Dissertation/Thesis Abstract

The Effect of Computer-Assisted Instruction on Middle School Student Reading Achievement: A Quantitative Quasi-Experimental Study
by BriƱas-Gomez, Jacqueline M., EDD/ET, University of Phoenix, 2018, 164; 10979730
Abstract (Summary)

Reading is a fundamental skill that is used throughout life and across various content areas as a means of attaining knowledge. Students struggle with the ability to understand written text. The purpose of this quantitative quasi-experimental study was to determine the degree of effectiveness of computer-assisted instruction on improving the reading achievement skills of eighth-grade students. The sample drawn from a South Florida middle school was randomly assigned to two groups of students and tested at the beginning and end of a nine-week period with the Diagnostic Assessment Test in order to assess growth. One group of students received computer-assisted instruction. The second group of students received traditional instruction. Reading achievement scores of students in the group that received the computer-assisted instruction were lower than those of their peers at pretest. The reading achievement score of both groups of students were the same at posttest. The use of computer-assisted instruction during reading instruction did not result in an increase of reading comprehension. Implications, limitations, and recommendations based on these findings are provided.

Indexing (document details)
Advisor: Kelsey-Jenkins, Carman
Commitee: Hefner, Yvonne, Poore, Everett
School: University of Phoenix
Department: Advanced Studies
School Location: United States -- Arizona
Source: DAI-A 80/08(E), Dissertation Abstracts International
Subjects: Middle School education, Reading instruction, Educational technology
Keywords: Middle school, Reading intervention, Technology, Traditional instruction
Publication Number: 10979730
ISBN: 978-1-392-01727-2
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