Author : Meghan M. Hollibaugh Baker
Publisher :
ISBN 13 :
Total Pages : 274 pages
Book Rating : 4.:/5 (111 download)
Book Synopsis The Relationship of Technology Use with Academic Self-Efficacy and Academic Achievement in Urban Middle School Students by : Meghan M. Hollibaugh Baker
Download or read book The Relationship of Technology Use with Academic Self-Efficacy and Academic Achievement in Urban Middle School Students written by Meghan M. Hollibaugh Baker and published by . This book was released on 2015 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: The academic achievement gap between students of low socioeconomic status and their peers widens, student disengagement increases, and drop out statistics increase as students progress in K-12 education (Johnston & Viadero, 2000). In this new era, students have the opportunity to exhibit more control over their individualized learning through technology use (Caprara et al., 2008; Debowski, Wood, & Bandura, 2001). Educators continually search for the most effective approach to individualized instruction, but it remains to be explored how technology use relates to academic self-efficacy and academic achievement.This study addressed three questions through the social cognitive theory framework. What is the relationship between perceived academic self-efficacy and academic achievement in students at each successive grade level? What is the relationship between perceived academic self-efficacy and educational technology use for mathematics and reading instruction at each grade level? What is the relationship between educational technology use for mathematics and reading instruction and academic achievement? A quantitative correlational study was designed to explore the relationship between educational technology use, academic self-efficacy, and academic achievement. The sample included approximately N=414 students from an urban public middle school in the Northeast, N=100 students from each grade (5-8). A questionnaire was used to collect data on academic self-efficacy, academic achievement data were obtained from standardized STAR Assessments in reading and mathematics, and technology use data were collected from two educational technology programs. Analyses revealed a higher frequency of technology use for students at/above grade level, compared to those below, of significant difference for math ( t(410)=6.237, p=