1. STRAYER UNIVERSITY
WHAT IS THE IMPACT OF COMPUTERS ON THE INCREASE OF STUDENT
ACHIEVEMENT ACADEMICALLY?
A DIRECTED RESEARCH PROJECT SUBMITTED TO THE FACULTY OF
THE GRADUATE SCHOOL OF INFORMATION SYSTEMS IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTERS
IN INFORMATION SYSTEMS.
SUBMITTED TO:
DR. SERGEY SAMOILENKO
BY:
JAMAZ R. HALL
LITHONIA, GA
DECEMBER 2011

2. COMPUTERS ON STUDENT ACHIEVEMENT 2
STRAYER UNIVERSITY CERTIFICATE OF APPROVAL FORM
A DRP ENTITLED
What is the Impact of Computers on the Increase of Student Achievement
Academically?
By
Jamaz R. Hall
We hereby certify that this DRP submitted by ______________________________
Conforms to acceptable standards, and as such is fully adequate in scope and
quality.
It is therefore approved as the fulfillment of the requirement of the degree of
______________________________________________________________________.
Approved: ______________________________
Supervising Faculty: _______________________________
Peer Review/Technical Advisor: ___________________________________

3. COMPUTERS ON STUDENT ACHIEVEMENT 3
Abstract
The main focus of this directed research project was to analyze data to determine the
impact of computers on the increase of student achievement academically. The purpose
of this study was to determine whether students are able to achieve more in school
academically with the help of computer technology. Whether it is internet surfing or
computer software specially designed to help students learn information in another form
other than classroom lecturing. The researcher answered the research question by
answering three other questions: how can computers increase student learning and assist
students in meeting the standards? What specific cognitive skills are enhanced by the use
of computers for learning? And how are online assessments used to enhance student
learning and accountability? The researcher took a qualitative approach to answering
these questions. There were a number of interviews and videos that were analyzed and
documented to explain how computers impact student achievement. A number of
interviewees agreed that computers are the key to the success of students in the future.
Whether it is higher grades or enhancement of skills, students benefited from having
access to computers daily.

4. COMPUTERS ON STUDENT ACHIEVEMENT 4

5. COMPUTERS ON STUDENT ACHIEVEMENT 5
Acknowledgements
I dedicate this DRP project to hard work, motivation, perseverance, and determination.
To my family who continues to believe in me even when I may have doubt myself.
To Dr. Alan Rogers for giving me an opportunity and my first career position at such a
young age to show my talents and contribute to Strayer University.
To Professor Gwendolyn Campbell challenging me to be a problem-solver in life and
taking me under her wing in my undergraduate studies. You taught me lessons that I will
carry on in everything I do.
To Dr. Sergey Samoilenko who challenged me on this project and held me to high
expectations. It is professors like you who can bring out the best in a student. You truly
have made me feel like I have earned this Degree. It was a struggle at times in this
course, but without it there is no progress.
Also, to future students who might use this project for direction remember this when you
get lost in life, “I Am, I Can, I Will” ~JRH
Thank You All

6. COMPUTERS ON STUDENT ACHIEVEMENT 6
Table of Contents
Title Page……………………………………………………………………………1
Approval Page……………………………………………………………………...2
Abstract……………………………………………………………………………..3
Acknowledgements………………………………………………………………....4
Table of Contents…………………………………………………………………..5
Chapter 1……………………………………………………………………………7
Context of the Problem………………………………………………………………7
Statement of the Problem…………………………………………………………….8
Research Questions…………………………………………………………………..9
Significance of the Study……………………………………………………………10
Research Design and Methodology …………………………………………………13
Open Coding………………………………………………………………....15
Axial Coding…………………………………………………………………16
Selective Coding……………………………………………………………..17
Development of Theory………………………………………………………18
Organization of the Study……………………………………………………………20
Chapter 2……………………………………………………………………………22
Literature Review……………………………………………………………………22
Chapter 3……………………………………………………………………………28
How can computers increase student learning and assist students in meeting the
standards?…...…………………………………………………………………….…28
Chapter 4……………………………………………………………………………32

7. COMPUTERS ON STUDENT ACHIEVEMENT 7
What specific cognitive skills are enhanced by the use of computers for learning?....32
Chapter 5…………………………………………………………………………….35
How can online assessment be used to enhance student learning and accountability?.35
Chapter 6……………………………………………………………………...……...38
Introduction…………………………………………………………………...………38
Summary………………………………………………………………………...…….39
Conclusion……………………………………………………………………………..40
References……………………………………………………………………………..43
Appendices…………………………………………………………………………….47

8. COMPUTERS ON STUDENT ACHIEVEMENT 8
Chapter 1
Context of the Problem
Computers are growing in importance in every aspect of society; it is not unusual
for parents to consider that it is better to expose their children to this evolving
technology. Students need to acquire different and evolving skill sets to manage and
flourish in this changing society because of the increasing computer influence and the
effect it has on our lives (Look, 2005).
With a computer filled economy, every education institution has a requirement to
prepare students with enough technical knowledge to survive in the working world today.
Teachers need to teach students to identify and solve problems and to engage in complex
human interactions. This is so, because of the growing number of task being
computerized, outsourced or both (Look, 2005). This author believes that computers
must have an integral role in the school systems if the U.S. wants to sustain a high
technology status in this international economic time.
The researcher believes despite the occurrence of technology in society,
institutions still seem to come up short in the use of computers. Even with the substantial
investments in educational technology. Since 1996, state and district level agencies have
invested over $10 billion to acquire and integrate computer-based technologies into
American schools. The federal government has spent an additional $3 billion. The U.S.
ratio of students to computers has dropped from 125:1 in 1983 to 4:1 in 2002. From 1984
to 1997, the number of computers in U.S. schools increased eleven-fold to over 8 million
units. At present, approximately 98% of U.S. schools have Internet access. This has been
one of the most costly educational initiatives in recent times (U.S. Department of

9. COMPUTERS ON STUDENT ACHIEVEMENT 9
Commerce, 2005). These figures are promising and they prove at the least that the U.S.
has recognized the need to educate the younger generations to come. The problem is just
putting a computer in front of an individual is not enough to increase a person’s technical
knowledge. Federal and state government also needs to provide the proper training to
instructors and students to ensure the computers are being use efficiently.
There are other barriers that may hinder the widespread use of technology in
schools. Even though the government is attempting to enhance our school system and
provide the means for students to advance their knowledge of technology; the school
system will need to make sure the teachers are well equipped to teach students. School
officials also have to take in consideration the funding of the infrastructure, putting
together an effective and well implemented technology plan, providing ongoing support
for teachers, students abusing internet access, and teachers conforming to learning online.
These are all very important issues that must be addressed before this society can move
forward in the technology world.
There are many ways to implement computers into grade schools. This study will
show why and how computers can be a positive impact on students in grade schools. The
importance of technology to the upcoming generation of students being technically sound
cannot be measured. The author believes this could improve our economy greatly. This
research proposal will investigate how when exposed to computers, students in grade
school tend to achieve more academically.
Statement of the Problem
In today’s global economy, the gap between the technically savvy and the rest of
the world has become evident. Students are graduating from college and do not have the

10. COMPUTERS ON STUDENT ACHIEVEMENT 10
basic technical skills to thrive and contribute to this technical movement that our society
is racing towards. Corporations across the world are changing and implementing new
methods that make their businesses operate more efficiently. In order for these methods
to continue the workforce of tomorrow must be trained now as students. This paper will
concentrate on illustrating why the grade school systems must incorporate computers into
the curriculum on any level and the effect it will have on our society in the long run.
Therefore this paper will show why school systems should implement technology in the
classroom. The author will do this through analytic studies showing that when
technology is used in the classroom students tend to achieve more academically. This
paper will discuss the positive impact that computers can make on a student when they
are exposed to them through education.
Research Questions
The purpose of this research is to determine the following: How does the impact
of computers contribute to students within grade schools to achieve more academically.
To answer this question, the following sub-questions will be addressed:
1. How can computers increase student learning and assist students in meeting the
standards?
The argument on if computers can actually increase students’ abilities to learn is
an ongoing issue. Studies have shown that students’ who were exposed to
computers versus students who were not did achieve more academically. This
study will go more in-depth to these findings.
2. What specific cognitive skills are enhanced by the use of computers for learning?

11. COMPUTERS ON STUDENT ACHIEVEMENT 11
There are certain areas of the brain that are enhanced when faced with different
task. Using computers for learning has proven to increase certain cognitive skills
in students. This research question will explore those skills in detail.
3. How can online assessment be used to enhance student learning and
accountability?
Online learning is beginning to be the new way of learning. It offers freedom and
convenience to the student as they matriculate through the program. Online
assessments also can be used as a supplement to classroom instruction to help
student capture and retain the information in a different method.
Significance of the Study
The author has pointed out many reasons why and how computers should be used
in grade school education, as well as the potential impact it could have on our society.
Technology is a defining element of human civilization. The tools we use the weapons
we wield, the documents we create. Human history demonstrates that sophisticated
technology usually prevails over more antiquated means of production and
communication (Morrison, 2011). As a nation individuals must wake up and realize the
importance of technology. In fact,
Technology is the need of the day. The technological advancements have made
society take a leap towards success. Every technological reform is a small step
towards advancement. Every new invention in technology is a step towards
progress of mankind. Centuries ago, hardly anyone would have even dreamt of
working on a computer. Generations of the yester years would have hardly
imagined being able to communicate with people on the other side of the globe.

12. COMPUTERS ON STUDENT ACHIEVEMENT 12
But there were some intelligent minds who dared to dream of such revolutionary
discoveries and they made the 'impossible' possible. (Morrison, 2011, para.1)
Technology has become an integral part of daily living. This causes one to reason that it
would be prudent to obtain technical knowledge at the earliest possible time. It is a fact
that children learn faster and will adapt to changes easier than adults (Jindrich, 1998).
When children are trained early in their school years, the chances of becoming experts in
technology are greater. Susan Jindrich (1998), author of How do Children Develop,
explains that “During the last 10 years there has been an explosion in our knowledge of
the ways in which humans develop and learn. It is now known that babies are beginning
to learn even before they are born” (Para. 1). Every parent should want their child to do
and be the best in school and any other activity they choose to do in life. With
knowledge of how children learn parents could start setting their children up for success.
If parents think about their children’s future, they must expose them to as much
technology as possible. Susan Jindrich goes on to say:
When a child is born, he/she comes with a brain ready and eager to learn. The
brain is very much like a new computer. It has great potential for development,
depending on what we put into it. Early experiences greatly influence the way a
person develops. Everyone who works with children has an awesome
responsibility for the future of those children. The activities you do with them
from birth to age 10 will determine how their learning patterns develop. As
children interact with their environment, they learn problem solving skills,
Critical thinking skills, and language skills. (Jindrich, 1998, Para. 4)

13. COMPUTERS ON STUDENT ACHIEVEMENT 13
It seems quite evident that technology will continue to impact society, especially coming
generations; therefore, it is best to introduce students to technology early to avoid or
minimize struggles.
There are numerous studies that show that being acquainted with technology
promotes higher reading, writing and math skills. Studies also have shown that
technology can contribute to student attentiveness in school. Exposure to technology
early in a child’s life can benefit the child in their higher educational pursuits.
Technology can lay a solid foundation for a successful professional life.
When one considers students who are not fortunate enough to travel to see the
many wonders of the world, the Internet, because it contains an infinite amount of
information, is the perfect vehicle to allow these students to learn from pictures,
documentations, and videos. “The inclusion of technology in the process of learning
makes learning an enjoyable activity, thus inviting greater interest from the students”
(Oak, 2011). Computers allow a more robust delivery for explaining different subjects to
students.
Furthermore, computers in education can ease the struggles of not only students,
but administrators. School records, the information about all the students, teachers and
other school employees can efficiently be maintained with advanced technology (Oak,
2011). Implementing databases that stores files on students and employees eliminates the
hassles of labeling and filing records. Other positive outcomes of technology in the
office part of education are keeping track of attendance, library systems could be
maintained more efficiently.

14. COMPUTERS ON STUDENT ACHIEVEMENT 14
The significance of the impact of computers has been shown in this study. Society
has to understand how vital it is to educate the future leaders of the world. In fact,
Technology is ubiquitous, touching almost every part of our lives, our
communities, our homes. Yet most schools lag far behind when it comes to
integrating technology into classroom learning. Many are just beginning to
explore the true potential technology offers for teaching and learning. Properly
used, technology will help students acquire the skills they need to survive in a
complex, highly technological knowledge-based economy. (Edutopia Staff, 2008,
Para. 1)
This study will show why technology is a major part of our lives and why society must
conform to technology to get through each and every day in the near future.
Research Design and Methodology
Computers have a significant impact on students’ abilities to achieve more
academically than is apparent. The impact of computers on student achievement
academically is an issue that must be argued to ensure that students are presented with all
the appropriate opportunities to succeed in the classroom as well as in their future
endeavors.
The data collected on the research was from a number of interviews and videos
collected by North Central Regional Educational Laboratory (NCREL). The NCREL
published an article entitled, ‘Critical Issue: Using Technology to Improve Student
Achievement”. The researcher will take the data collected by NCREL and perform a data
analysis by using a grounded theory approach. During the study, the researcher analyzed
the data thoroughly and sought to provide strong evidence that computers provide a

15. COMPUTERS ON STUDENT ACHIEVEMENT 15
positive impact on a students’ ability to achieve more academically. The primary
purpose of a grounded theory study is to use data to develop a theory. Grounded theory
study uses a prearranged set of processes for analyzing data and creating a theoretical
model from them. A grounded theory focuses on a process that includes people’s actions
and interactions as they relate to a particular topic. The main goal of this research is to
develop a theory from the process that suggests that exposing students to technology will
lead to more positive outcomes (Leedy & Ormrod, 2005).
The theory to be developed is the idea that when students have access to
computers as supplemental tools, they will increase their potential to achieve more
academically. Whether it is overachieving, meeting the standards, increasing test scores,
or enhancing their performance in other academic areas, students have greater
opportunity for success with technology than without it.
The data collected for a grounded theory is field-based, flexible, and can possibly
change as the study grows. The data-collected usually comes in the form of interviews,
but observations, documents, historical records, and video tapes can be used. The data
begins to be analyzed instantly, the researcher will start forming and developing
categories to put the data into different classifications. There are also sub-categories that
are formed to start saturating the categories. This helps breakdown each category more to
help identify them and understand the interrelationship within them (Leedy & Ormrod,
2005).
The data collected was analyzed by an approach introduced by Strauss and Corbin
(1998) entitled, Basics of Qualitative Research. The method for analyzing the data
consist of four different steps; open coding, axial coding, selective coding, then

16. COMPUTERS ON STUDENT ACHIEVEMENT 16
development of the theory. This process will help analyze the interviews and video post
from the data-collected.
Open Coding
Open Coding is the method of decreasing data into a small set of themes or
categories that seem to define the phenomenon under analysis. The data was divided into
segments to be examined for similar ideas that could then put the data in different
categories. After the data was categorized it was then examined for properties to be put
into subcategories that explain the main category (Leedy & Ormrod, 2005). From the
interviews taken the researcher categorized the data into the following categories: Role
computers play, the skills affected, and effectiveness of use.
Role Computers Play (Category 1)
1. The ability to enhance learning.
2. Students are able to learn more in shorter time periods.
3. Students get another way of looking at the instruction.
The Skills Affected (Category 2)
1. Students’ mental thinking is enhanced.
2. Development of higher order thinking.
3. Development of problem-solving skills.
Effectiveness of Use (Category 3)
1. Higher test scores when using computers.
2. Students use the computer for recreational activities.
3. Preparation for future endeavors.

17. COMPUTERS ON STUDENT ACHIEVEMENT 17
Following this process to start breaking down the data collected help move the research
to the next stage of analysis and closer to forming the theory.
Axial Coding
The axial coding stage of the data-analysis is created to unveil the
interconnections made among the categories. The main focus of axial coding is
determining more about each category. The researcher looked at a few different things
when doing this process:
1. The circumstances that give rise to the grouping.
2. The framework in which it was entrenched.
3. The approaches that are used to manage and carry out the information provided.
4. The significance of the approaches (Leedy & Ormrod, 2005).
During the axial coding state data is consistently analyzed and new data is brought in to
be analyzed further (Leedy & Ormrod, 2005).
In category one computers’ play the role of enhancing the learning abilities
because of the amount of information a student can process over a given period of time.
The computer also allows the students to see the instructions from a different perspective
through nonverbal or more visual instruction. The sub-categories intertwine with
category two.
Category two is a direct effect of the outcomes in category one because with the
use of a computer the student increases their mental thinking. The student will also
develop a higher order of thinking and be able to solve complicated problems. This is an
effect of the student being able to see the information in a different form which is the
point made in category one.

18. COMPUTERS ON STUDENT ACHIEVEMENT 18
Category one and two leads the analysis of category 3. The result of students
enhancing their learning abilities, which strengthens their mental thinking and problem
solving skills, allows them to achieve higher test scores. Meaning the student would have
achieved more academically. Also, students with access to computers develop different
skills therefore some distractions from using the computer for recreational activities may
occur. However, overall the computer will prepare students to succeed in the future
because of how society is changing into a technical world.
The open coding and the axial coding are combine and crossed reference to begin
making arrangements to go into the next stage.
Selective Coding
This stage of the analysis shows the interrelationship between all the categories as
they are combined. All the categories have a cause and effect type relationship with each
other. These relationships will prove why there is a positive impact on the use of
computers and student achievement. Category one is the core category in this study. This
means that both category two and three are direct outcomes of category one (see figure 1
in appendix).
When students have the opportunity to work on computers they will enhance their
ability to learn. Charles Terrett and interviewee states, “In todays’ technical environment,
there are also new and additional basic skills that students should learn” (NCREL, 2005).
People believe this will allow students to develop stronger mental thinking skills, which
will then help the students receive higher test scores.
Secondly, when students are able to take an abundant amount of information and
process it, it helps them develop a higher order of thinking. In a group interview Jones,

19. COMPUTERS ON STUDENT ACHIEVEMENT 19
Valdez, Nowakowski, and Rasmussen states, “Universal participation as a policy goal,
means that all students in all schools have access to and are active on the information
highway in ways that supports engaged learning” (NCREL, 2005). Some people believe
this will prepare them in their future endeavor and also enable them to retain more
information to get higher test scores. In another interview David states, “Access to
technology requires that it be readily at hand for use as needed, not simply for use that
can be predicted in advance and squeezed into a fixed time slot” (NCREL, 2005). This
supports the concept that computers give students access to an infinite amount of
information and while students learn how to process the information they are developing
their thinking skills.
Lastly, giving the students the ability to learn the instruction in another form,
mainly nonverbal, allows them a greater chance to retain the information. In a videotaped
interview Diana Porter stated, “Technology is a very important part of problem based
learning, if a student chooses a topic now with internet access, they can actually find
something on the topic and bring it into the classroom” (NCREL, 2005). However,
showing the student the fun nature of the computer and the endless possibilities that the
internet offers could cause the student to want to use the computer for other recreational
activities.
Development of Theory
The data-collected forms all kinds of relationships to show how students can and
will achieve more academically when they are exposed to computers. Category one is the
core category that entails the main principles for this study. Giving students’ computer
access will help them enhance their learning abilities. The second core principle is that

20. COMPUTERS ON STUDENT ACHIEVEMENT 20
students will also be able to process a greater amount of information with a computer.
Also, one of the more important core elements to the student achieving more
academically is the ability to look at the instructions in a different form.
All of category one core principles are the cause of the effects in category two and
three. Because of category one the principles in category two are possible. Students will
strengthen their mental thinking skills because of the new ways they have to research and
learn information. Diana Porter states, “Some of the products we’ve seen with students
using technology to do the work, have been much more complex, they’ve been able to
bring more data into the picture and manipulate and analyze that data in a much more
sophisticated way then they could have when they were just using a piece of paper and a
calculator” (NCREL, 2005). People agree this is what helps students develop a higher
order of thinking. The sources of information the computer brings is unlimited and just
working with one not only do you learn the information you are looking at, but if
something is wrong with the computer or software you develop problem solving skills
needed to figure out how to fix these problems.
Category three also contains effects of actions taken in category one and in
category two. Students will be prepared with all the necessary skills to achieve higher test
scores which would be the likely and most positive outcome of the whole process.
Students will also want to use the computer for other recreational activities as a result of
learning all the benefits the computer can bring. This can be a negative outcome, but in
the long run computers will prepare students for what tomorrow has in store for them and
their future. Figure 1 in the appendix gives you a visual prospective in how the categories
interact.

21. COMPUTERS ON STUDENT ACHIEVEMENT 21
The individuals used in this study are professionals from different areas of
education and have different points on the positive impacts of computers on education. In
a videotaped interview with Brad Johnson, he stated that during his study he had many
students using email as a method of communicating with individuals they found around
the world. They were working with similar kinds of issues, and the responses to our
students were very strong. It is very likely that they would get something back from
someone in the college or business that was looking at the issue (NCREL, 2005). People
could believe this shows growth and increases the interest of the student. The fact is these
students have the opportunity to communicate with individuals and use them as sources
in their research efforts.
The analysis provides a strong foundation to the researchers theory that given
access to computers students can increase their potential to achieve more academically
can be arguably valid based on the observations and reports from these professional.
Organization of the Study
Chapter 1 is the introduction of the research question. It contains the context of
the problem, problem statement, significance of the study, research questions, and the
research design & methodologies sections of the paper.
Chapter 2 will be the literature review of the research topic. Discussing what
other professionals have researched and found. The literature will discuss more
experiments and test professionals have given and published.
Chapter 3 will discuss research question 1, how can computers increase student
learning and assist students in meeting the standards? The author will discuss ways

22. COMPUTERS ON STUDENT ACHIEVEMENT 22
computers have improved students academically by exposing them to alternative learning
habits.
Chapter 4 will discuss research question 2, what specific cognitive skills are
enhanced by the use of computers for learning? The author will discuss other skills and
traits students have been shown to develop by early exposure to computers and
technology.
Chapter 5 will discuss research question 3, how can online assessment be used to
enhance student learning and accountability? The author will focus on studies that show
that some learning capabilities strengthen when using interactive online assessments
versus just listening to an instructor lecture in the classroom.

23. COMPUTERS ON STUDENT ACHIEVEMENT 23
Chapter 2: Literature Review
The year 1970 was the beginning of change for education; this was the first year
computers were introduced to education. Students and teachers first lesson was to learn
the programs on the computer. From 1970 to present day 2011 the evolution of the use of
computers has changed drastically. Computers became tutors and/or surrogate teachers
because of the sophisticated growth in software. Students started learning while engaged
in computer games and novice simulations. They took instruction from commands on the
computer screen and when correct these students received rewards. English and literature
teachers found value in using word processors and students began to write and edit more
than usual. Soon teachers realized the computer could benefit students in other ways such
as: using spreadsheets, presentations, databases, and other various tool to do research in
other study concentrations (Fouts, 2000).
The evolution of internet once again took education to another level. The amount
of information that was available to students was astonishing. Students with internet
access were able to network with people all over the world; this heightened
communication between people and the exchange of information. Solving problems in
groups became a basic learning technique in the classroom. The launch of online courses
became accessible and students who lived in rural areas now could increase their learning
opportunities in various concentrations. Technology advancements of the computer, that
were previously abstract ideas where now being demonstrated and operated. The
education sector changed, a new learning realm became feasible (Fouts, 2000).
The literature is rich with examples of how computers have strengthened students
learning abilities in grade schools. It helps the emergent learner, students with

24. COMPUTERS ON STUDENT ACHIEVEMENT 24
disabilities, students with language disabilities and the gifted child. The major challenge
in schools today is reaching out to the different cultural and socioeconomic backgrounds.
Teaching to different abilities, backgrounds, interests, learning styles, and modalities has
proven to be a major challenge for educators (loveless, 1996).
While reviewing the literature that investigated the barriers to successful
computer implementation into schools, common issues emerged. These issues can be
separated into 3 different categories; teachers, physical, and social. The role of teachers
is identified by many researchers, as the mainly significant aspect to successful
assimilation (Bitner & Bitner, 2002; Conlon & Simpson, 2003; Guha, 2003; Loveless,
1996; Vannatta, 2002; Zhao, Pugh, Sheldon & Byers, 2002). A number of factors
contributed to a successful integration pertaining to teachers. The teacher had to be
willing to adapt to change; their comfort and skill level, as well as their ability to manage
their time were two factors most indicated. In the physical environment the issue of
convenience and directorial constraints became apparent (loveless, 1996). Reviewed
literature shows that support systems were a significant section of the problem as well
(Beyerbach, Walsh & Vannatta, 2001; Bitner & Bitner, 2002; Cennamo, Ertmer, &
Johnson, 2000; Guha, 2003; Hruskocy, Schmid, Fesmire, & Lisner, 2001; Mouza, 2002).
When it came to the social issues, the integration of technology was an easier task to
handle when the teachers that had assistance from administrators, peers, and other
technicians. Also, professional development model support systems were needed to
incorporate an internal support system.
Most authors believed that implementation of technology in the classroom and
curriculum began with the skills and attitude of the teachers (ICT, n.d.). If there were

25. COMPUTERS ON STUDENT ACHIEVEMENT 25
efforts to ensure the teachers were developing skills needed, the teachers would start to
conjure up ways to incorporate technology into the classroom curriculum and express its
successfulness to other teachers in the school.
If obtaining knowledge was the impulsion that horded the use of technology in the
schools, students as well as teachers could work together on the process of
educating each other, changing established paradigms of the instructor providing
insight and the student comprehending the information. Inspiration to undergo the
aggravation and confusion of the course of transformation desired to be inherent
(ICT, n.d., Para. 2).
Much of the literature reveals that this would be an ideal direction to follow. Training
teachers and allowing them to use their creativity to coordinate programs within the
curriculum. After all a teachers profession is to reach students and educate them right?
The use of computers in the work place arena has become essential to many
businesses and schools. These entities have started realizing how important the
unparalleled challenges that assist people in obtaining an interest, serious and inspired
psyche to take advantage of the opportunities determined by the increasing escalation of
knowledge, technology, and information (Che Rose, D’Silva, Kumar, 2008).
In reality computer technology began changing the learning practices of students
almost 25 years ago even though this change was in a reasonable approach (Cuban,
2001). Geisert and Futrell (2001) stated that if teachers would transform their teaching
mechanics to incorporate the use of computers more, the everyday student would show
enormous gains, anywhere illiteracy was a factor, it could possibly become a non-factor,
and students would have enormous new opportunities opened before them (Che Rose,

26. COMPUTERS ON STUDENT ACHIEVEMENT 26
D’Silva, Kumar, 2008). Also, law makers’ wishing to develop the value and amount of
student education has become progressively more eager to generate generously bigger
investments of monetary and human resources into hardware, software, and preparation.
Computer technology has begun to open broad opportunities for teachers to
implement technology supported resources in the education process and to increase the
development of student achievement academically (Jonassen, 1995). Using computers
aided by technology in the classroom will motivate the instructors to come within reach
of their responsibilities with a better logic of reason and create a playful, educational
environment which is important to a students learning process. The use of computer
technology such as simulations and data-logging is vital for copying educational areas
like mathematics and sciences. Copying is a vital fraction of science and computers are
good for restructuring things like testing nuclear equations and calculating molecules.
Using computers became an enjoyment for the students and because of the fun
nature students were more motivated to learn. The delivery mechanisms used to teach
subjects like science and mathematics has been altered by the use of computer
technology. It is supposed that the existing age relates to computers as a component of
how they were raised and being pertinent in a technologically advanced economy. In
some students homes the role the computer play is essential to how the student uses it for
recreational and learning purposes. Computers alter the way subjects like science are
taught and information technology tends to go in accordance to how the students think
(Dwyer, 2000).
Some of the authors believe that teachers were unprepared for using computers in
their teaching except in the most basic forms of instruction (loveless, 1996). More

27. COMPUTERS ON STUDENT ACHIEVEMENT 27
teachers should be constructivists which are facilitators in their classroom. This helps
students actively engage in exploration, invention and discovery (ICT, n.d.). There were
three main factors that contributed to the successful classroom technology innovations;
technology proficiency, pedagogical compatibility, and social awareness (ICT, n.d.).
Research has proven that a teacher’s proficiency plays an intricate role in successful
implementation, but the knowledge that the teachers possess for enabling conditions to
implement a specific technology is equally important. Teachers have to use technology to
be innovative instead of using technology to sustain existing patterns of schooling.
The authors all seem to agree in their literature that students may be embarrassed
to participate in class because they are afraid to show their ignorance. This is another
reason why technology implementation in the classroom would prove to be life changing.
Some students tend to not learn because they are afraid to ask questions, afraid of being
made fun of for not knowing. With individualized computer instructions, students can
feel secure about asking the instructor for help.
The literature also talks about how computers can help students from different
backgrounds. In classrooms today there are three types of students; poorer students,
gifted, and the ones in between. The challenge that teachers face is how to keep the class
on pace and satisfy the needs of all the students. If the lesson is basic the gifted students
will get bored and if the lesson is to advance the poorer students will get left behind. With
technology students would have freedom to work at their own pace. Computers are
effective because of the patience they possess compared to an individual.
Studies from the literature reveal that, those students who were exposed to
computers for simulations and models or for data analysis scored higher on standardized

28. COMPUTERS ON STUDENT ACHIEVEMENT 28
test than those without. Students can use computers to search for data, analyze data,
graphs, etc. As long as technology is used appropriately it has been shown to be effective.
Computers are needed to compete and work with other countries in the world. The
U.S. does not favor low skilled workers in the U.S. because labor is cheaper overseas.
This is why we find more companies outsourcing work every day, to keep jobs in
America society must progress with the times which is technology today. Technology is
a need in the world today, the U.S must prepare for it. Parents have to have the desire to
want their kids to graduate with the required skills to make it in tomorrow’s world.
Employers want individuals who are problem solvers, they might teach you their
business, but they want individuals who have something to offer to their company.
Computers are versatile and valuable and it is becoming a way of life. Teachers
must be prepared to deliver the lesson once it’s implemented. Instructors can use
technology adequately and effectively if they are creative and passionate about teaching.
The students need it, the school systems need it, and the U.S. needs it. Computers need to
serve as a supplement to the curriculum already in place in grade school.

29. COMPUTERS ON STUDENT ACHIEVEMENT 29
Chapter 3
The purpose of this research is to determine the following: How does the impact of
computers contribute to students within grade schools to achieve more academically?
How can computers increase student learning and assist students in meeting the
standards? The basis of the research question is to discover how computers have
enhanced students to learn and achieve more academically. My data entail a collection of
interviews and videos collected by the North Central Regional Educational Laboratory. I
did a data-analysis using the grounded theories study approach.
Many have argued that computers do actually heightened students learning
abilities and allow that student to at least meet the standards upheld by that school, if not
exceeding the standards. Throughout this study the researcher has analyzed data that was
gathered from many professionals in the educational sector who also believe that
computers are educations future for students. After reading through all the interviews
taken I was able to get a clearer understanding and cypher through what I actually agree
with and do not agree with pertaining to the students meeting the standards of learning by
using computers.
People think the way we work as professionals in our own right has changed due
to computers. It is because of how computers are used in the professional world,
computers have been given much prominence in the past years. Computers affect
professionals in every field of study. Whether it be finding applications for medicine; or
aiding in processing of the industrial industry; without computers the software industry
could not thrive; and now the task to impact education is in the horizon. The roles of

30. COMPUTERS ON STUDENT ACHIEVEMENT 30
computers in education are many. The research explains the various aspects of the key
elements that make computers important to education.
Category one of the analyses is designed to show the roles computers play in
helping student achieve the standards in school academically. Jones, Valdez,
Nowakowski and Rasmussen a few of the interviewees in a group discussion state that,
“Technology is a tool that gives everyone an equal chance to learn” the interviewees also
go on the record stating, “Inequities will be reduced because everyone will have equal
access and equal opportunity to learn”. These interviewees are suggesting that technology
enhances the students’ ability to learn. It is believed that if every student is given and
embraces the opportunity to use technology the outcome will be that students will
achieve more academically.
The technology of computers impacts education very profoundly. It is beginning
to be extremely important that individuals have basic computer knowledge to survive
each day. As a result of this the curricula of schools and colleges have started to
implement computer education. Some of the key elements that computers bring to
education include proficiency to store and interpret information, fast processing of
information and computers are green because of the paper they save.
The modern systems of education cause for students to use heavy reference books
to do research. Students who have access to computers find it easier to access and process
larger amounts of information with the internet. Students also benefit from the easy
storage of notes oppose to sustaining handwritten notes.
Studies in traditional classrooms prove that computers are a positive effect on
student achievement if implemented correctly. Meaning the instructors have to be well

31. COMPUTERS ON STUDENT ACHIEVEMENT 31
trained and know how to facilitate the technology. Also, the computers can create
fascinating learning atmospheres for students to soak up and retain the information.
Computers were first introduced to education in the classroom to help teachers
teach the curriculum and other basic skills. They offered another way to facilitate
instruction and also serve as a supplement to the teacher’s daily curriculum, and in some
cases served as the teacher’s main instruction. One of the interviewees Diana Porter
states, “Technology is very important in organizing their information and categorizing it
through databases, comparing it as in a spread sheet, talking about it as in word
processing document or communicating with someone, an expert in the field, through
internet” (NCREL, 2005). Software for the computers concentrated on basic computer
skills and knowledge in different areas. The software contained drills, practice and
instruction that were based on behaviorism and reductionism. Computers began to get
more sophisticated when word processors and other programs such as Logo came on the
scene. The educational line between computers usage for tutorials and computers as tools
became hazy. Researchers then focused on standardized test scores and other traditional
methods to measure how students were progressing using the technology.
The data collected for this study shows different viewpoints of why and how
computers impact student achievement and help them reach higher standards. Program
facilitator at a High School for the Teaching Professions in Cincinnati, Ohio explains
how computers can help develop students learning abilities. She stated that computer
technology enables students to, “find, analyze, categorize, manipulate, and communicate
data in complex task” (NCREL, 2005). With computers students can take in large
amounts of data more efficiently, analyze this data and present it clearer than a student

32. COMPUTERS ON STUDENT ACHIEVEMENT 32
without these resources. From the data collected the core of the information analyzed
proves that most people believe as it pertains to student achievement that students, given
the opportunity to learn from technology and traditional lectures from teachers, improved
their academic standings faster than individuals not afforded with the luxury of
technology. Those students who do not have computers seem to fall behind the
technology gap. People believe those students slightly get left behind because they are
not able to have the latest information available to learn (NCREL, 2005).
Based on the data collected a greater percentage of examinees agreed that
computer technology initiatives will improve a student’s academic standing because of
the creative ways to make a student think. Students tend to get involved in the research
more when they have interactive ways to learn. People compare this to students who do
not have access. These students are stuck with one way to collect and receive
information.

33. COMPUTERS ON STUDENT ACHIEVEMENT 33
Chapter 4
The purpose of this research is to determine the following: What specific cognitive skills
are enhanced by the use of computers for learning?
What rationale skills can be heightened when computers are used for learning?
The basis of this research is to uncover the cognitive skills that learning from computers
enhances. My data entail a collection of interviews and videos collected by the North
Central Regional Educational Laboratory. I did a data-analysis using the grounded
theories study approach.
The question is does computers enhance learning when implemented
effectively? People believe the answer to that question is evident because of the various
studies that show that when students are exposed to computer technology they tend to
achieve more academically. Superintendent of Fulton County Schools in Hickman,
Kentucky Charles Terrett stated in his interview, “We want our students not only to solve
problems, but we want our students to learn how to solve real world problems, these are
our new learning goals” (NCREL, 2005). Category two of the study shows how student’s
mental thinking is enhanced; these students develop a higher order of thinking and
problem-solving skills when computer technology is implemented in the students
learning habits. Mr. Terrett’s statement also gives reference to the category three of the
analysis. One of the sub-categories in category three is preparation for future endeavors.
The statement being made points out how computers can be used to help students when
they reach their life goals.
A librarian at North Knox High School in Bicknell, Indiana, Jan Weeks stated,
“Computers help students learn communication and research skills and allows them to

34. COMPUTERS ON STUDENT ACHIEVEMENT 34
connect with sources of information across the globe using the internet” (NCREL, 2005).
Ms. Weeks and Mr. Terrett both seemingly believe that students develop and increase
academic skills when using the computers. Researchers can engage cognitive skills by
observing when the students’ are provided constant, involved attention to a task that
would require them to use mental effort; and accurate, useful learning is formed by
prolonged commitment in optimally difficult cognitive actions. The engagement of
cognitive skills and enthusiasm are inseparably linked together through mental
representations, observing, and assessment of answers and tactical thinking.
Being that cognitive abilities are special skills connected with intelligence and
perceptive. These skills require children to comprehend numbers and languages that they
will use to reason and solve problems as well as to learning and retaining the information.
Cognitive skills can mean a wide range of aptitudes. The research done on the use of
computers on cognitive skills concentrated on the development of a particular group of
visual intelligence skills that are important to the use of the computer technology offered
to the students.
In the data-collected a couple of the professionals interviewed went on the record
stating that, “some computer applications and computer games are well designed with
ways to emphasize visual oppose to verbal information processing” (NCREL, 2005).
Children who have access to such software tend to improve their visual intelligence
abilities. People believe that it is skills such as these that help students develop a higher
order of thinking and problem-solving skills which are sub-categories in category two of
the analysis. These skills are likely to provide the children with the foundation needed to
increase their computer literacy. Skills of such can be meaningful in the area of

35. COMPUTERS ON STUDENT ACHIEVEMENT 35
technology in science. This is so because in these fields one must be proficient at
manipulating images on screens. However, computer applications can only enhance these
cognitive skills if the software actually uses the skill(s).
Although research on the cognitive impact of computer applications doesn’t
directly show how students skills are impacted. Most of the applications use similar skill
sets that test visual learning oppose to verbal intelligence. Superintendent of Fulton
County Schools in Hickman, Kentucky, Charles Terrett went on the record saying that,
“involvement to the increase of imagery in automated technologies was a result of an
increase in visual intelligence scores over the past century” (NCREL, 2005). This
statement was given because over the year’s nonverbal test where given to students of
similar ages in 1942 and 1992 and the results shown were an increase in all age groups. A
known test was the Raven Progressive Matrices which was tested on a population of
British adults.
The evidence has been reported that computers can improve student’s
information-processing skills. Computers allow multiple and complicated forms of
information, that allow students to think with a higher knowledge base.

36. COMPUTERS ON STUDENT ACHIEVEMENT 36
Chapter 5
The purpose of this research is to determine the following: How can online assessments
be used to enhance student learning and accountability?
How can the use of online materials increase students learning abilities
and hold them accountable for the work? The basis of the research is to show how the use
of online materials increases students learning abilities and how online assessments make
students accountable for learning the information. My data comes from an article entitled,
“Critical Issue: Using Technology to Improve Student Achievement” and was published
by the North Central Regional Educational Laboratory. I am going to do a grounded
theories study on the information provided.
It is believed that the education industry has been revolutionized by online
education. Some think distant learning has been an apparent factor and reality through
computer technology. The classroom barrier has been broken in education. Online
education now reaches great heights due to computer technology. Brick and mortar
locations have been connected because of computer networking.
Online assessment must correlate with the lesson plan that is being taught to the
student in the classroom if the online assessments are being used as an addition to
classroom instruction. In a group interview, Jones, Valdez, Nowakowski, and Rasmussen
stated, “Students cannot exploit the power of word processing if they must wait for their
weekly scheduled time in a lab. The technology must be readily accessible for use when
it is needed” (NCREL, 2005). They believe students need to have the convenience to
complete assignments on the students own time. This idea could be positive for those
students who desire to work ahead and complete work ahead of time. Also, if the testing

37. COMPUTERS ON STUDENT ACHIEVEMENT 37
program gives students feedback it could benefit the students’ capabilities to comprehend
by studying the material.
The online assessments must be engaging to the student. Some of the interviewees
believe animations and interactive simulations will likely play an integral role in the
student’s ability to retain the information that the online assessment is teaching. For
instance one of the interviewees Brad Johnson a teacher at the School of Environment
Studies in Apply Valley, Minnesota stated that his class uses numerous different types of
technology which included geographic information systems, the internet, and electronic
mail to recommend a strategy to build a maintainable city on emergent land in their
county. Studies on new developments scenarios that are game or real life situations
ensure a more affluent teaching and learning atmosphere to online assessments (NCREL,
2005).
The flexibility whether it be time, place, and other testing possibilities that online
assessments offers is paramount. Category one used in the analysis shows that students
can learn more in shorter periods of time. Online assessments prove why this analysis is
valid. People believe that students who have special needs are provided with impartial
opportunities from the flexibility to showcase their true knowledge in the classroom. By
having the opportunity to be educated on their own time could be the determining factor
to solve any problems these students may be facing. These students can keep up with
classroom activities and learn just as much as they would if they were in a traditional
setting. This same concern also addresses another sub category in category one which is
students receive the information in a different form.

38. COMPUTERS ON STUDENT ACHIEVEMENT 38
My analysis of the data showed that people believe when students are introduced
to information in another form they tend to retain the information better. In return the
students also increase their mental thinking abilities. Online assessments help students
reach this task because it is up to the individual students to perform the required work
needed to succeed in the class. Online assessments also holds the student accountable
because they have to login in to complete task and other assignments. This brings us to
category three computers and the sub category of preparation for future endeavors. When
students develop the accountability skills they tend to carry them forward in other things
they do in life. They want to make higher test scores and they want to achieve more
academically.

39. COMPUTERS ON STUDENT ACHIEVEMENT 39
Chapter 6
Introduction
The purpose of this research paper was to analyze the impact of computers on
students’ achievement academically. The researcher showed the impact by analyzing
three research sub questions:
1. How does the impact of computers contribute to students within grade schools
achieve more academically?
2. What specific cognitive skills are enhanced by the use of computers for
learning?
3. How can online assessment be used to enhance student learning and
accountability?
These sub research questions where analyzed using a qualitative approach; more
specifically a grounded theory study analysis. The data that was collected consisted of
interviews and videos from professionals in the education arena. The responses from
these professionals were categorized into smaller groups so that the researcher could
analyze the data efficiently.
The categories that the data was broken down into consisted of: Role Computers
Play (category one), Skills Affected (category two), Effectiveness of Use (category
three). The sub categories are what were used to further segregate the information into
smaller groups. The sub categories in category one consisted of: The ability to enhance
learning; Students are able to learn more in shorter time periods; and Student get another
way of looking at the instruction. Category two: Students’ mental thinking is enhanced;
Development of higher order thinking; and Development of problem-solving skills.

40. COMPUTERS ON STUDENT ACHIEVEMENT 40
Category three: Higher test scores when using computers; Students use the computer for
recreational activities; and Preparation for future endeavors.
Summary
The impact of computers on the students’ achievement is an important discussion.
Some people believe that technology is the only way that our society will succeed at this
date and point in our society. They believe that the generations of tomorrow must prepare
while they are young to be technologically able to impact their future.
The interviewees had strong feelings about how computers impact students’
achievement. Barbara Singleton, director of technology and curriculum at North Knox
High School in Bicknell, Indiana states, “if we’re not careful, we’re going to separate
even further the haves and the have not’s. Not only are we going to have economically
disadvantaged students, we’re going to have information disadvantaged students”
(NCREL, 2005). Other interviewees agree with Ms. Singleton that students will be left
behind in the world if they are not afforded the opportunity to use tools that a computer
will offer them.
Based on the interviews the researcher found that people believe students that are
provided with new learning experiences achieved greater levels of reasoning and problem
solving skills, although this was not a conclusive finding, it shows that many individuals
have seen the positive effects of computers impact on student achievement. Also, people
believed that students’ personalities were affected when exposed to computers. Students’
attitudes showed a greater increase of positivity and instructors teaching practices also
increased.

41. COMPUTERS ON STUDENT ACHIEVEMENT 41
People believed that computer technology should be used as a tool in education.
The interviewees agreed that teaching technology is not the issue, but teaching students
how to use technology to solve their problems and make their work better. In Cottage
Grove, Wisconsin, a sixth grade teacher Chris Collins states, “We use the internet in my
classroom, but it is not let’s go do the internet now, it is we are doing these projects on
World War II, how can the internet assist us in accomplishing this project?” (NCREL,
2005) People agree that this is the best form of learning with computers. Computer
technology should never be the number one learning method.
Conclusion
The researcher has analyzed a host of interviews and videos from professionals in
the educations arena. The data collected and analyzed gives support to make a strong
argument that computers have a positive impact on student achievement academically.
The interviewed professionals believed that students with access to computers whether it
is in their homes or in their schools achieve more academically compared to students who
are from different economic statuses.
Barbara Singleton was one of the interviewees who strongly believe students who
are not afforded opportunity to use computers are at a disadvantage. She stated, “I feel
that we have given our kids here at North Knox a huge advantage by being able to access
this information, but I also think about other schools just in this neighborhood that do not
have internet access” (NCREL, 2005). Ms. Singleton goes on to say, “Information is
power, and if we deprive schools that are already disadvantaged from that power, the gap
is just going to grow wider and wider” (NCREL, 2005). People believed that students are
left behind and never fully reach the educational potential without the use of computers in

42. COMPUTERS ON STUDENT ACHIEVEMENT 42
this current society. This shows support to category one, two and three. Students who are
not giving the opportunity to use the computers never develop these stronger learning
abilities. The students do not develop the technical skills that would enhance their
problem solving skills and prepare them for their future endeavors.
The research also gives reference to the fact that student skills are enhanced by
the use of computer involvement in their educational instruction and studies. People
believe that a students’ ability to think and solve more abstract problems are heightened
because of the information that is accessible by the use of computers. This concept was
made in category two and supported by Interviewee Charles Terrett who was very
adamant about computer technology addressing learning goals by stimulating new skills
and enabling students to solve real-world problems. Other interviewees show similar
beliefs that students develop a higher order of thinking because of the amount of
information that is available to them with use of a computer. Diana Porter, referenced
earlier in this research stated, “If a student chooses a topic, now with internet access, they
can actually find something on the topic and bring it into the classroom” (NCREL, 2005).
It is believed that students develop the skill set of processing large amounts of
information in a shorter time period, processing it and making use of the information
gathered. People think this makes students stronger and wiser when analytically
pondering more real-life issues. The researcher’s analysis gave reference in category two
that the students would develop a higher order of thinking when given the opportunity to
use computers.
The researcher has made many inferences that computer technology is the most
suitable way to progress and prepare students for tomorrow’s challenges. The

43. COMPUTERS ON STUDENT ACHIEVEMENT 43
interviewees’ responses support this notion made by the researcher. Some may think that
giving a student access to the computer will only drive them to abuse the tools and
resources that computers offer. However, others believe with the gain of knowledge
curiosity does come about. Perhaps this should not be looked at as a weakness or
negative, but growth that the student has become comfortable with the technology and is
now ready to take on further challenges. Based on the accumulative notations made by
the interviewers that give reference and support to the theory made by the researcher, it is
conclusive that computers do have a positive impact on student’s ability to achieve more
academically.

44. COMPUTERS ON STUDENT ACHIEVEMENT 44
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Appendices
Figure: 1