Home Computer

Use and Academic

Achievement
Jessica Alvarez
Education 703.22
Spring 2010
Professor OConnor-Petruso
 Table of Contents
Introduction
-Statement of the Problem
-Review of Related Literature
-Statement of the Hypothesis
Method
-Participants (N)
-Instrument (s)
-Experimental Design
-Procedure
Results
Discussion
Implications
 Statement of the
Problem
The use of technology by young children
has been linked to improved academic
performance. Over the past two decades,
computer use at home has gradually
risen. This trend has lead to a growing
concern for those children without home
computer access to perhaps, be at a
disadvantage when it comes to
enhancing school performance.
 Theorist
Jean Piaget-
considered children
to be constructors of
their own
development through
their actions.
Erik Erikson- Stage
of Initiative vs. Guilt:
permitted to explore
variety of materials
and activities.
 Theorist
Lev Vygotsky:
Children construct
their knowledge
through structured
tasks.
Zone of Proximal
Development
Scaffolding
 Review of Literature
Years of research has focused on whether computers
facilitate learning, especially if students have access
to them at home. Many studies have found that home
computers are associated with higher test scores in
mathematics and reading (Attewell & Battle, 1999;
Jackson, von Eye, & Biocca, 2003; Espinosa, Laffey,
Whittaker, & Sheng, 2006; Tsikalas, Lee, & Newkirk,
2007; Gil-Flores, 2007).
Many parents believe computers should support their
childrens learning (educational software, Internet).
Yet children spend most of their times playing games
that typically are not found in classrooms (Kerawalla
& Crook, 2002; Vryzas & Tsitouridou, 2002; Lauman,
2000; Subrahmanyam, Kraut, Greenfield, & Gross,
2000; ODwyer, Russell, Bebell, & Tucker-Seeley,
2005; Lai, Chang, & Ye, 2006).
 Review of Literature
Playing computer games takes away from other activities
with greater developmental value (interpersonal skills;
developing electronic friendships). Can lead to feelings
of loneliness, aggression and/or depression
(Subrahmanyam et al., 2000).

Owning a computer will depend on the childs

socioeconomic status (SES), since the purchase of a
computer is a considerable amount that must be figured
into the family budget. New inequalities are created on
the children of the lower social classes, who find
themselves at a disadvantage; digital divide (Jackson,
Eye, Biocca, Barbatsis, Zhao & Fitzgerald, 2006;
Attewell, Suazo-Garcia, & Battle, 2003; Vryzas &
Tsitouridou, 2002; McCarrick & Li, 2007; Clotfelter, Ladd
& Vigdor, 2008).
 Review of Literature
Students with access to computers at home
demonstrate an increase level of confidence,
comfort, and tenacity when using the computers
at school. These students have an advantage
because they do not need to learn the basic skills
to navigate a computer (Lauman, 2000; Tsikalas,
Lee, & Newkirk, 2007).

Reversal of the traditional parent-child

relationship: computer savvy child taking on the
role as teacher (Subrahmanyam et al., 2000).
Statement of Hypothesis
HR1: Allotting fifteen minutes a day,
during a six week period, to seventeen
kindergarten students at P.S. X, to use
computers (i.e. visiting educational
websites) at school, will improve their
overall reading level based on Fountas
and Pinnell Benchmark Assessment.
 Participants
Seventeen kindergarten students:
- ten girls, seven boys
- age range: 4-5 years
- From P.S. X in Sheepshead Bay, Brooklyn
Class is a racially mixed:
- Caucasian: 6
- African Americans: 2
- Middle Eastern: 4
- Hispanic: 5
 Instruments
Consent form
- explaining the reason for the action research
project
- inform principal and parents of method in
which
students will be studied and assessed
Survey
- background information
- computer access
 Instruments
Parent/Guardian Consent Form
Dear Parent/Guardian,
I am currently pursuing my masters in Childhood Education at 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 class. My
research will be based on increased computer usage and academic achievement
over a six week period. Surveys, questionnaires, and/or achievement
measurements will be used. I assure you that all information and results
gathered will remain anonymous. Thank you for you cooperation!
Sincerely,

Ms. Alvarez
------------------------------------------------------------------------------------------------------------
Please Sign and Return

Childs name______________________________________________
( ) I give my child permission to participate in this anonymous research study.
( ) I do not give my child permission to participate in this anonymous research
study.

Parent/Guardian signature-____________________________
 Instruments
Computer Use Survey
Directions: Please fill out the following questionnaire by placing your response on the space
provided to the right. Thank you for your cooperation!
1.Gender: (1) Male or (2) Female 1.____
2. Age Range: (1) 18-23 yrs. (2) 24-30 yrs. (3) 31-37 yrs. (4) 38-44 yrs. (5) 45-50 yrs. (7) 51+
yrs. 2.____
3.Household Income: (1) under $5,000 (2) $5,000-$15,000 (3) $15,000-$25,000 (4) $25,000-
$35,000 3.____
(5) $35,000-$45,000 (5) $45,000-$55,000 (6) $55,000-$65,000 (6) $65,000+

4. Racial Background: (1) Caucasian (2) Latino (3) African-American (4) Asian 4.____
(5) Other (6) Mixed Heritage
5. Computers in Home: (1) zero (2) one-two (3) three or more 5.____
6. Plans to purchase a computer (if your child doesnt have access): (1) Yes (2) No
6.____
7. Computer Use in Home (on average ):
(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. (5) Daily 7.____
8. My Family Members Use Computer in the Home (on average) :
(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.
(5) Daily 8._____
 Research Design
Quasi-Experimental
- One group
- Pre-test and Post-test: Running
Record based on Fountas and
Pinnell Benchmark Assessment.
Symbolic Design: OXO
Individuals are not randomly
assigned
 Threats to Internal
Validity
History: interruptions (phone ringing,
announcements, fire drills, noise level, etc.),
spring vacation
Maturation: attention span
Testing/Pre-test Sensitization: running record
Instrumentation: honesty of parent and
students responses to questionnaires, interest
of educational web site or software.
Mortality: student moving away, parent no
longer wishing for their child to participate in
the study.
 Threats to External
Validity
Ecological Validity: computer skills of
each child may differ
Pre-test Treatment: exposed to format
of test
Reactive Arrangements/Participants
Effects:
Novelty Effect- initial excitement,
motivation and attention span may
subside as study progresses.
 Procedure
Pre-test (assessment of current
reading level)
Students placed on computers for 15
minutes (four computers running
different educational web sites and
softwares)
Post-test (assessment of reading
level after intervention)
 Data
Running Record: Fountas and Pinnell
Assessment
At the Park Level A Nonfiction Recording Form
Student ___________________________ Grade ________ Date ___________
Teacher _____________________________School _________________________
Recording Form
Part One: Oral Reading
Page Text At the Park Level A, RW: 24 E SC
MSVMSV
2 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_____________
 Data

Pretest: Posttest:
Mean-2.65 Mean-2.76
Median-3 Median-3
Mode- 3 Mode- 3
 Data Cont.
Student survey question:
(4) (3) (2) (1)

Very Happy Happy Sad

Very Sad

When my teacher puts me on the

computer, I feel:
 Results
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.
Analysis of
scatterplot:
correlation
coefficient (rxy):
0.532
low positive
correlation
 Discussion
Increase in average test scores was minimal.
(pre-2.65 post-2.76)
Fourteen out of seventeen households own
one or more computers; average household
income: $35,000 - $45,000. SES is a key
factor in owning a computer. Support:
Jackson, Eye, Biocca, Barbatsis, Zhao &
Fitzgerald, 2006; Attewell, Suazo-Garcia, &
Battle, 2003; Vryzas & Tsitouridou, 2002;
McCarrick & Li, 2007; Clotfelter, Ladd &
Vigdor, 2008.
 Discussion Cont.
Half of parents reported family members used
the computers daily (i.e. checking emails), but
reported rarely using the computer for school-
related purposes (homework, projects, etc.)
These students have computer access at home,
yet are not being utilized for educational
purposes. Support: Kerawalla & Crook, 2002;
Vryzas & Tsitouridou, 2002; Lauman, 2000.
Computer-savvy students; able to navigate all
on their own. Support: Subrahmanyam, Kraut,
Greenfield, & Gross, 2000.
 Implications
More time may be needed to attain
better results due to the age and
maturity level of the students being
studied.
Excessive absences in the class,
disruption of intervention.
Need for additional research for
lower grade levels.