A STUDY TO COMPARE THE UTILIZATION
OF COMPUTER TECHNOLOGY AMONG TEACHERS AND STUDENTS
IN DIFFERENT GRADE LEVELS
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A Research Paper
Presented to
Dr. Jack Johnson
State University of West Georgia
 

Presented in Partial Fulfillment
of the Requirements for the Class of
ABE 880: Advanced Research Techniques in Business Education
 
 

By
Roderick Hames

December 5, 1996



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ABSTRACT

This research study's purpose was to explore the amount of time and different uses of computer users. Student and teachers were asked a series of questions to explore how much time they actually spent on the computer. An additional number of question focused on what different types of activities they were doing while on the computer.

The information provided by the respondents was then compared and analyzed according to the respondent's grade level. The comparisons were examined to determine if a significance level was obtained. The data was deemed significant if the comparisons were 25 or more percentage points different.

The findings from the research described in this paper indicated that computer utilization among teachers and students in different grade levels varies at Trickum Middle School. There were significant differences found between grade levels in areas such as computers found at home, time spent in one day on a computer, and number of visits to a computer lab. There were also significant differences in various types of activities done on the computer. Things such as using a grading program, creating lesson plans, and using the Internet were found to have significant utilization differences among the three grade levels.


ACKNOWLEDGEMENTS

The author of this study wishes to acknowledge his sincere gratitude to those who helped make this research project possible.

Thank you, Dr. Jack Johnson for instructing me on the techniques of conducting and writing a research paper. Your advice and encouragement kept me from total frustration. E-mail is a wonderful tool that no student nor professor should be without.

Thanks to all who participated in the survey. The study would not be possible without each participant's input. Thanks to Mrs. MaryAnne Charron, Principal of Trickum, for her support and commitment to technology at Trickum. Without that backing, this research would mean very little.
Special thanks to Dr. Sherah Carr and Mr. Bill Parsons. Their expert advice guided the outcome of this paper significantly.

My wife deserves a very special thanks and recognition. Her understanding and support was and always is vital to my success. She picked up the slack at home when nights ran late at work and long hours at home kept me from my duties as a husband. Her comments and proofreading skills were invaluable to me.

Finally, thanks to God for the endurance and thoughts it took to put together a paper of this magnitude. I consistently felt His touch and encouragement. There was specific occasions that thoughts came from out of the blue (Heaven). Sincere praise to Him who made me and continues to answer to all my prayers.

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TABLE OF CONTENTS
ABSTRACT

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

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CHAPTER
1. THE PROBLEM AND ITS SETTING

Introduction 

Statement of the Problem 

Subproblems 

Hypotheses 

Limitations 

Delimitations 

Definition of Terms 

2. PROCEDURES FOR CONDUCTING THE STUDY

Assignment of the Problem 

Research Efforts 

Instrument Design

Selection of Participants 

Administration of the Instrument 

Collecting and Recording the Data 

Analysis of Data 

3. FINDINGS OF THE STUDY

Introduction 

Teacher Survey Instrument 

Student Survey Instrument 

4. SUMMARY 

Teacher Survey: Demographics 

Teacher Survey: Time Spent on the Computer 

Teacher Survey: Tasks Performed on the Computer 

Student Survey: Demographics 

Student Survey: Time Spent on the Computer 

Student Survey: Tasks Performed on the Computer

Hypotheses Accepted 

5. RECOMMENDATIONS 

Recommendations for Teachers 

Recommendations for Students 

Recommendations for Further Research 

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APPENDIXES

A Teacher Survey Instrument

B Student Survey Instrument

C Instructions to Participants

D Correspondence with Participants

E Notes

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LIST OF TABLES
Table Page

1 Chart data for teacher survey Item #3 "Years
Taught at Trickum"

2 Chart data for teacher survey Item #3b "Years
Taught All Together"

3 Chart data for teacher survey Item #5 "Teachers
Who Have a Computer at Home"

4 Chart data for teacher survey Item #5b "Is Your
Computer a Macintosh"

5 Chart data for teacher survey Item #6 "Time Spent
In One Day Using a Computer"

6 Chart data for teacher survey Item #7 "Use of a
Computer Lab in a Nine Week Period"

7 Chart data for teacher for survey Item #8 "Student
Use of Classroom Computer in a Nine Week
Period"

8 Chart data for teacher survey Item #8b "Percentage
the Classroom Computer is Used in a Typical
Day"

9 Chart data for teacher survey Item #9a "Time
Spent Using the Attendance Program"

10 Chart data for teacher survey Item #9b "Time
Spent Using the E-mail Program"

11 Chart data for teacher survey Item #9c "Time Spent
Spent Using Games Software on the Computer"

12 Chart data for teacher survey Item #9d "Time Spent
Using a Grading Program on the Computer"

13 Chart data for teacher survey Item #9e "Time Spent
Creating Lesson Plans on the Computer"

14 Chart data for teacher survey Item #9f "Time Spent
Creating Personal Items on the Computer"

15 Chart data for teacher survey Item #9g "Time Spent
Using Presentation Software"

16 Chart data for teacher survey Item #9h "Time Spent
Using the Computer for Professional Growth"

17 Chart data for teacher survey Item #9i "Time Spent
on the Computer Using the Internet"

18 Chart data for student survey Item #2 "Computer
at Home"

19 Chart data for student survey Item #3 "Home
Computers that are Macintosh"

20 Chart data for student survey Item #4 "Frequency
of Computer Use in a Typical Day"

21 Chart data for student survey Item #5 "Percent
Classroom Computer is Used in a Typical Day"

22 Chart data for student survey Item #6 "Frequency
of Computer Use in a Nine Week Period"

23 Chart data for student survey Item #7 "Frequency
of Computer Lab Use in a Typical Week for
the Purpose of Academic Classes"

24 Chart data for student survey Item #8 "Typical
Software a Student Might Use in a Week at
Trickum"

25 Chart data for student survey Item #9 "Frequency
of Computer Use in a Typical Nine Weeks for
the Purpose Math"

26 Chart data for student survey Item #10 "Frequency
of Computer Use in a Typical Nine Weeks for
the Purpose Science"

27 Chart data for student survey Item #11 "Frequency
of Computer Use in a Typical Nine Weeks for
the Purpose Language Arts"

28 Chart data for student survey Item #12 "Frequency
of Computer Use in a Typical Nine Weeks for
the Purpose Social Studies"

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LIST OF FIGURES

Figure Page

1 Graph of: "Teachers Who Participated
in the Survey"

2 Graph of: "Time spend on the Computer
in a Day"

3 Graph of: "Student Use of a Classroom Computer
in a Nine Week Period" .

4 Graph of: "Amount of Time Teachers Spend
on a Computer Creating Lesson Plans"


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for the primary purpose of assisting other Computer & Business Education Teachers..
Any distribution or copying without the express or written consent of
Alton C. Crews Middle School or its creator is strictly prohibited.
***
Any questions, comments or suggestions concerning
this web site or its content should be forwarded to
Roderick Hames, Computer Science / Business Education Teacher
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