The relationship between teacher computer usage and student achievement in reading

Abstract

An investigation of the relationships between teachers' implementation of computer-assisted instruction (CAI) in reading and reading achievement scores of students in grades one through six was conducted. This study proposed the variable, direct use of computer-assisted instruction by the teacher, that could in part explain the variance in student reading achievement scores. Hypotheses advanced were: (1) Teachers who implement CAI systematically as part of the direct instruction format produce higher reading achievement scores in their classes than teachers who do not use CAI systematically. (2) Classes of teachers who devote more time to CAI in reading produce higher reading achievement scores than those who spend less time on CAI in reading. (3) The relationship between direct use of CAI in reading and student achievement in reading is not reflected identically at the primary grade levels and at the intermediate grade levels. (4) The relationship between allocated time in CAI and reading and student achievement in reading is not reflected identically at the primary grade levels and at the intermediate grade levels. A sample of 66 elementary classroom reading teachers (Primary, N = 40; Intermediate, N = 26) from an east Texas school district participated in the study. Each classroom teacher was rated by the Assistant Principal for Curriculum of their respective schools using the researcher-developed instrument entitled the "Computer Usage Scale in Reading". The Assistant Principals for Curriculum received a 1-hour training session concerning the use of the scale. Scale items were based on teacher effectiveness literature and specifically focused on research findings concerning direct instruction. The scale was evaluated for content validity by three computer experts and three Professors of Reading. The instrument was designed to identify teachers who use computers in a direct fashion and non-direct fashion. Total reading scores as defined by the California Achievement Tests were obtained for students of each group. A Pearson product-moment correlation analysis was used to examine hypotheses one and two. A test of significant differences of two correlation coefficients was used for examining hypotheses three and four. The hypotheses were not supported by the data.