Journal of Social Sciences and Humanities
Articles Information
Journal of Social Sciences and Humanities, Vol.5, No.4, Dec. 2019, Pub. Date: Sep. 6, 2019
The Impact of Home Computer and Internet Access on NAEP Science Scores
Pages: 339-349 Views: 202 Downloads: 111
Authors
[01] Robert Lee Norman, Department of Teacher Education and Professional Development, Central Michigan University, Mount Pleasant, USA.
[02] Mingyuan Zhang, Department of Teacher Education and Professional Development, Central Michigan University, Mount Pleasant, USA.
Abstract
This study conducted a secondary analysis of the National Assessment of Educational Progress (NAEP) assessment, exploring the effect of home computer and internet access on science average scale scores among 8th grade students. In order to gain a better understanding of the impact of home computer and internet access on NAEP Science scores of 8th grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2015 NAEP data set. The results by the NAEP Data Explorer indicate that the average scale score of students who had home access to a computer (M=156.29, SD=33.14) was significantly higher (p<.05) than students without home access to a computer (M=136.37, SD=34.48). On the question of home internet access, the results showed that the average scale score of students who had home internet access (M=155.56, SD=32.94) was significantly higher (p<.05) than students without home internet access (M=134.92, SD=40.03). The results indicate a significant advantage for students with home access to technology but may point to more complex socioeconomic factors beyond ownership of a computer or connection to the internet.
Keywords
NAEP, Science, Assessments, Home Factors, Computers, Internet
References
[01] Ryan, C. (2018). Computer and Internet Use in the United States: 2016. American Community Survey Reports. Retrieved from https://www.census.gov/library/publications/2018/acs/acs-39.html.
[02] Schneider, R. M., Krajcik, J., Marx, R. W., & Soloway, E. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 39 (5), 410–422. https://doi.org/10.1002/tea.10029.
[03] Kapila, V., & Iskander, M. (2014). Lessons Learned from Conducting a K-12 Project to Revitalize Achievement by using Instrumentation in Science Education. Journal of STEM Education: Innovations & Research, 15 (1), 46–51.
[04] Blank, R. K. (2013). Science Instructional Time Is Declining in Elementary Schools: What Are the Implications for Student Achievement and Closing the Gap? Science Education, 97 (6), 830–847. https://doi.org/10.1002/sce.21078.
[05] Fairlie, R. W., & Robinson, J. (2013). Experimental Evidence on the Effects of Home Computers on Academic Achievement among Schoolchildren. American Economic Journal: Applied Economics, 5 (3), 211–240. https://doi.org/10.1257/app.5.3.211.
[06] Naevdal, F. (2007). Home-PC Usage and Achievement in English. Computers & Education, 49 (4), 1112–1121. https://doi.org/10.1016/j.compedu.2006.01.003.
[07] Papanastasiou, E. C., 2, papanast@ku.edu, Zembylas, M., & Vrasidas, C. (2003). Can Computer Use Hurt Science Achievement? The USA Results from PISA. Journal of Science Education & Technology, 12 (3), 325–332. https://doi.org/10.1023/A:1025093225753.
[08] Lei, J., & Zhou, J. (2012). Digital Divide: How Do Home Internet Access and Parental Support Affect Student Outcomes? Education Sciences, 2 (1), 45–53. https://doi.org/10.3390/educ2010045.
[09] Wainer, J., Vieira, P., & Melguizo, T. (2015). The association between having access to computers and Internet and educational achievement for primary students in Brazil. Computers & Education, 80, 68–76. https://doi.org/10.1016/j.compedu.2014.08.007.
[10] Biagi, F., & Loi, M. (2013). Measuring ICT Use and Learning Outcomes: evidence from recent econometric studies. European Journal of Education, 48 (1), 28–42. https://doi.org/10.1111/ejed.12016.
[11] Bond, J., & Zhang, M. (2017). The Impact of conversations on fourth grade reading performance--What NAEP Data Explorer tells? European Journal of Educational Research, 6 (4), 407-417.
[12] Fu, A. C., Raizen, S. A., & Shavelson, R. J. (2009). The nation’s report card: A vision of large-scale science assessment. Science, 326 (5960), 1637–1638.
[13] World-Class Ambitions, Weak Standards: An Excerpt from The State of State Science Standards 2012. (2012). American Educator, 36 (2), 18-. Retrieved from Opposing Viewpoints in Context.
[14] NAEP Science Assessment. (2015). Retrieved February 19, 2019, from https://www.nationsreportcard.gov/science_2015/#acl/chart_loc_1?grade=8.
[15] Wittwer, J., & Senkbeil, M. (2008). Is students’ computer use at home related to their mathematical performance at school? Computers & Education, 50 (4), 1558–1571. https://doi.org/10.1016/j.compedu.2007.03.001.
[16] National Center for Educational Statistics (NCES). (2015a). Measuring student progress since 1964. Retrieved from https://nces.ed.gov/nationsreportcard/science/.
[17] Kind, P. M. (2013). Conceptualizing the Science Curriculum: 40 Years of Developing Assessment Frameworks in Three Large-Scale Assessments. Science Education, 97 (5), 671–694. https://doi.org/10.1002/sce.21070
[18] NCES (2015b). Reporting the Assessment—Scale Scores and Achievement Levels. Retrieved from https://nces.ed.gov/nationsreportcard/science/interpret-results.aspx#reporting.
[19] NCES (2015c). The NAEP Science Achievement Levels. Retrieved from https://nces.ed.gov/nationsreportcard/science/achieve.aspx#2009_grade8.
[20] NCES (2015d). Focus on NAEP - Sampling. Retrieved from https://www.nationsreportcard.gov/focus_on_naep/files/sampling_infographic.pdf.
[21] NCES (2015e). Survey Questionnaires. Retrieved from https://nces.ed.gov/nationsreportcard/experience/survey_questionnaires.aspx.
[22] NCES (2015f). Frequently Asked Questions. Retrieved from https://nces.ed.gov/nationsreportcard/about/faqs.aspx.
[23] NCES (2015g). 2015 Science Assessment National Average Scores. Retrieved from https://www.nationsreportcard.gov/science_2015/#scores?grade=8.
[24] NCES (2015h). Analyze and Report the Results. Retrieved from https://nces.ed.gov/nationsreportcard/assessment_process/release.aspx.
[25] NCES (2015i). NAEP Technical Documentation - Comparison of Two Groups. Retrieved from https://nces.ed.gov/nationsreportcard/tdw/analysis/2004_2005/infer_compare2.aspx.
[26] NCES (2015j). NAEP Technical Documentation - t test for Two Independent Groups. Retrieved from https://nces.ed.gov/nationsreportcard/tdw/analysis/2004_2005/infer_compare2_indep.aspx.
[27] Becker, L. A. (2019). Effect size calculators. Retrieved from http://www.uccs.edu/~lbecker/.
[28] Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). New York: Academic Press.
600 ATLANTIC AVE, BOSTON,
MA 02210, USA
+001-6179630233
AIS is an academia-oriented and non-commercial institute aiming at providing users with a way to quickly and easily get the academic and scientific information.
Copyright © 2014 - American Institute of Science except certain content provided by third parties.