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ERIC Number: ED521144
Record Type: Non-Journal
Publication Date: 2010
Pages: 131
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-1076-9
Web 2.0 and Self-Reported Student Performance among High School Students in Rural Schools
Cash, Joseph Carl
ProQuest LLC, Ph.D. Dissertation, The University of Southern Mississippi
This research intends to contribute to the current literature available on the appropriate levels of utilizing Web 2.0 resources in the classroom, therefore, amicably submitting the study's results collaboration of a dynamic theoretical construct for pedagogy in the digital age. Educators must contend with and adapt to cognitive changes within their students. School leaders face existential questions regarding the role of the teacher, the role of the student, and the method by which these two partners interact. School administrators aware of the substantive challenge facing traditional methods of instruction should be able to provide professional development to teachers that would accurately identify the student of the 21st century as well as establish a framework from which to facilitate those pupils. Based upon the social cognitive learning theory (Bandura, 1977, 1986, 1989, 1999, 2002) and upon the collaborative nature of Web 2.0 resources, the focus of this study was to determine whether there is a statistically significant relationship between level of Web 2.0 usage and self-reported student academic achievement among high school students. Participants included 291 Georgia high school students. The researcher developed and used a Web 2.0 and Student Achievement Questionnaire to gather data on an online site. The researcher obtained a response rate of 31%. Regarding statistical findings, seven hypotheses were tested. Statistical significance was obtained pertaining to the amount of Web 2.0 usage and literature letter grade, and Web 2.0 usage and extracurricular activity participation. Ancillary findings suggested a stronger female use in Web 2.0 resources, as well as high extracurricular activity participation correlating with higher academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A