A comparison of student outcomes with and without teacher facilitated computer-based instruction

• Published in: Computers and education Vol. 40; no. 2; pp. 183 - 191
• Main Authors: Powell, Jack V, Aeby, Victor G, Carpenter-Aeby, Tracy
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.02.2003
• Subjects: Academic Achievement; Chronically disruptive students; Comparative Analysis; Computer Assisted Instruction; Computer-based instruction; Courseware; Disruptive Behavior; Elementary Secondary Education; Grade Point Average; Intervention Education; Locus of Control; Outcomes of Education; Pretests Posttests; Student Behavior; Teacher Influence; Teacher Role; Teacher-facilitated instruction; Computer-based instruction; Chronically disruptive students; Teacher-facilitated instruction
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/S0360-1315(02)00120-3

The SuccessMaker computer-based instructional package can be used to improve the academic outcomes of disruptive students when intervention is teacher facilitated. Over a 2-year period, 215 participants identified as disruptive student were involved in a naturalistic quasi-experimental design in which independent sample t-tests were employed to determined differences between comparisons (Group I) and interventions (Group II) on psychosocial and academic measures. A significant difference ( P<0.05) was found between Group I and Group II on locus of control and grade point average at the end of the first grading period subsequent to the intervention. The difference in grade point averages was suspected to be attributed to the average amount of time spent on two curriculum areas, math and science, within the 14 academic areas that comprise the SuccessMaker computerized program. Evidence from this study provides hope that teacher facilitation with computer-based instruction (CBI) may be the key to improving locus of control and grade point averages of disruptive students.