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Framingham State College

Framingham, Ma

Computers in Education:
Is there a relationship between achievements in computer-related subjects and classic subjects? Giovanni Nanni

Research and Evaluation (ED 14.999 Sec. 1) Instructor: William McMullen Fall - 2001

Sumary

1. Abstract 2. Research Questions 3. Introduction 4. Literature Review 5. Study Design and Method 6. Results 7. Discussion 8. Conclusion 9. References 10. Appendix

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1. Abstract

Computer Education is observed in order to determine whether it has an implication or not in the performance of the average grades of students in classic subjects such as: Language, History, Algebra, and Science. This study examines the impact that the Computer subject has over the classic subjects. The data was collected focusing the observation of the connection between the subjects in question. The data was drawn from the teachers grade book and consists in the average grades of the students registered as freshman (High school) in the year 2000. The data was manipulated in order to provide a view of the relationship between the subjects and the impact of the computer education upon them. The findings are discussed according to the observations of the grade performance and its relationship between subjects, involving or not the improvement or decrease in the average level.

Abstrato: A Educao atravs de Computadores observada no sentido de determinar se existe implicao ou no no desempenho das mdias estudantis em disciplinas clssicas tais como: Linguagem, Histria, lgebra e Cincias. Este estudo examina o impacto que a disciplina de Informtica tem sobre estas disciplinas clssicas. Os dados foram coletados focando a observao da conexo entre os assuntos em questo. Os dados foram retirados dos livros dirios dos professores e consistem na mdia das notas dos estudantes matriculados no primeiro ano do ensino mdio no ano de 2000. Os dados foram manipulados de maneira que providencie uma viso da relao entre as disciplinas e o impacto que a educao atravs de computadores tem em relao aos mesmos. As concluses so discutidas de acordo com a observao do desempenho das notas e sua relao entre as disciplinas, envolvendo ou no a melhoria ou decrscimo do nvel das mdias.

2. Research Questions

The purpose of this study is to investigate the relationship between students achievement in classic subjects and computer-related subjects. It will be examined subjects that involve language skills (Language Arts and Social Studies), logical thinking skills (Math and Science), and the their relationship with the subjects that involve computers and electronics devices use. This study will be discussing the work of Armstrong & Casement (2000) and their findings about the relationship of the computer education in schools and how it benefits the students. It will be used the students grades as a means to compare their achievement in the core subjects and subjects related to computer education. From those discussions and points of views about computer education and the possibilities that this kind of instruction supposedly open for the students, which are the reasons for the question that this study is considering. The primary question that guides this study is: Does computer education improve achievement in classic subjects such as Language, Math, History, and Science?

3. Introduction

Nowadays, computing and technology applied to education is a concern of many educators and their counterparts. The value of teaching about technology and information in a global economy. The integration of information technology and classic education. The role that computers have in the education of our students. The many discussions about the real meaning of the use of computers and its applications in education. The results that this equipment gives our pupils in their path to education acquisition and knowledge retention. The proper use of the tools that are available in order to improve the educational condition of our schools. With those thoughts in mind, some questions may surface and make us wonder about the answers: Will the teaching and use of these machines lead to a better future where the students can become good citizens, and productive workers no matter what they choose to work with? Is the impact in our children positive? Are the results showing if the methods are right or not? Are the frameworks well addressed and comprehensive? Does the curriculum reach and fulfill the requirements of our pupils? Those worries lead us to think about the use and utility of these apparatus and their role in education. There is a pressure coming from the so called information era, the burden to cope with new technologies and software, and their use and application. All this giving our students an extra load to carry, and not knowing if the measures that we are taking now, as educators, will bring good results or not. With those same concerns and questions in mind, this study will investigate the relationship between students achievement in classic subjects and computer-related

subjects. In this study, I examine the benefits that the computer education might have, in promoting or not promoting, the higher achievement in the classic subjects.

4. Literature Review

We live in a society where the share of information is increasing and the necessity to master the skills to dominate the technologies that transmit this information is escalating. Some authors have been proclaiming that in the future our boundaries, the limitations of socialization, and the conventional neighborhoods will be transported to the digital space, where the space and time will be looked at from a different point of view (Negroponte, 1996). This era is invading our schools as well. We see people talking about how to introduce the digital world in our schools. We see more teachers looking for new advances and techniques to introduce the subject for our youngsters in order to prepare them for the future. As we assess, the technology has definitely entered our schools, but technology education has not yet (Postman, 1995). Are we working towards a goal that will bring anything but loss of knowledge? Are we investing in technologies that will end the education that we have known for so long? Does classroom technology really prepare our children for the future? Do computers really help our children learn to read, write, or think? According to some authors, the defenders of the computer education, these machines are improving the level of education in our schools. Meanwhile, the critics of the education through a computer are attesting that the benefits from the computers are not so astonishing.

Frederick Bennett (1999), one of the defenders, made it clear that using technology to educate can overcome an immense gap in our education system. The benefit from using the machines to improve the education for those that suffer from deprivation in our present system is incredible. According to him, the use of computers can help to teach kids how to read or improve their reading skills, which will bring a gigantic transformation in the American education. In the other hand, Armstrong & Casement (2000) discuss the validity in the education based on the computer and its applications. They maintain that the students cannot understand themselves and their world. The students do not have time to reflect upon their own feelings, which leads to alienation from themselves. The effects of misuse of computers to educate can be devastating according to Schwartz (1989). The power that a computer has is much greater than the power that a book has, and its damaging effects will be much greater than a book as well (Idem). In Bennetts (1999) point of view, computers can break the impasse between students that need access to education at their own pace and the necessities from the students that are successful in the format that is in place. He maintains that computers can break any lesson or unit in sizes that will fit the needs of each student, giving them the feeling of achievement, fueling the sense of continuity in the education process. I must agree with the capacity of the computer and its applications to accommodate needs, pacing lessons, breaking in smaller pieces the subject to study, and helping kids to work accordingly to their own capabilities.

However, I must consider also what Armstrong & Casement (2000) says about the effect of the techno-tunnel vision that undermine the ability of our children to make sound judgments related to how and when to use the computer in its most effective way. There is a point to the idea of computers being used as a tool for research of new methods of teaching the children and targeting their needs, fulfilling them and supplying the students with extra support (Bennett, 1999). However, it is imperative that we use the tools wisely, not taking away the opportunities of our children to experience the world as it is (Armstrong & Casement 2000). Making sure that the statement of David Skirbna, a parent of two young children in Detroit, Michigan, as cited in Armstrong & Casement (2000) does not became a reality for our children in general,

Computers mediate and control their experiences, and provide a very limited view on things. I am concerned that they may come to see this limited perspective as normal, or even desirable. I do not want them to think that their success in any way depends on having access to the appropriate machine.

Due to the profound impact that the electronic media has in our perceptions, and because it makes us not so sure about our place in the world, it is imperative that we really have a sound and comprehensive knowledge of the use of technology in means to educate our children. They do not just need the better machine or the better

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connection. They need the best education. They need the type of education that will prepare them to face all sorts of barriers and overcome them. An education that will develop thinking, reasoning, judging and, assessing skills in order to provide better options for themselves and the others around them. Technology in education has its place. We just need to find where it is and figure out how to use it properly. Improving the skills that need to be improved, enhancing the perceptions of the world around and, deepening the knowledge, this is the only wealth that time and circumstances cannot take away from no one.

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5. Study Design and Method

The data used in this study, will be collected from the database of a school system in Massachusetts (not allowed to disclose). The data are the grades that the students achieved during the school year of 2000-2001, and were recorded in the teachers grade book. The study will focus on students that were registered in the freshman year (9th grade). The gathering of the data will include all the students that were registered in the freshman year (9th grade) within the school system, in the school year of 20002001, and attended the subjects in study (population). The age ranges between 14 and 15 years old. Data is based on the grades of five (5) academic subjects: Language (English), Math, Science, History, and Computer Education (sometimes named with others titles, but taught in the computer labs). The sample will be drawn from the population using random selection, where the names will be placed in a list in numerical order (based on the school ID number) and I will pick every other name in the list regardless of gender or age. I intend to assess the relationships between the subjects that involve language skills (Language (English) and History) relating to the achievement in the subject that involve computer education and. I also will relate the subjects that involve logical thinking skills (Math and Science) with the computer subject in order to establish a relationship between the achievement in the classic subjects and computer related subjects.

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6. Results Table 1 presents the individual data for the sample used in study. Figure 1 presents the Averages of grades for each subject in study. In this chart, it is possible to see that the limits of dispersion, in most subjects, respects the boundaries established by the school as a passing grade. Figure 2 shows the trend of the grade averages for all the subjects. Due to the number of subjects and marking periods that were taken in consideration, I have arranged the figures in the following way: Figures 4 to Figures 6 show the trajectories of individual growth of the grades for students that had a pattern of raising, maintaining or dropping the averages for the Computer subject between marking periods showing the trend of their grades. An examination of Figure 2 reveals that there is a pattern in the grades of the subjects. The lines of the chart show that the students were averaging a grade of 80 (the general average for the sample is 79). The distribution of the grades according to the average is shown in the Figure 3. Charts 1 and 2 show the trend of the averages by gender. The general average for the male and female sample is the same, average 79. This average agrees with the results obtained for the sample, which is the same. It was observed that the females tend to maintain the average level for the subjects when not increasing them (See Figure 8). Even though a pronounced decrease in the average of the Computer subject was detected (a total of 7 points of decrease), the trend is to keep or increase the averages.

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For the males, in the other hand, the pattern was a tendency to decrease of the grade average in all the subjects (the biggest decreases were in Computer and Algebra, with a loss of 9 and 6 points in the average respectively) (See Figure 7). The tendency to decrease the grade average for the male individuals is not compatible with the tendency observed in the female individuals. It is fair to say that the female individuals, in this study, were somewhat more dedicated to keep or increase their grades as opposite to the males. It is also fair to say that dispersion of grade averages of the females is bigger than the same one of the male individuals. The grade results of the Computer subject regarding the students whom averaged 75 to 85 (average zone), as result of the end of the marking period, represents 64% of the grades in the first marking period (27% below average zone and 9% above it) and, 18% in the second marking period. It was noted that the second marking period was completely abnormal taking as a base average of 69 and the range of the grades (min 36, max 94). There was an increase in the grades below the average zone, representing 52% of the grades. However, an increase in the grades above the average zone was detected, representing 30% of the grades. An examination of Figure 3, reveals that, the first marking period of Computer subject and both marking periods of Language, the students that were in the average zone represent 58% of the sample and, in the second marking period, the grades of these same students were 48% of the sample.

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In Figures 4, 5 and 6, it is shown the examples of individuals, randomly selected from the population using as criteria the individuals that had an increase (Figure 4), maintained (Figure 5), and had a decrease (Figure 6) in the grade averages for the Computer subject. In those figures, one can observe the pattern among the subjects. The Computer subject trend is the reflection of the trend presented in the classic subjects. In Figure 4, it is possible to observe that all subjects, but Science, had an increase in the averages from the first marking period to the second. It was observed that the general tendency for the classic subjects is well represented, in this case, by the Computer subject. The classic subjects had an increase of 2 points in average, which is clearly represented by the growth in the computer subject. For the student represented by Figure 5, the range of the grades in the first marking period was 17 points (minimum of 81, maximum of 98) and the Computer subject was in the center of the range. For the second marking period, the range decreased to 5 points (88 min., 93 max.) and the grade average for the Computer subject was also in the center of the dispersion. For this individual, the Computer subject (regardless the constancy of the grade average being 90 points in both marking periods) was the most accurate subject to show the trend of the grade averages for this student. Observing Figure 6 is possible to see the most accentuated single case from this sample. The student had a decrease in all the subjects (a decrease ranging from 20 points for Language Arts and 2 points for History), however the Computer subject was the one that suffered the worst lost in average grade points (48 points lost

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between marking periods). For this example, the trend is clearly determined using the Computer subject as tendency line. It was asked to the Computer teacher if a reason for the steep drop could be established and the answer was that the student in question just lost interest in the academics. The observation of these charts suggests that the Computer subject, in general, could be used as the line to show the trends of the average grades of the students. In the three single cases observed, the trend shown by the Computer subject is the most accentuated (for the student that dropped the averages); the most stable among the subjects (for the student that maintained the same average for the Computer subject); and, the most representative in the case of the student that increased the grades, because it reflected the general pattern of the change for the grade averages between marking periods. In this study, it was observed a pattern in the grades disregarding the subject. As seen in Figure 2, a strong drop in the grades for the Computer subject (comparing to the other subjects) in the second marking period was detected, making this period the one with the biggest range (from 36 to 94) as well as the lowest marking period average (69 points). This event shows the trend for all the subjects. All, but Science that had a raise of a single point between marking periods, the other subjects had a decrease in the performance of the averages and the strongest drop as said before accounts for the Computer subject. While gathering the data, I could not find a plausible explanation for this event making it more difficult to define a pattern of the influence of the Computer subject

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over the other four subjects in study. However, it is clear in the study that the Computer subject is the one that, generally, can help the observer to determine the trend for the grades of an individual, for the Computer subject represents well the tendency of the changes in the other subjects.

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7. Discussion

The population in study includes: 99 students registered in the school year of 2000-2001 as freshman in high school. In order to be considered part of the population of the study, the students must have taken all the academic subjects in consideration. From this population, a sample of 33 students was collected using random selection, one of every three students (sample size of 30% of population). The data gathered incorporated two separate marking periods that are determined as one (1) and two (2). This is so, due to the computer subject being taught in half-year courses. The findings indicate that the Computer subject did not have a relevant effect upon student performance in order to improve or not the grades of the others subjects in study, even though this subject represent well the changes and the tendencies. In fact, I observed that all subjects had a small drop in the averages from the first marking period to the second one, as well as the Computer subject. There was one exception, Science, which raised a single point to the average between marking periods (See Table 2 and Figures 2 and 3 for better visualization of the event). The most impressive finding was the possibility to use the Computer subject trend line to draw a conclusion about the results of the other subjects, for this subject was a very good reflection and reference for the tendencies of the averages in the other subjects (See Figure 2). It was not possible to determine whether the Computer subject taught in this school had an impact on the grades of other subjects. However, it was clear that the

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trend of this subject was a stronger reflection of the general tendency of all subjects within this study. While the majority of the subjects dropped their average, the fall of the averages in the Computer subject was stronger and more visible. Another fact observed, was the strong increase of the grades above the Average Zone for the Computer subject differing of the pattern that the other subjects have in dropping or remaining the same level of grades when comparing the marking periods (See Figure 3). Armstrong & Casement (2000) attest that the computer education when not properly applied tends to interfere in the progress of the students, limiting their perspective of the real world. It was not possible to link the increase in the grades above the Average Zone, in the Computer subject from the first to the second marking period, to the decrease or maintaining of the grades between marking periods, in the others subjects in this study. This event comes linked to a strong increase in the grades below Average Zone for the Computer subject in the same period, which was a tendency for the Language and Algebra subjects, which were opposite to the decrease for Sciences and History in the grades below Average Zone. In the other hand, Bennett (1999) says that computer can build a bridge between the gaps that exists in the education connecting the two extremities of the system, opening the opportunities for those that cannot reach the end without the necessary support and help.

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The tendencies observed in this study cannot support Bennetts (1999) statement. There is no proof of increase in the grades regarding the Computer subject, as mentioned before.

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8. Conclusion

Since this is a recent topic for research and discussion, the studies that were concluded show many different results for the same content. The two that I have based my study upon are opposite in findings and conclusions. Due to this, it is difficult to correlate the observations to any of them. There are aspects that can be connected to this study from both of the studies analyzed. The findings of this study do not show any link between the increase and decrease of the grades of students. Neither finding can support both of the studies used as base for this research. However, as said before, it was concluded through this study the possibility to use the event line for the Computer subject as a trend indicator, leaving to the observer a very good basis to infer about the general tendency of the population regarding their average grades results and performances. Bennett (1999) defends the use of a computer as a promoter of the education and opportunity of those that cannot be serviced by the system that is in place. With the computer as a tool, the improvement of the student performance will be considerable and worthy. While improving and enhancing the schooling experience for those nor so fortunate to have the tools to work with, the use of computers leave the educators mind free to focus in the students real necessities. Armstrong & Casement (2000) discuss the impact of education through computers, using them in order to provide digital experiences instead of allowing students to have a real experience without having a computer as medium between the real world and the student. Taking away from the children the opportunity to enjoy

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e experiment life by their own. Forbidding the children the experience to learn by touch, smell, taste and hear. I agree in part with both of the theories as well as disagree with part of each theory; both have their strengths and weaknesses. I do believe that nothing can substitute the real life experience and the world is much more than a square screen that a person supposedly interacts with others. More over, I believe that computers can and are filling in the mechanical gaps human beings are not filling. Computers can and are promoting better opportunities for those who cannot find space within the system already in place. I do not agree, however, that the end of the educational system or the salvation of education is dependent on a brainless machine. Computers, as all other tools that education might deploy in order to educate, have its place and its use. Overestimation and underestimation are extremes of a scale that needs to find its equilibrium. Under using what is at our hand in order to help the needy, or over using in a way that may harm those exposed to it have their consequences. In my view, putting the proper value in a tool that can either help or damage, using technology with wisdom and caution, can be useful and the results that it may provide will be beneficial to all. Concluding, there is no losing side in the battle for the improvement and enhancement of education, and the growth of our society as a whole.

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9. References

Armstrong, A. & Casement, C. (2000). The Child and the Machine: how computers put our children's education at risk. Beltsville, MD: Robins Lane Press. 2000. Bennett, F. (1999). Computers as Tutors: Solving the crisis in education. Saratosa, FL. Faben, Inc. 1999. Negroponte, N. (1996). Being Digital. New York, NY. Vintage Books. 1996. Postman, N. (1995). The end of education. New York, NY. Knopf. 1995. Schwartz, J. (1989). Intellectual Mirrors: A Step in the Direction of Making Schools Knowledge-Making Places. Harvard Educational Review 59, #1. 1989. Sloan, D. (1991). The Computer in Education: A Critical Perspective. New York, N.Y.Teachers College Press. 1991.

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10. Appendix

Table 1. Table presenting the sample of the population in study.

ID 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Gend Lang1 F 85 F 66 F 85 M 82 F 72 F 80 F 75 M 70 F 72 F 78 M 87 M 74 F 76 M 90 F 81 M 83 F 82 M 66 F 71 F 78 M 80 M 70 M 80 M 84 F 83 M 82 M 75 F 88 F 96 F 83 F 54 M 86 M 75 Lang2 80 62 85 69 78 70 75 73 79 75 93 61 75 86 89 72 81 71 71 82 80 70 73 64 93 85 77 83 98 75 61 80 79 Algeb1 Algeb2 Comp1 Comp2 68 73 71 66 75 70 85 72 89 84 83 80 60 55 74 63 84 84 75 70 92 64 80 82 60 63 78 70 77 67 82 83 55 76 85 70 81 85 80 80 93 97 84 94 85 90 80 62 80 71 70 50 83 70 76 72 86 85 85 82 60 60 70 60 56 58 53 38 90 87 81 73 58 52 58 63 97 93 82 87 84 77 76 73 93 67 78 75 85 70 80 62 69 65 84 36 98 91 90 90 90 90 86 88 62 60 68 58 78 80 80 74 96 95 88 90 65 56 76 50 56 70 68 42 88 90 77 71 65 55 60 55 Sci1 74 72 94 73 80 87 70 86 73 89 91 91 74 91 93 82 60 88 60 90 81 88 76 88 81 97 66 77 94 65 82 82 64 Sci2 85 80 91 78 88 97 76 83 70 85 98 88 71 88 92 68 75 81 80 97 84 82 80 78 88 94 82 85 90 66 76 81 65 Hist1 93 70 95 80 90 90 65 72 57 90 96 94 97 96 89 97 88 85 65 87 90 91 95 52 84 97 90 95 98 90 85 73 92 Hist2 96 70 93 80 85 85 70 82 71 90 96 87 90 93 93 91 85 78 66 95 90 89 90 50 93 97 87 96 100 85 80 77 85

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Table 2. Range and Average for the Sample. Subject Minimum# Language 1* 54 Language 2 61 Algebra 1 55 Algebra 2 52 Science 1 60 Science 2 65 History 1 52 History 2 50 Computer 1 53 Computer 2 36

Maximum+ 96 98 98 97 97 98 98 100 90 94

Average@ 78 77 78 74 81 82 86 85 77 69

* The numbers after the subject name stand for the marking period. # Minimum stands for the smallest grade received by a student in the marking period. + Maximum stands for the biggest grade received by a student in the marking period. @ Average stands for the simple average of both marking periods grades.

Figure 1. Chart presenting the Minimum, Maximum and Average of the grades from the sample.
120 100 80 Grades 60 40 20 0 Lang1 Lang2 Algeb1 Algeb2 Comp1 Comp2 Sci1 Subje cts Sci2 Hist1 Hist2

Min Max Average

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Figure 2. Chart showing the trend of the grades in all subjects. Inside of the figure, it is expressed the values of the grades in the table below the chart.

T re n d o f G ra d e A v e ra g e - S a m p le
100 80 60 40 20 0 Lang Algeb C om p Sci His t

Averages

1 78 78 77 81 86 M ark in g P e rio d

2 77 74 69 82 85

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Figure 3. Chart showing the averages and its percentage relating to the total of individuals in the sample grouped by below, above, and in the Average Zone of 75 85 points.
Pe rce n tag e of G rade s U nde r, O n and, Abo v e th e Av e rage of 75-85 (Av e rage Zone ).
100% 90% 80% 70% Percentage 60% 50% 40% 30% 20% 10% 0% Lang1 Lang2 A lg1 A lg2 Com p1 Com p2 S c ie1 S c ie2 His t1 S u b je cts His t2 A bove 85 75-85 Under 75

Figure 4. Chart showing the trend of an individual that had a growth in the Computer subject average.
100 80 Lang Grades 60 40 20 0 1 Marking Periods 2 Algeb Comp Sci Hist

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Figure 5. Chart showing the trend of an individual that maintained the Computer subject average.
100 80 Lang Grades 60 40 20 0 1 Marking Periods 2 Algeb Comp Sci Hist

Figure 6. Chart showing the trend of an individual that had a decrease in the Computer subject average.
100 80 Lang Grades 60 40 20 0 1 M arking Periods 2 Algeb Comp Sci Hist

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Chart 1. Minimum, Maximum and Average of the grades from the sample for the gender Male.
100 80 Averages 60 40 20 0
1 2 p1 b1 b2 p2 Sc i1 Sc i2 ng ng is t om Al ge Al ge La La om H H is t2 1

Min Max Average

Subjects

Chart 2. Minimum, Maximum and Average of the grades from the sample for the gender Female.
100 80 Averages 60 40 20 0
1 2 b1 b2 p2 p1 t1 Sc i1 Sc i2 ng ng om Al ge Al ge La La om H H is t is 2

Min Max Average

Subjects

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Figure 7. Chart showing the trend of the grade averages for the Male individuals.

Trend of the Averages - Males

100 80 Lang Averages 60 40 20 0 1 Marking Period 2 Algeb Comp Sci Hist

Figure 8. Chart showing the trend of the grade averages for the Female individuals.

Trend of the Averages - Females

100 80 Lang Averages 60 40 20 0 1 Marking Period 2 Algeb Comp Sci Hist

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Figure 8. Example of a Report Card from the school where the study was conducted.