Effects of Self-Paced, Computer-Assisted Instruction on the Behavior Choices of at-Risk Students in a Suspension Program

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.

Name thesis:degree_name

Master of Science in Education in Educational Technology

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Reading, Foundations, and Technology

Year

2014

Author dc:creator

• McElhinney, Christie Jean

Contributors dc:contributor

• Ching-Wen Chang

• 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

Statement dc:rights

• © Christie Jean McElhinney

Repository record dc:identifier

https://bearworks.missouristate.edu/theses/1515

OAI identifier oai:identifier

oai:bearworks.missouristate.edu:theses-2516