Home Computer Use and
Academic Achievement
Jessica Alvarez
Education 703.22
Spring 2010
Professor O’Connor-Petruso
Table of Contents





Introduction
-Statement of the Problem
-Review of Related Literature
-Statement of the Hypothesis
Method
-Participants (N)
-Instrument (s)
-Experimental Design
-Procedure
Results
Discussion
Implications
Statement of the Problem

The use of technology by young children has
been linked to improved academic performance.
Over the past two decades, computer use at
home has gradually risen. This trend has lead to
a growing concern for those children without
home computer access to perhaps, be at a
disadvantage when it comes to enhancing school
performance.
Theorist


Jean Piaget-considered
children to be
constructors of their
own development
through their actions.
Erik Erikson- Stage of
Initiative vs. Guilt:
permitted to explore
variety of materials and
activities.
Theorist
Lev Vygotsky:
Children construct their
knowledge through
structured tasks.
 Zone of Proximal
Development
 Scaffolding

Review of Literature


Years of research has focused on whether computers facilitate
learning, especially if students have access to them at home.
Many studies have found that home computers are associated
with higher test scores in mathematics and reading (Attewell &
Battle, 1999; Jackson, von Eye, & Biocca, 2003; Espinosa, Laffey,
Whittaker, & Sheng, 2006; Tsikalas, Lee, & Newkirk, 2007; GilFlores, 2007).
Many parents believe computers should support their children’s
learning (educational software, Internet). Yet children spend
most of their times playing games that typically are not found in
classrooms (Kerawalla & Crook, 2002; Vryzas & Tsitouridou,
2002; Lauman, 2000; Subrahmanyam, Kraut, Greenfield, &
Gross, 2000; O’Dwyer, Russell, Bebell, & Tucker-Seeley, 2005;
Lai, Chang, & Ye, 2006).
Review of Literature

Playing computer games takes away from other activities with
greater developmental value (interpersonal skills; developing
“electronic friendships”). Can lead to feelings of loneliness,
aggression and/or depression (Subrahmanyam et al., 2000).

Owning a computer will depend on the child’s socioeconomic
status (SES), since the purchase of a computer is a considerable
amount that must be figured into the family budget. New
inequalities are created on the children of the lower social classes,
who find themselves at a disadvantage; “digital divide” (Jackson,
Eye, Biocca, Barbatsis, Zhao & Fitzgerald, 2006; Attewell, SuazoGarcia, & Battle, 2003; Vryzas & Tsitouridou, 2002; McCarrick &
Li, 2007; Clotfelter, Ladd & Vigdor, 2008).
Review of Literature

Students with access to computers at home demonstrate an
increase level of confidence, comfort, and tenacity when using
the computers at school. These students have an advantage
because they do not need to learn the basic skills to navigate a
computer (Lauman, 2000; Tsikalas, Lee, & Newkirk, 2007).

Reversal of the traditional parent-child relationship: computer
savvy child taking on the role as teacher (Subrahmanyam et al.,
2000).
Statement of Hypothesis
HR1: Allotting fifteen minutes a day, during a six week
period, to seventeen kindergarten students at P.S. X,
to use computers (i.e. visiting educational websites)
at school, will improve their overall reading level
based on Fountas and Pinnell Benchmark
Assessment.
Participants
Seventeen kindergarten students:
- ten girls, seven boys
- age range: 4-5 years
- From P.S. X in Sheepshead Bay, Brooklyn
Class is a racially mixed:
- Caucasian: 6
- African Americans: 2
- Middle Eastern: 4
- Hispanic: 5

Instruments


Consent form
- explaining the reason for the action research
project
- inform principal and parents of method in which
students will be studied and assessed
Survey
- background information
- computer access
Instruments
Parent/Guardian Consent Form
Dear Parent/Guardian,
I am currently pursuing my masters in Childhood Education at Brooklyn College and I am
sending this consent form to request permission for your child to participate in a research study
that I am conducting for my thesis class. My research will be based on increased computer usage
and academic achievement over a six week period. Surveys, questionnaires, and/or achievement
measurements will be used. I assure you that all information and results gathered will remain
anonymous. Thank you for you cooperation!
Sincerely,
Ms. Alvarez
-----------------------------------------------------------------------------------------------------------Please Sign and Return
Child’s name______________________________________________
( ) I give my child permission to participate in this anonymous research study.
( ) I do not give my child permission to participate in this anonymous research study.
Parent/Guardian signature-____________________________
Instruments
Computer Use Survey
Directions: Please fill out the following questionnaire by placing your response on the space provided to the right.
Thank you for your cooperation!
1.Gender: (1) Male or (2) Female
1.____
2. Age Range: (1) 18-23 yrs. (2) 24-30 yrs. (3) 31-37 yrs. (4) 38-44 yrs. (5) 45-50 yrs. (7) 51+ yrs.
2.____
3.Household Income: (1) under $5,000 (2) $5,000-$15,000 (3) $15,000-$25,000 (4) $25,000-$35,000
3.____
(5) $35,000-$45,000 (5) $45,000-$55,000 (6) $55,000-$65,000 (6) $65,000+
4. Racial Background: (1) Caucasian (2) Latino (3) African-American (4) Asian
4.____
(5) Other (6) Mixed Heritage
5. Computers in Home: (1) zero (2) one-two (3) three or more
5.____
6. Plans to purchase a computer (if your child doesn’t have access): (1) Yes (2) No
6.____
7. Computer Use in Home (on average):
(1) Rarely: Once per week. (2) Infrequently: At least twice per week. (3) Often: Three-four times per week.
(4) Frequently: At least five times per week.
(5) Daily
7.____
8. My Family Members Use Computer in the Home (on average):
(1) Rarely: Once per week. (2) Infrequently: At least twice per week.
(3) Often: Three-four times per week. (4) Frequently: At least five times per week.
(5) Daily
8._____
Research Design



Quasi-Experimental
- One group
- Pre-test and Post-test: Running Record based
on Fountas and Pinnell Benchmark
Assessment.
Symbolic Design: OXO
Individuals are not randomly assigned
Threats to Internal Validity


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History: interruptions (phone ringing, announcements,
fire drills, noise level, etc.), spring vacation
Maturation: attention span
Testing/Pre-test Sensitization: running record
Instrumentation: honesty of parent and student’s
responses to questionnaires, interest of educational web
site or software.
Mortality: student moving away, parent no longer
wishing for their child to participate in the study.
Threats to External Validity



Ecological Validity: computer skills of each child
may differ
Pre-test Treatment: exposed to format of test
Reactive Arrangements/Participants Effects:
Novelty Effect- initial excitement, motivation
and attention span may subside as study
progresses.
Procedure



Pre-test (assessment of current reading level)
Students placed on computers for 15 minutes
(four computers running different educational
web sites and softwares)
Post-test (assessment of reading level after
intervention)
Data

Running Record: Fountas and Pinnell Assessment
At the Park • Level A • Nonfiction Recording Form
Student ___________________________ Grade ________ Date ___________
Teacher _____________________________School _________________________
Recording Form
Part One: Oral Reading
Page
Text
At the Park Level A, RW: 24
E SC
MSVMSV
2 I can ride.
4 I can kick.
6 I can catch.
8 I can jump.
10 I can swing.
12 I can slide.
14 I can run.
16 I can hide.
Total_____________
Data
Pretest and Posttest Scores
5
4
3
Pretest
2
Posttest
1
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Pretest
3
3
3
3
3
3
3
3
2
2
3
2
2
2
3
2
3
Posttest
3
4
3
2
3
3
3
3
2
2
3
3
2
2
3
2
4
Pretest:
Mean-2.65
Median-3
Mode- 3
Posttest:
Mean-2.76
Median-3
Mode- 3
Data Cont.
Student survey question:
(4)
(3)
(2)

Very Happy
Happy
(1)
Sad
Very Sad
When my teacher puts me on the computer, I feel:
Results
Student
Responses
Post-test
1
4
3
2
4
4
3
4
3
4
4
2
5
4
3
6
4
3
7
4
3
8
3
3
9
4
2
10
1
2
1
11
4
3
12
4
3
0.5
0
13
1
2
14
1
2
15
4
3
16
4
2
17
4
4
Survey Question 1
4.5
Post-test
4
3.5
3
2.5
Series1
2
Linear (Series1)
1.5
0
1
2
3
Student Responses
4
5
Results Cont.

Analysis of scatterplot:
correlation coefficient
(rxy): 0.532
low positive correlation
Discussion


Increase in average test scores was minimal. (pre-2.65
post-2.76)
Fourteen out of seventeen households own one or
more computers; average household income: $35,000 $45,000. SES is a key factor in owning a computer.
Support: Jackson, Eye, Biocca, Barbatsis, Zhao &
Fitzgerald, 2006; Attewell, Suazo-Garcia, & Battle, 2003;
Vryzas & Tsitouridou, 2002; McCarrick & Li, 2007;
Clotfelter, Ladd & Vigdor, 2008.
Discussion Cont.


Half of parents reported family members used the
computers daily (i.e. checking emails), but reported
rarely using the computer for school-related purposes
(homework, projects, etc.) These students have
computer access at home, yet are not being utilized for
educational purposes. Support: Kerawalla & Crook,
2002; Vryzas & Tsitouridou, 2002; Lauman, 2000.
Computer-savvy students; able to navigate all on their
own. Support: Subrahmanyam, Kraut, Greenfield, &
Gross, 2000.
Implications



More time may be needed to attain better results
due to the age and maturity level of the students
being studied.
Excessive absences in the class, disruption of
intervention.
Need for additional research for lower grade
levels.