Computer Literacy Software Program: Correlation between Implementation Levels and Achievement - Essay Example

The Study of a Computer Literacy Software Program: To What Extent is there a Correlation between Implementation Levels and Achievement? Problem Statement Students ought to develop basic reading skills in the primary grades and these skills often begin with strong and effective reading instruction at the primary level. However, research indicates that forty percent of the fourth graders are not able to read at a basic level (Otuya & Krupka, 2006). Therefore, it is against this background that the federal government developed the No Child Left Behind Act to resolve the reading problem through high stakes testing as a tool for accountability in schools. Educational companies can as well take a leading role in developing computer-based software applications that can help prepare the students for achievement tests. Learning Theory or Conceptual Framework Transactional and Constructivist theories help the learner relate prior knowledge in actively constructing comprehension skills. Constructivism is a valid perspective for delivering instruction which also provides a set of criteria for evaluating the outcomes of that instruction. Robert Goodman advocates transactional principles in which the learner constructs meaning from the text throughout the story by utilizing cognitive processes. Carnevale (2006), states that technology captures and retains the students’ attention and increases their potential for learning through constructivism. Similarly, Hirsh (2005) advocates that students are responsible for their learning, but share the responsibility of creating a nurturing learning environment as it relates to technology. Current Studies Computer literacy is the ability of a learner to use, manage, assess, and understand technology (Dugger, 2006). Schools should invest in software packages supporting the language arts curriculum that is aligned to support the state’s curriculum. Studies by different researchers made various findings. Starkman (2007) reported positive results using a literacy program for students failing the state assessment in reading. Another, research project conducted by Coggeshall and Dougherty (2005) utilized technology to increase reading and writing skills of middle school learners. Software developers are therefore, extending programs to include pre-and-post assessments aligned with state standards. However, Kathriner (2007) questioned if technology always increases achievement levels. Some researchers attribute boredom on the students’ part, outdated technology tools, and a lack of student inquisitiveness in constructing meaning towards the decreased achievement levels. There is little data to indicate that computers in the elementary setting actually improve students’ achievement levels regardless of the implementation plan. In fact, Putman (2006) indicated that the research body supporting the effectiveness of technology and reading instruction for elementary students is so recent and new that an official judgment regarding its impact on learning is not yet fully understood. Therefore, this research study is important because it will attempt to evaluate the implementation levels of a computer literacy program and its impact on student achievement. In addition, the research study will provide school districts with valuable information that will help them to determine the appropriate implementation levels designed to increase achievement levels for all learners. Purpose of the study The purpose of this experimental study is to examine the implementation plans of the amount of time students in third and fifth grades spend using Success Maker, as well as investigate if it leads to significant differences in student achievement in reading. This is done in order to determine the relationship between usage and achievement. The relationship between Success Maker participation and gains made on the achievement is tested by focusing on the degree to which students devoted time working on the program. Goals of the Study The main goal is to compare two types of implementation plans namely high level and low level usage of the Success maker software program in third and fifth grades between two schools. This would be used to determine whether the amount of time students spent using the program would have led to significant differences in reading achievement. The independent variables used in the study are: time spent using Success Maker, gender, SES, and previous achievement levels may account for some of the factors that might influence results. The dependent variable is the student’s scores on the reading achievement test. Significance of the Research Study The significance of the study is to investigate the effectiveness of technology as a tool that can lead to improved achievement scores in reading which will help the District Education office to justify or eliminate the infusion of a particular learning software product in the school. Findings from this study will assist the district schools in determining whether to impose a district wide implementation schedule for the computer literacy program in line with required proficient levels on state tests as well as meeting the national mandate of the No Child Left Behind Act (2001). Methodology The Quasi-experimental design will compare the different implementation levels of the Success Maker program between students in 3rd and 5th grades attending two schools. Implementation levels defined for the study “Low,” Medium and “High” of the distribution of time spent on using the reading courseware were as follows: Low, less than 15.5 hours; Medium, 15.5-24.5 hours; and High, over 24.5 hours. Research study will compare the relationship between Success Maker participation and state achievement results by focusing whether or not students meet the minimum passing reading performance level. The control group is made up of students attending the school which utilizes only the weekly implementation plan which is the minimum amount of time (20 minutes) recommend by the software developers. The treatment group is made up of students attending the school which utilizes the daily implementation plan (beyond 20 minutes). Each group will be given the STAR reading test serving as both the pretest and post test. This provides insight into the reading ability levels of the students and supplies base line data. The beginning STAR reading tests will be compared at the end of the research period in order to show the development made by the student. The SuccessMaker Initial Placement Motion (IPM): serves as the pretest for both groups. The reading achievement scores for both groups will serve as a post test. Instruments that will be used in the study include the grouping report information for individual users within a specified group. Gains Across Reading the report contains the following information: Start level, IPM level, Current Course Level that student is working, Gain Since IPM, Total % correct, Time Spent, Last login date for the duration of the research period. Correlation will be done through measuring and determining the impact of Successmaker among the following variables: usage levels, socioeconomic levels, and gender. Research Population for the study Students in third and fifth grades will be selected using the random sampling method. The two grade levels represent the proportional requirements mandated by the No Child Left Behind Act. The two schools identified for participation will represent different implementation levels of SuccessMaker within the district using the implementation guidelines for the study which are “Low,” “Medium” and “High” levels. Examples of Research Data for the study Georgia Criterion Referenced Competency Test (CRCT-Reading) scores for 3rd and 5th grades as well as Successmaker data reports provided by the makers of the software program will be used. The schools’ annual performance report card from the state department of education will also be used. School district mandated reading benchmark scores for 3rd and 5th grades will be taken into consideration as well as the teacher surveys in order to share their perceptions of the SuccessMaker software system. Other Information about the study Proposed Research Questions to be addressed in the study: 1. Are there significant differences in the implementation plans for the SuccessMaker reader program (time using the reading courseware) between the two schools? a. What is the different amount of time students spend on the program? 2. How does student achievement in reading compare between the two schools in grades three and five? a. What are the Successmaker target levels (measures) and standardized reading scores? 3. What are teachers’ and principals’ perceptions about the quality of training provided to implement the SuccessMaker program? 4. How was student performance in the SuccessMaker courseware related to the Georgia Criterion Referenced Test reading performance levels? a. The relationship between SuccessMaker participation and gains made on GCRCT by focusing on the degree to which students devoted time to working on the program (referred to as a “Levels of Dosage” analysis). Read More