Previous studies indicated that computer-assisted instruction (CAI) is a valuable educational tool at all school levels. However, in a school district located in northern New Jersey, educators do not know which aspect of student engagement in CAI is relevant for students’ reading achievement. The purpose of this study was to determine which aspect of the students’ engagement in CAI improved reading achievement of 4th- and 5th-grade students. This study was guided by the engagement theory because it is an adequate framework for technology-based instruction and learning. Student engagement was operationalized as “time on task’, ‘number of CAI assignments’, and ‘average scores on CAI comprehension tasks”. Reading achievement was measured through scores on the Partnership Assessment of Readiness for College and Careers (PARCC). Deidentified archival data from 134 4th- and 5th-grade students were retrieved from the district’s records. A multiple regression model was conducted where student engagement was hypothesized to predict reading achievement. The results showed that only “average scores” were a statistically significant predictor for PARCC scores, whereas the other two predictor variables were not significant. The findings informed the development of a professional development session for teachers and administrators focusing on the CAI comprehension tasks. Improved reading skills would benefit students by allowing them to access complex learning in other subjects and thus, promoting positive social change.
|Commitee:||Hough, Sarah, Stanciu, Ionut-Dorin|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Educational evaluation, Educational technology|
|Keywords:||Student achievement, Computer-assisted instruction, Student engagement, Reading achievement|
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