 (2) $5,000-$15,000 (3) $15,000-$25,000 (4) $25,000- (1) under $5,000 (2) $5,000-$15,000 (3) $15,000-$25,000 (4) $25,000-$35,000$35,000 3.____3.____(5) $35,000-$45,000 (5) $45,000-$55,000 (6) $55,000-$65,000 (6) $65,000+ (5) $35,000-$45,000 (5) $45,000-$55,000 (6) $55,000-$65,000 (6) $65,000+

4. 4. Racial BackgroundRacial Background: (1) Caucasian (2) Latino (3) African-American (4) Asian: (1) Caucasian (2) Latino (3) African-American (4) Asian4.____ 4.____

(5) Other (6) Mixed Heritage(5) Other (6) Mixed Heritage5. 5. Computers in HomeComputers in Home: (1) zero (2) one-two (3) three or more: (1) zero (2) one-two (3) three or more 5.____5.____6. 6. Plans to purchase a computer Plans to purchase a computer (if your child doesn’t have access): (1) Yes (2) No(if your child doesn’t have access): (1) Yes (2) No

6.____6.____7. 7. Computer Use in Home (on averageComputer Use in Home (on average): ): (1) Rarely: Once per week. (2) Infrequently: At least twice per week. (3) Often: Three-four times per (1) Rarely: Once per week. (2) Infrequently: At least twice per week. (3) Often: Three-four times per

week. week. (4) Frequently: At least five times per week. (5) Daily (4) Frequently: At least five times per week. (5) Daily

7.____7.____ 8. 8. My Family Members Use Computer in the Home (on average)My Family Members Use Computer in the Home (on average): : (1) Rarely: Once per week. (2) Infrequently: At least twice per week. (1) Rarely: Once per week. (2) Infrequently: At least twice per week. (3) Often: Three-four times per week. (4) Frequently: At least five times per week. (3) Often: Three-four times per week. (4) Frequently: At least five times per week. (5) Daily(5) Daily 8._____8._____

Research DesignResearch Design Quasi-Experimental Quasi-Experimental

- One group- One group

- Pre-test and Post-test: Running - Pre-test and Post-test: Running Record based on Fountas and Record based on Fountas and Pinnell Benchmark Assessment.Pinnell Benchmark Assessment.

Symbolic Design: OXOSymbolic Design: OXO Individuals are not randomly Individuals are not randomly

assignedassigned

Threats to Internal Threats to Internal ValidityValidity

HistoryHistory: interruptions (phone ringing, : interruptions (phone ringing, announcements, fire drills, noise level, etc.), announcements, fire drills, noise level, etc.), spring vacationspring vacation

MaturationMaturation: attention span : attention span Testing/Pre-test SensitizationTesting/Pre-test Sensitization: running record: running record InstrumentationInstrumentation: honesty of parent and : honesty of parent and

student’s responses to questionnaires, interest student’s responses to questionnaires, interest of educational web site or software.of educational web site or software.

MortalityMortality: student moving away, parent no : student moving away, parent no longer wishing for their child to participate in longer wishing for their child to participate in the study.the study.

Threats to External Threats to External ValidityValidity

Ecological ValidityEcological Validity: computer skills of : computer skills of each child may differeach child may differ

Pre-test TreatmentPre-test Treatment: exposed to format : exposed to format of testof test

Reactive Arrangements/Participants Reactive Arrangements/Participants EffectsEffects::

Novelty Effect- initial excitement, Novelty Effect- initial excitement, motivation and attention span may motivation and attention span may subside as study progresses.subside as study progresses.

ProcedureProcedure

Pre-test (assessment of current Pre-test (assessment of current reading level)reading level)

Students placed on computers for 15 Students placed on computers for 15 minutes (four computers running minutes (four computers running different educational web sites and different educational web sites and softwares)softwares)

Post-test (assessment of reading Post-test (assessment of reading level after intervention)level after intervention)

DataData Running Record: Fountas and Pinnell

AssessmentAt the Park • Level A • Nonfiction Recording FormStudent ___________________________ Grade ________ Date ___________Teacher _____________________________School _________________________Recording FormPart One: Oral ReadingPage Text At the Park Level A, RW: 24 E SC

M S V M S V2 I can ride.4 I can kick.6 I can catch.8 I can jump.10 I can swing.12 I can slide.14 I can run.16 I can hide.

Total_____________

DataDataPretest and Posttest Scores

0

1

2

3

4

5

Pretest

Posttest

Pretest 3 3 3 3 3 3 3 3 2 2 3 2 2 2 3 2 3

Posttest 3 4 3 2 3 3 3 3 2 2 3 3 2 2 3 2 4

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

PretestPretest: : PosttestPosttest::

Mean-2.65Mean-2.65 Mean-2.76Mean-2.76

Median-3 Median-3 Median-3Median-3

Mode- 3Mode- 3 Mode- 3Mode- 3

Data Cont.Data Cont.

Student survey question:Student survey question:

(4) (4) (3) (2) (1) (3) (2) (1)

Very Happy Happy Sad Very Happy Happy Sad Very Sad Very Sad

When my teacher puts me on the When my teacher puts me on the computer, I feel: computer, I feel:

ResultsResults

Survey Question 1

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

0 1 2 3 4 5

Student Responses

Pos

t-te

st Series1

Linear (Series1)

Student Responses Post-test

1 4 3

2 4 4

3 4 3

4 4 2

5 4 3

6 4 3

7 4 3

8 3 3

9 4 2

10 1 2

11 4 3

12 4 3

13 1 2

14 1 2

15 4 3

16 4 2

17 4 4

Results Cont.Results Cont.

Analysis of Analysis of scatterplot:scatterplot:

correlation correlation coefficient (rxy): coefficient (rxy): 0.532 0.532

low positive low positive correlationcorrelation

DiscussionDiscussion

Increase in average test scores was Increase in average test scores was minimal. (pre-2.65 post-2.76)minimal. (pre-2.65 post-2.76)

Fourteen out of seventeen households own Fourteen out of seventeen households own one or more computers; average household one or more computers; average household income: $35,000 - $45,000. SES is a key income: $35,000 - $45,000. SES is a key factor in owning a computer. Support: factor in owning a computer. Support: JacksonJackson, Eye, Biocca, Barbatsis, Zhao & , Eye, Biocca, Barbatsis, Zhao & Fitzgerald, 2006; Attewell, Suazo-Garcia, & Fitzgerald, 2006; Attewell, Suazo-Garcia, & Battle, 2003; Vryzas & Tsitouridou, 2002; Battle, 2003; Vryzas & Tsitouridou, 2002; McCarrick & Li, 2007McCarrick & Li, 2007; ; Clotfelter, Ladd & Clotfelter, Ladd & Vigdor, 2008.Vigdor, 2008.

Discussion Cont.Discussion Cont.

Half of parents reported family members used Half of parents reported family members used the computers daily (i.e. checking emails), but the computers daily (i.e. checking emails), but reported rarely using the computer for school-reported rarely using the computer for school-related purposes (homework, projects, etc.) related purposes (homework, projects, etc.) These students have computer access at home, These students have computer access at home, yet are not being utilized for educational yet are not being utilized for educational purposes. Support: Kerawalla & Crook, 2002; purposes. Support: Kerawalla & Crook, 2002; Vryzas & Tsitouridou, 2002; Lauman, 2000.Vryzas & Tsitouridou, 2002; Lauman, 2000.

Computer-savvy students; able to navigate all Computer-savvy students; able to navigate all on their own. Support: Subrahmanyam, Kraut, on their own. Support: Subrahmanyam, Kraut, Greenfield, & Gross, 2000.Greenfield, & Gross, 2000.

ImplicationsImplications

More time may be needed to attain More time may be needed to attain better results due to the age and better results due to the age and maturity level of the students being maturity level of the students being studied.studied.

Excessive absences in the class, Excessive absences in the class, disruption of intervention.disruption of intervention.

Need for additional research for Need for additional research for lower grade levels.lower grade levels.