The effects of class level placement (honor vs. regular), the students' perceptions of their constructivist learning skills, and their use of technology, on student learning outcomes
The purpose of this study was to identify the effects of the predictors of class level placement (honor vs. regular), the students' perceptions of the application of their constructivist learning skills and their use of technology on the criterion of student learning outcomes. The impact of class level placement was measured by ANOVA testing of students' semester grades. The impact of student level placement on student learning outcomes was explored by this study because at Tullahoma High School students could self-select to enroll themselves, or be assigned by their parents in honor classes. And once they are enrolled in honor classes, they are classified as honor students. Therefore, it was beneficial to study such impact on student learning outcomes. Students' perception of their application of constructivist learning skills was measured by using the SMART (Student MI Assessment Reporting Instrument). Students' perception of the use of technology was measured by the SUOT instrument (Student Use Of Technology). Student learning outcomes were measured by students' numerical semester grades in English, Social Studies, Mathematics, and Science. The sample was selected from the ninth and tenth grades (honor and regular) students who attended Tullahoma High School in Tullahoma, Tennessee. It was composed of eighty-one ninth and tenth graders (honor and regular students) from a total enrollment of 700 students. The demographics of the participants from both groups were 65 European-American, 12 African-American, 1 Asian-American, 1 Foreign, and 2 Hispanic students. Genders were equally represented. The ages of the students were between 14 and 17 years old. Data was collected in the beginning of January, 2001. Two weeks after the end of the semester; participating students' numerical semester grades in English, Social Studies, Mathematics, and Science were collected. Data analysis (factors & grades) was conducted. ANOVA testing revealed that students' class level placement (honor or regular) was a significantly correlated with student learning outcomes at P ≤ 0.0004. Students enrolled in honor classes scored higher than those enrolled in regular classes. Therefore, it was concluded in this study that students' placement in honor classes had a positive impact on their learning outcomes. A stepwise multiple regression revealed that students' perception of the application of the constructivist learning skills is not a significant predictor of their learning outcomes. Both honor and regular students perceived themselves to apply the same constructivist learning skills in their learning. A stepwise multiple regression revealed that factor 2 which has been identified as unstructured use of technology at school significantly correlated negatively with students' learning outcomes in science class for both honor and regular students at P ≤ 0.036.
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Hebatalla E Elkhateeb,
"The effects of class level placement (honor vs. regular), the students' perceptions of their constructivist learning skills, and their use of technology, on student learning outcomes"
ETD Collection for Tennessee State University.