Predicting Classroom Achievement From Active Responding on a Computer-Based Groupware System

Abstract

The predictive validity of active responding on a computer-based groupware system was examined with 48 second graders. Students' achievement at the end of a school year (final performance) was predicted with two independent variables: (a) active responding during the school year and (b) achievement at the beginning of the school year (initial performance). The results showed that active responding correlated highly with initial and final performance measures and that active responding contributed significantly to predicting final performance when initial performance was controlled for. As expected, students with higher initial performance participated significantly more in classroom activities than did those with lower initial performance. We conclude that active responding on a computer-based groupware system can be used as a process variable indicative of later achievement and that classroom teachers can use students' active responding to formatively evaluate instruction.

The Effect of Active Student Responding during Computer-Assisted Instruction on Social Studies Learning by Students with Learning Disabilities

“…. However, limited research exists that demonstrates empirically the effects of ASR during CAI (e.g., Jerome, Barbetta, Rosenberg, & Brady, 2001;Shin, Deno, Robinson, & Marston, 2000;Tudor, 1995;Tudor & Bostow, 1991;Wilson, Majsterek, & Simmons, 1996). Tudor and Bostow (1991) and Tudor (1995) evaluated the effects of ASR-CAI with college-level students.…”

An innovative concept map approach for improving students' learning performance with an instant feedback mechanism

“…Several previous studies have shown that the students who learned with computerised concept map systems had better learning achievements than those who learned with traditional approaches (Kim & Olaciregui, 2008). The advantages of computerised concept maps include the ease of making corrections, the flexibility of presenting content and the availability of promoting interactions among teachers and students (Liu, Chen & Chang, 2010; Reader & Hammond, 1994; Shin, Deno, Robinson & Marston, 2000). In the past decade, a number of studies have attempted to develop computer‐assisted learning or assessment systems combined with the concept map strategy.…”

Preventing Youth Incarceration Through Reading Remediation: Issues and Solutions

“…Christle et al (2005) also observed that in low-risk schools, students displayed higher rates of academic engagement than did students in high-risk schools. Other studies also have documented a direct, positive correlation between active student engagement and achievement (Christle & Schuster, 2003;Greenwood & ArreagaMayer, 1994;Johns, 2000;Shin, 2000;Sterling, Barbetta, Heward, & Heron, 1997). Moreover, teachers in low-risk schools were found to use instructional principles that promote student learning.…”