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ERIC Number: ED567428
Record Type: Non-Journal
Publication Date: 2014
Pages: 109
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-0888-3
Student Reading Achievement on the Rise: Integration of Classworks Software with Technology
Young, Janice L.
ProQuest LLC, Ph.D. Dissertation, Capella University
The purpose of the study was to test the theoretical perspective that related Classworks (2008) technology to reading achievement of fourth grade students to determine if a significant difference existed in student reading achievement between the supplemental uses of Classworks software reading program to that of standard classroom instruction. The study compared Classworks software intervention of standard instruction which used a group of fourth grade students in one school to a group of fourth grade students in another school in two small rural school districts in South Carolina. The independent variable of Classworks instruction was defined as the intervention or treatment and was provided to one group of fourth grade students in addition to their standard reading program. The dependent variable was generally defined as standard classroom reading instruction without the supplement of the Classworks program. Three research questions were tested within the quasi-experimental design approach by using quantitative data. First, the findings of the independent t test compared the pretest with the experimental group to the pretest of the control group which indicated a significant difference. Next, the finding of the independent t test compared the posttest of the experimental group to the posttest of the control group and yielded a significant difference. Last, the paired sample t test for the pretest and the posttest for the experimental group indicated a significant difference and concluded the means were not likely due to random chance and were probably due to the manipulation of the treatment of providing Classworks. The results of the study conclude that utilization of the Classworks software program yielded a significant difference when used with fourth grade students. [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: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina