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

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.

[1]  L. Fuchs,et al.  Identifying a Measure for Monitoring Student Reading Progress. , 1992 .

[2]  H. Walberg.  Synthesis of Research on Time and Learning. , 1988 .

[3]  Herbert J. Walberg,et al.  Productive Curriculum Time. , 1994 .

[4]  W. L. Heward,et al.  Using response cards to increase student participation in an elementary classroom. , 1990, Journal of applied behavior analysis.

[5]  Chen-Lin C. Kulik,et al.  Effectiveness of computer-based instruction: An updated analysis. , 1991 .

[6]  D. Berliner,et al.  Academic engaged time , 1978 .

[7]  Robert Charles West,et al.  The Effects of an Integrated Learning System (ILS) Using Incremental Time Allotments on Ninth Grade Algebra Achievement , 1994 .

[8]  D. Young,et al.  Science Achievement and Educational Productivity: A Hierarchical Linear Model , 1996 .

[9]  H. C. Richards,et al.  Dimensions of Naturalistic Observation for the Prediction of Academic Success , 1979 .

[10]  G. Mckenzie,et al.  Effects of testlike events on on-task behavior, test anxiety, and achievement in a classroom rule-learning task. , 1979, Journal of educational psychology.

[11]  B. Bloom.  Human Characteristics and School Learning , 1979 .

[12]  B. Flexer.  PREDICTING EIGHTH-GRADE ALGEBRA ACHIEVEMENT , 1984 .

[13]  E. Vockell.  The Computer and Academic Learning Time. , 1987 .

[14]  J. Carroll.  A Model of School Learning , 1963, Teachers College Record: The Voice of Scholarship in Education.

[15]  S. Deno,et al.  Curriculum-Based Measurement: The Emerging Alternative , 1985, Exceptional children.

[16]  M. Thurlow,et al.  LD and Non-LD students' Opportunities to Learn , 1983 .

[17]  Jerry D. Pratton,et al.  The Effects of Active Participation on Student Learning , 1986 .

[18]  Yuen-Kuang Liao,et al.  Effects of Computer-Assisted Instruction on Cognitive Outcomes: A Meta-Analysis , 1992 .

[19]  Linda M. Anderson,et al.  Short-Term Student Responses to Classroom Instruction , 1981, The Elementary School Journal.

[20]  H. Walberg,et al.  Learning as a Function of Time , 1980 .

[21]  R Gardner,et al.  Effects of response cards on student participation and academic achievement: A systematic replication with inner-city students during whole-class science instruction. , 1994, Journal of applied behavior analysis.

[22]  H. Walberg,et al.  Toward a Knowledge Base for School Learning , 1993 .

[23]  William B. Borgers.  DEMOCRACY AND EDUCATION. , 1919 .

[24]  Robert D. Hoge,et al.  Predicting Academic Achievement from Classroom Behavior , 1979 .

[25]  Claire M. Fletcher-Flinn,et al.  The Efficacy of Computer Assisted Instruction (CAI): A Meta-Analysis , 1995 .

[26]  Maribeth Gettinger,et al.  Time allocated and time spent relative to time needed for learning as determinants of achievement. , 1985 .

[27]  Nancy Mcknight Smith,et al.  Allocation of Time and Achievement in Elementary Social Studies , 1979 .

[28]  R. Mathiasen.  Predicting college academic achievement: A research review. , 1984 .

[29]  Phyllis K. Mirkin,et al.  Identifying Valid Measures of Reading , 1982, Exceptional children.

[30]  D. Marston,et al.  Implementing Curriculum-Based Measurement in Special and Regular Education Settings , 1985, Exceptional children.

[31]  Steven L. Robinson.  Computer-Delivered Feedback in Group-Based Instruction: Effects for Learning Disabled Students in Mathematics. , 1989 .