Jack V. Powell

A comparison of student outcomes with and without teacher facilitated computer-based instruction

The SuccessMaker computer-based instructional package can be used to improve the academic outcomes of disruptive students when intervention is teacher facilitated. Over a 2-year period, 215 participants identified as disruptive student were involved in a naturalistic quasi-experimental design in which independent sample t-tests were employed to determined differences between comparisons (Group I) and interventions (Group II) on psychosocial and academic measures. A significant difference (P> 0.05) was found between Group I and Group II on locus of control and grade point average at the end of the first grading period subsequent to the intervention. The difference in grade point averages was suspected to be attributed to the average amount of time spent on two curriculum areas, math and science, within the 14 academic areas that comprise the SuccessMaker computerized program. Evidence from this study provides hope that teacher facilitation with computer-based instruction (CBI) may be the key to improving locus of control and grade point averages of disruptive students.

Effects of Intergenerational Tutoring and Related Variables on Reading and Mathematics Achievement of Low Socioeconomic Children.

AbstractA need was determined to evaluate the effectiveness of a tutoring program upon tutee performance in reading and mathematics since program inception. Records were data processed for 232 unique participants within a methodological alternative akin to an institutional cycle design. Variables for each participant extracted from data sources included name, grade equivalent scores in reading and mathematics on the Iowa Test of Basic Skills, absentee records, dates of program participation, number of tutoring sessions, and grade level. SAS programs were applied to data processing and statistical analysis. Findings revealed that the tutorial program generally provided beneficial assistance over 3 years. Particularly, students during 1984-85 showed greater average gains in reading and mathematics achievement and more favorable changes in absenteeism than nonparticipating counterparts. Differences, however, were not statistically significant.

Preservice Teachers Preference of the NovaNET Instructional Delivery System among Ten Strategies

A recent OTA Report places important demands on the preparation of preservice teachers from a technological perspective. Current programs are not sufficiently meeting student needs in relation to computer use and other teaching aspects. This study surveyed the computer utilization of sixty-five preservice early childhood undergraduates covering five CBI lessons via NovaNET, and their preference of CBI among ten strategies. Results showed that computer utilization is important with a similar, positive attitude toward them. The Kolb Inventory and a Strategy Preference Instrument relatedly revealed diverger and accommodator preferences with four strategies as the “most preferred.” College level instruction should give more serious consideration to innovative course designs with an emphasis on exposure and choice of computer variations, and other strategies of learning, hereby providing opportunities for learning styles to be more optimally accommodated.

NovaNET Applications within Innovative Course Design for Preservice Teachers.

During the past decade, computerized simulation and six related CBI lessons on the NovaNET (formerly PLATO) instructional delivery system have been pioneered into an early childhood preservice teacher education program at a large southeastern university.1 Related research has shown that this mode of instruction is highly effective in undergraduate teacher education. Approximately 450 subjects (experimental and controlled) have already taken five CBI lessons or responded to an attitudinal survey related to computers in education. These lessons were carefully selected because of their relationship to the scope and sequence of a prerequisite curriculum course to student teaching. Positive results related to integrating CBI into one section of a curriculum course over seven years, have inspired the expansion of this mode of instruction to three to four other sections of the same course. Implementation of CBI into other areas of the early childhood curriculum is also optimistic.

Technological Integration of a Plato Simulation and Related Variables into Preservice Teacher Education

This study was designed to investigate the influence of a PLATO Simulation and related variables upon the performance of preservice early childhood education majors. Subjects in the study were seventy third- and fourth-quarter seniors. Results showed that students receiving a repeated measure of the simulation performed much better after teaching in K-5 classrooms. Responses to a survey on the use of computers in teacher education using ANOVA revealed a significant difference between experimental and control groups on three subscales and the overall scale values (p < 0.0001). Experimental also showed more improved performance on unit portfolio products (p < 0.0013) and cumulative learning tests (p < 0.0001) than their counterparts. Important implications of this study are that computerized simulation can improve the performance of undergraduate early childhood majors and their response to a survey on the importance and knowledge of computers and attitude toward using them.

Effects of Successmaker Computerized Curriculum on the Behavior of Disruptive Students

This study investigated the effects of the SuccessMaker computerized curriculum upon the psychosocial and academic outcomes of students identified as chronically disruptive. Ninety-four subjects, ages ten to seventeen, assigned to an Alternative Placement Program for a period of 90 to 180 days were included in the study. Results of a t-test analysis revealed a significant difference between pre-treatment and post-treatment outcomes of the Rosenberg Self-Esteem Instrument applied to measure the psychosocial variable, self-esteem. The increase in student self-esteem can be explained by success in two areas comprising the SuccessMaker, “Readers Workshop” and “Reading Network.”

A Field-Based Approach to the Validation of Behavioral Competencies for Young Children

Contemporary theory and practice suggest numerous alternatives for providing educational programs for preschool and early kindergarten years (Powell, 1977). These programs such as the child development-oriented nursery schools, Montessori Preschools, academically oriented preschools, the British infant schools, and structured vs. nonstructured programs have all emerged as a result of research and theoretical issues on child development, motivation, and the psychological nature of learning.