ERIC Number: ED437904
Record Type: RIE
Publication Date: 1999-May
Improving Student Retention through the Use of Technology.
This report describes a program for improving the retention of science concepts and motivation through the use of technology. The targeted population consisted of seventh grade students in a suburb of a large Midwestern city. The problem, due to lack of access to technology, was documented through student surveys, teacher observation, previous test scores, and IGAP science and vocabulary scores. Analysis of probable causes revealed that students do not have adequate access to technology due to funding, reluctant teachers, and the configuration of the existing technology in the school. A review of literature reports on the poor performance of students in science, and the reluctance of teachers with the implementation of technology. Solution strategies suggest funding technology in schools and giving adequate time and training to teachers. There are numerous documented examples of the benefit that students have experienced as a result of using technology. Post intervention data indicated a slight increase in average test scores for those students who used technology. Students expressed a desire to use technology over the traditional hands-on science activities. Teacher observations indicated an increase in student motivation and time on task with the use of technology. Appendices include the student survey and results, the Scientific Method Test #1, and the Cell Test. (Contains 25 references.) (Author/AEF)
Descriptors: Access to Computers, Computer Assisted Instruction, Educational Finance, Educational Technology, Grade 7, Instructional Improvement, Junior High Schools, Science Activities, Science Instruction, Science Tests, Scientific Concepts, Secondary School Science, Student Attitudes, Student Motivation, Student Surveys
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Masters Action Research Project, Saint Xavier University & IRI/Skylight.