{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-2516"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-2516","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"Effects of Self-Paced, Computer-Assisted Instruction on the Behavior Choices of at-Risk Students in a Suspension Program","abstract":"This thesis explores self-paced, computer-assisted instruction as a variable affecting the behavior of at-risk students in a long-term suspension program. The use of technology as an aspect of classroom procedures is becoming more and more common. Studies show consistently positive results on student engagement with the use of technology in the classroom, especially for at-risk students. However, the effect of classroom technology on student behavior has not been sufficiently researched to provide solid conclusions. This study examines whether or not student behaviors differ between students in a classroom utilizing computer-assisted instruction (CAI) and students in a classroom utilizing textbook-based instruction. Daily behavior reports from the two classroom teachers participating in the study were examined. Prospective causal-comparative research design was used to determine whether CAI made a significant difference in behaviors exhibited by students when compared to a textbook-based classroom. Results from the data analysis fail to reject the null hypotheses and any difference in student behaviors occurred by chance.","abstract_html":"This thesis explores self-paced, computer-assisted instruction as a variable affecting the behavior of at-risk students in a long-term suspension program. The use of technology as an aspect of classroom procedures is becoming more and more common. Studies show consistently positive results on student engagement with the use of technology in the classroom, especially for at-risk students. However, the effect of classroom technology on student behavior has not been sufficiently researched to provide solid conclusions. This study examines whether or not student behaviors differ between students in a classroom utilizing computer-assisted instruction (CAI) and students in a classroom utilizing textbook-based instruction. Daily behavior reports from the two classroom teachers participating in the study were examined. Prospective causal-comparative research design was used to determine whether CAI made a significant difference in behaviors exhibited by students when compared to a textbook-based classroom. Results from the data analysis fail to reject the null hypotheses and any difference in student behaviors occurred by chance.","abstract_has_math":false,"creators":["McElhinney, Christie Jean"],"institution":null,"degree_name":"Master of Science in Education in Educational Technology","degree_level":"Masters","degree_discipline":"Reading, Foundations, and Technology","degree_department":null,"school":null,"contributors":["Ching-Wen Chang"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-05-01T07:00:00Z","date_published":"2014-05-01T07:00:00Z","updated_at":"2026-07-24T03:16:37Z","subjects":["at-risk students","technology","computer-assisted instruction","educational technology","behavior","behavior management","middle school students","junior high students","high school students","secondary education.","Instructional Media Design"],"languages":[],"rights":["© Christie Jean McElhinney"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/1515","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ching-Wen Chang"]},{"key":"dc:creator","label":"Author","values":["McElhinney, Christie Jean"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Reading, Foundations, and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Education in Educational Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["at-risk students","technology","computer-assisted instruction","educational technology","behavior","behavior management","middle school students","junior high students","high school students","secondary education.","Instructional Media Design"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Christie Jean McElhinney"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/1515"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis explores self-paced, computer-assisted instruction as a variable affecting the behavior of at-risk students in a long-term suspension program. The use of technology as an aspect of classroom procedures is becoming more and more common. Studies show consistently positive results on student engagement with the use of technology in the classroom, especially for at-risk students. However, the effect of classroom technology on student behavior has not been sufficiently researched to provide solid conclusions. This study examines whether or not student behaviors differ between students in a classroom utilizing computer-assisted instruction (CAI) and students in a classroom utilizing textbook-based instruction. Daily behavior reports from the two classroom teachers participating in the study were examined. Prospective causal-comparative research design was used to determine whether CAI made a significant difference in behaviors exhibited by students when compared to a textbook-based classroom. Results from the data analysis fail to reject the null hypotheses and any difference in student behaviors occurred by chance."]},{"key":"dc:title","label":"Title","values":["Effects of Self-Paced, Computer-Assisted Instruction on the Behavior Choices of at-Risk Students in a Suspension Program"]}]}],"canonical_facts":{"dc:contributor":["Ching-Wen Chang"],"dc:creator":["McElhinney, Christie Jean"],"dc:description.abstract":["This thesis explores self-paced, computer-assisted instruction as a variable affecting the behavior of at-risk students in a long-term suspension program. The use of technology as an aspect of classroom procedures is becoming more and more common. Studies show consistently positive results on student engagement with the use of technology in the classroom, especially for at-risk students. However, the effect of classroom technology on student behavior has not been sufficiently researched to provide solid conclusions. This study examines whether or not student behaviors differ between students in a classroom utilizing computer-assisted instruction (CAI) and students in a classroom utilizing textbook-based instruction. Daily behavior reports from the two classroom teachers participating in the study were examined. Prospective causal-comparative research design was used to determine whether CAI made a significant difference in behaviors exhibited by students when compared to a textbook-based classroom. Results from the data analysis fail to reject the null hypotheses and any difference in student behaviors occurred by chance."],"dc:identifier":["https://bearworks.missouristate.edu/theses/1515"],"dc:rights":["© Christie Jean McElhinney"],"dc:subject":["at-risk students","technology","computer-assisted instruction","educational technology","behavior","behavior management","middle school students","junior high students","high school students","secondary education.","Instructional Media Design"],"dc:title":["Effects of Self-Paced, Computer-Assisted Instruction on the Behavior Choices of at-Risk Students in a Suspension Program"],"thesis:degree_discipline":["Reading, Foundations, and Technology"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Science in Education in Educational Technology"]},"updated_at":"2026-07-24T03:16:37Z"}