Comparative Analysis of Technology and Traditional Teaching in the Science Classroom
Boylan, Colleen F.
MetadataShow full item record
Computers have the ability to allow students to view school as a fun and exciting environment, thus learning can be more effective. Computers also enable students to become masters of their own education, which is linked to increased learning. Past experiments have found that students failing academically could accomplish several years of schooling in just one year when using computers as tutors. This research was conducted under block scheduling at Berkley High School. Two classes (Hour Three and Four) were both taught mitosis and genetics units, each having a technology and non-technology unit. Comparisons of pre- and post-testing were conducted to measure class learning. Average improvement between assessments was greater for Hour Three (technology class) and Hour Four (non-technology class) in the mitosis unit. Both class averages dropped during the genetics unit, though Hour Four's decrease was greater. Unfortunately throughout this research many uncontrolled variables, including the number of days in the computer lab, were introduced that compromise the validity of many conclusions. Yet it is a valid inference that Hour Three increased its knowledge slightly more in a technology situation; Hour Four contrasted this dramatically with technology seeming to harm their learning. Further, more in-depth and controlled, research could uncover an interesting correlation between technology and learning in high school environments. This research will be a great asset in collaborating with colleagues, relating to students and aiding students in gaining knowledge of science.