The effects of computer-enhanced instruction on the academic achievement of English learner and non English learner students in the high school science classroom.

摘要

I conducted a study to determine if the use of computer-enhanced instruction had a significant influence on the scores students achieved on their unit exams. In addition, my study aimed to also determine if students who were classified as English Learners were influenced differently by computers when compared to non-EL students. I collected data using pre and posttests and student interviews. The paired-samples t-tests that I performed on the unit test scores showed that the use of computers as an instructional tool did not significantly influence student achievement.;The independent-samples t-tests on unit test scores showed that EL and non-EL achievement scores were not significantly different when computers were used as part of the instructional regimen. Student interviews provided evidence that students preferred instruction that was delivered by the teacher, or only relied upon computers to highlight topics or review content.