UNT Theses and Dissertations - 39 Matching Results

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Analyzing Patterns Within Academic and Legal Definitions: a Qualitative Content Analysis of the Term "Cyberbullying"

Description: Regardless of culture or nation, students today are experiencing bullying via technology. With the rise of technology, this abuse has the ability to become more far-reaching, and more pervasive than ever. These students face oppression, and in some cases severe imbalances of power. Current research is being conducted and laws created based on varying operational and conception definitions of the term "cyberbullying." This study aims to analyze and provide a coherent definition for the term "cyberbullying" as it is used in research and legislation, especially in the context of today's educational environments. The results help shed light on the large variances in the term and suggestions are made to clarify the definition as the field continues to move forward.
Date: August 2013
Creator: Winn, Matthew R.
Partner: UNT Libraries

Analyzing Visitors’ Discourse, Attitudes, Perceptions, and Knowledge Acquisition in an Art Museum Tour After Using a 3D Virtual Environment

Description: The main purpose of this mixed methods research was to explore and analyze visitors’ overall experience while they attended a museum exhibition, and examine how this experience was affected by previously using a virtual 3dimensional representation of the museum itself. The research measured knowledge acquisition in a virtual museum, and compared this knowledge acquired between a virtual museum versus a real one, employing a series of questionnaires, unobtrusive observations, surveys, personal and group interviews related to the exhibition and the artist. A group of twenty-seven undergraduate students in their first semester at the College of Architecture and Design of the Autonomous University of the State of Mexico participated in the research, and were divided in two groups, one of which used a 3D virtual representation previous to the museum visit. Results show that participants who experienced the virtual museum concurred that using it was a positive experience that prepared them to go to the real museum because they knew already what they were going to find. Most of the participants who experienced the virtual museum exhibited an increased activity during their museum visit, either agreeing, being more participative, concurring and showing acceptance, asking questions, or even giving their opinion and analysis, disagreeing with the guide and showing passive rejection. Also participants from this group showed an increase on their correct answers to the knowledge acquisition questionnaires, going from 27% answers responded correctly in the pre-test, to 67% of correct answers after the virtual museum usage. The research attempted to show that experiencing a virtual museum can be similar to the experience in physical museum visits, not only engaging participants to go to the museum, but sometimes even offering a more functional way to deliver content. Results of this research evidence that using a virtual museum creates a positive impact in ...
Date: May 2012
Creator: D’ Alba, Adriana
Partner: UNT Libraries

Are They Ready? a Multi-case Study of Traditional and Innovative Texas Teacher’s Perceptions of 21St Century Skills in Teaching and Learning

Description: The 21st century is now in the second decade and the need for 21st century skills is discussed at all levels of education as necessary for student success in the future. Federal, state, and districts are addressing this need and have written technology plans to address 21st century skills needed. the purpose of this dissertation is to contribute to the knowledge of 21st century educational technology. the data includes seven recorded interviews from two separate research projects covering two models of education as teachers discuss teaching, learning, and technology. the data studied determines how educational technology perceived in the school environments has been integrated into the classrooms. the initial scripting of video interviews from two research projects began the analysis of data. Particular themes emerged in response to questions established by the two separate research projects focused on classroom, school, and district environmental arrangements that examined; teaching responsibilities and practices; student learning opportunities; and how technology is woven throughout instruction. Further exploration of themes stemmed from analysis conducted with the qualitative software program, NVivo 9. the themes discussed in this paper relate to instructor perceptions of teaching, learning, classroom procedures, and the role technology plays in each. Also noted are the factors beyond the teacher’s responsibility and set rules that include the school environment, district expectations, and supported teaching strategies for the schools. the teachers expressed their view that technology is an important support for learning and that they used technology to accomplish many of the tasks related to supporting teaching and learning. As perceived by the teachers, a major component that surfaced as a result of the analysis was children’s technology use was most drastically influenced by the expectations of the instructional leader to develop and the need to foster 21st century learning strategies such as critical thinking skills, ...
Date: May 2012
Creator: Royal, Joy
Partner: UNT Libraries

An Assessment of Technology Learning Styles, Skills, and Perceptions Among Teachers of Grades Pre-Kindergarten Through Four.

Description: This study investigated whether a relationship exists between learning style and the self-reported technology-related needs, beliefs, stages of adoption, software expertise, and technology competencies of teachers in a large suburban school district. The Gregorc Style Delineator was used to identify dominant learning style, and the Snapshot Survey was used to measure technology-related needs, beliefs, stages of adoption, and software expertise. Technology competencies were measured using the Technology in Education Competency Survey. Data collected from 499 participants was included in data analysis. The study was conducted at each of the 12 elementary schools of a large suburban district in the Dallas-Fort Worth Metroplex. The findings suggest that there is a significant relationship between learning style and the technology-related needs, stages of adoption, software expertise, and competencies of teachers. The relationship between learning style and technology-related needs was significant at the p < .01 level. The relationships between learning style and technology-related stages of adoption, software expertise, and technology competencies were significant at the p < .05 level. Members of the abstract sequential [AS] learning style group reported having significantly fewer needs and significantly higher stages of adoption, software expertise, and competency than members of one or more of the other learning style groups. More research is recommended to determine whether these findings could be utilized to improve teacher staff development in the area of technology. Possible applications may include mentoring programs and the customization of training models to more closely match learning style profiles.
Date: December 2004
Creator: Brubaker, Douglas D.
Partner: UNT Libraries

Cross-Cultural Validation of the Will, Skill, Tool Model of Technology Integration

Description: The teacher professional development component of the will, skill, tool model of technology integration was tested for predictive validity in the cross-cultural context of data from Texas, USA, and data from Mexico City, Mexico. Structural equation modeling (SEM) analysis, path analysis, and multiple regression analysis, were statistical procedures employed. The analyses yielded positive results for the model's validity and reliability. The resulting model was found to be a reliable tool to evaluate technology integration among elementary and middle school teachers in Texas and in Mexico City. For the purposes of this study, the teacher professional development component of the will, skill, tool model of technology integration is referred to as the will, skill, tool model of technology integration (WiSTTI). This was one of the seven alternative models tested for goodness of fit across a total of 7 data samples. The structural equation modeling approach proved to be a good technique to find the best fit model in a cross-cultural environment. Latent variables and a set of parameters to judge the validity and reliability of each model were set for testing and retesting in an iterative process. Eventually a "new" modified version of the WiSSTI model was found to fit the data for all samples studied from both countries. From a theoretical perspective, the variation of the WiSTTI model found to be the best fit to the data indicates that increased teacher willingness to integrate technology brings about increased skill, and increased skill leads to more advanced technology integration, if access to technology is available for instruction. Results derived from the model with respect to the evaluation of technology integration for teachers from Texas and Mexico City suggest a differential effect by country, with the Texas teachers (representing USA) currently more advanced in technology integration than their colleagues from Mexico. No ...
Date: May 2006
Creator: Morales Velázquez, Cesáreo
Partner: UNT Libraries

The Current State of Us Higher Education Social Media Policies with Regard to Teaching and Learning: a Document Review Needs Assessment

Description: In the world we live in today, having a social media account such as Facebook, LinkedIn, Twitter, or Google+ has become deeply ingrained in our society. The old way of networking with who you knew or who knew your family is no longer in play for many people. In the times in which we live, much personal and professional networking is completed via social media. The old way of networking had unwritten rules of engagement which, basically, were to be respectful and not cause any embarrassment within the network. Rules for best practice engagement are still evolving for this new way of using social media for personal and professional networking, which is the premise for the current study which addresses: the gap in U.S. university social media policies, with regard to teaching and learning. In order to gauge the policy interlude, a sample of over 49 U.S. university social media policies were gathered for a comprehensive document analysis. The Google search engine was used to find the policies, next the qualitative software NVivo10 was used to procure and analyze the policies. Additionally, triangulation was performed by three member checking volunteer investigators. The results of the study, disclosed that current policies are intended to train faculty and staff, in the legal and proper manner, in which the universities expect their employees to positively represent the sampled universities.
Date: December 2013
Creator: Reed, Adalheidur Steinunn
Partner: UNT Libraries

The Effects of ARCS-based Confidence Strategies on Learner Confidence and Performance in Distance Education.

Description: The purpose of this research was to manipulate the component of confidence found in Keller's ARCS model to enhance the confidence and performance of undergraduate students enrolled in an online course at a Texas university using SAM 2003 software delivery. This study also tested whether the aforementioned confidence tactics had any unintentional effect on the remaining attention, relevance, and satisfaction subscales of the ARCS model as well as on learners' overall motivation for the class and the instructional materials. This study was conducted over a 5.5-week period with an initial sample of 81 total students. Two quantitative surveys were used to measure confidence and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). The results indicated that the treatment group showed statistically greater gains than the control group in terms of learner confidence on the CIS but not the IMMS. In terms of performance, the treatment group outperformed the control group on all of the individual posttest measures and on the overall aggregate mean performance score. The results showed no statistically significant difference on the attention subsection of the ARCS model. However, statistically significant differences were noted for the relevance and satisfaction subscales of the model. There was also a statistically significant difference in overall learner motivation as measured on both surveys. This research study suggests the feasibility of improving overall learner motivation and performance through external conditions such as systematically applied confidence tactics. The research further supports claims about the effectiveness of the ARCS model as a viable tool for enhancing online learner motivation and performance. What was unclear in this study was whether individual subsections of the ARCS model, such as confidence, can be independently manipulated.
Date: May 2006
Creator: Huett, Jason Bond
Partner: UNT Libraries

Effects of Problem-based Learning on a Fifth Grade Language Arts Classroom

Description: The main purpose of this qualitative research was to discover the effects of problem-based learning on a fifth grade language arts classroom. The secondary purpose was to examine how receptive fifth grade students were to a new way of learning. In this descriptive study, a group of nine students created an alternate reality game as part of a problem-based learning module. The instructional design of the study included three weeks for students to design and construct their games and one week to play, receive feedback and revise based on feedback. Through reflective blogs, semi-structured interviews, video recordings, and observations, data was collected to analyze. Over a period of five months, the data was coded and arranged into categories. The categories merged into themes. The results and findings revealed the impact collaborative groups have on design and enjoyment. Self-regulation skills were found to be lacking in most of the students, intrinsic motivation increased for some students while others developed positive outcomes beyond the scope of this study.
Date: May 2013
Creator: Blackwell, Deborah
Partner: UNT Libraries

Enhanced learning performance in the middle school classroom through increased student motivation, by the use of educational software and question-based gaming technology.

Description: The purpose of this research was to determine if the introduction of a competitive and collaborative computer-based gaming software system into middle school classrooms would result in improved attendance and grades, and motivate students to have a greater interest in their studies. This study was conducted over a 6 week period, with attendance and performance data being collected from 284 students. Two quantitative surveys were used to measure course interest and motivation: (a) the Course Interest Survey (CIS), and (b) the Instructional Materials Motivation Survey (IMMS). Participation in these surveys consisted of 84 students taking the CIS and 40 students taking the IMMS. The results indicated that the experimental group showed statistically better scores than the comparison group in attendance and performance. Students participating in the experimental group had significantly lower mean ranks of absenteeism compared to students in the comparison group. Results also revealed significant differences on grades. Students that were in the experimental group had significantly higher grades compared to students that were in the comparison group. Results of the CIS suggest that a statistically significant difference does not exist on Attention, Relevance, Confidence, and Satisfaction between the experimental and comparison groups. Results of the means and standard deviations for the IMMS Motivation Scores fell somewhere between Moderately true and Mostly true. This research study suggests that student's attendance and performance can be improved when quiz based gaming software that is both collaborative and competitive is used regularly in the classroom. However, for student's that participated in the gaming software, their interest in studying the subject doesn't appear to be significantly different from students that did not participate.
Date: December 2006
Creator: Dorr, David L.
Partner: UNT Libraries

An Examination of Preferences for Social Presence in Online Courses with Regard to Personality Type

Description: The purpose of this research was to examine the connections between personality types as illustrated by the Myers Briggs Type Indicator and the desire for social presence components within a technology based learning environment. Participants in the study were undergraduate and graduate students enrolled in an educational technology program at a public university in the State of Texas. The study employed a mixed-method qualitative approach that utilized a paired comparison evaluation, a personality assessment, and semi-structured interviews. Results showed that the components of organization and feedback were thought to best foster social presence in technology based learning environments and that there was no real difference between the personality types of introverts versus extroverts and judgers versus perceivers.
Date: August 2012
Creator: Rose, Daniel Merritt
Partner: UNT Libraries

An Experimental Study on Situated and Dynamic Learning Assessment (SDLA) Environment

Description: The current supplementary web based English learning in Taiwan provides online learning resources and gives assessments at the end of each lesson to evaluate learners' online learning results. Based on the testing results, instructors may adjust their in-class instructional method to focus on the students' weaknesses. For the average classroom size of 40 students with one instructor, it is extremely difficult to provide individual learning content for each learner's needs because each student has his or her own weaknesses. This study conducted the situated environment with Vygotsky's dynamic assessment theory to test learner's learning achievements and satisfactions as compared to the current web learning environment. The study finds that when both groups of Taiwanese students used Internet based learning, those that utilized the situated and dynamic learning assessment environment showed a statistically significant higher achievement score than those using only the current online learning environment (p < .01). In addition, learners in the SDLA environment had statistically significant higher satisfaction scores than those in the current web learning environment.
Date: May 2010
Creator: Lee, Zeng-Han
Partner: UNT Libraries

Face-to-face Versus Online Gender Roles: the Effect of Psychological Identity on the Characteristics and Circumstances of Online Disinhibition

Description: Human behaviors and social norms are transferred to the Internet in complex and divergent ways. The term online disinhibition has been coined to describe situations when Internet users seem to behave more openly and unrestrained online, often acting in ways they would not dare to act in the face-to-face world. According to Suler, there is a need for future research to "focus on which people, under what circumstances, are more predisposed to the various elements of online disinhibition." With this in mind, this descriptive study sought to determine whether or not people are more true to their authentic psychological identities (i.e., genders) during online interaction or create completely new identities because of the more permissive social norms created by cyberspace. Through video recorded face-to-face discussions, reflective online discussions, open-ended online surveys, and semi-structured interviews, qualitative data was collected for analysis. The results and findings demonstrated that some personality traits are magnified during online interaction, but individuals ultimately stay true to their established gender roles.
Date: August 2013
Creator: Greene, Amy L.
Partner: UNT Libraries

Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait

Description: E-learning exposes students and instructors to different learning models such as constructivism rather than the traditional learning. E-learning as a part of today's technology has proven that it is appropriate for most students' mentalities and is a mind tool which promotes different learning models, such as problem solving strategy, collaborative learning, and critical thinking. The Public Authority for Applied Education and Training (PAAET) in Kuwait consists of more than 10 academic colleges with a total number of 120 faculty members. The College of Basic Education (CBE) is one of them. The implementation of e-learning at the College of Basic Education requires that all the learning community members, instructors and students, understand that an e-learning course is like a learning community with the privilege of sharing knowledge, opinions, experiences related to class subject, and productive outcomes that are beneficial to this learning community. This study indentified the statistically significant differences in demographic characteristics of e-learning adopters and non-adopters among faculty members at CBE, examining faculty members' attitudes and skills toward e-learning readiness. The study will explore perceived barriers that face e-learning at CBE. Applying the Rogers diffusion of innovation theory, the influence of 4 factors was examined regarding faculty readiness for e-learning at CBE. Chi-square techniques, t-tests, and factor analysis were conducted to analyze the data and answer research questions. Statistically significant differences were identified among e-learning adopters and non-adopters regarding age difference and department discipline, both technical and non-technical.
Date: August 2010
Creator: Alajmi, Mohammed
Partner: UNT Libraries

The Global Village Playground: A qualitative case study of designing an ARG as a capstone learning experience.

Description: The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated, contextualized, and authentic learning experience for students. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. The purpose of this study was to evaluate the effectiveness of the design of the GVP as a capstone experience. The research design follows a qualitative case study approach to gather and analyze data collected from the instructors and students participating in the pilot implementation of the GVP. Results of the study show predominantly favorable reactions to various aspects of the course and its design. Students reported to have learned the most through interactions with peers and through applying and integrating knowledge in developing the alternate reality game that was the central problem scenario for the course. What students demonstrated to have learned included knowledge construction, social responsibility, open-mindedness, big picture thinking, and an understanding of their relationship to the larger society and world in which they live. Challenges that resulted from the design included the amount of necessary to build consensus and then develop an overarching game concept, the tension between guided and directed instruction, and the need to foster greater interdependence among students while encouraging them to become more self-directed.
Date: May 2009
Creator: Dondlinger, Mary Jo
Partner: UNT Libraries

Heard but not seen: Instructor-led video and its effect on learning.

Description: Educators and instructional designers are seeking ways to increase levels of learning. One of the ways this is being done is through cognitive load theory which attempts to reduce cognitive load through a better understanding of working memory and the factors that impact its function. Past studies have found that working memory processes visual and auditory information using separate and non-sharable resources (dual coding theory) and that by properly utilizing multimedia elements, information processing in working memory is more efficient (multimedia learning). What is not known is the effect that instructor-led video, which uses the visual channel but delivers no information, has on the cognitive load of the learner. Further, will the introduction of multimedia elements make the information processing of the learner more efficient? This study examined three ways in which instructional designers may create a more efficient learning environment through a better understanding of multimedia learning. First, by using the theories of multimedia learning, I examined a more efficient use of sensory memory. By minimizing extraneous load, which communication theory calls noise, on working memory through increased utilization of the visual and auditory channels, the effectiveness of instruction was increased. Secondly, the multimedia effect, defined as using visual helps and guides with spoken and written text, was shown to assist working memory in processing new information into existing schema. Last, by using the personalization principle set forth by Clark and Mayer (2008), I used both the video feed and multimedia together to foster a more social or conversational presentation to the learner.
Date: August 2008
Creator: Holder, David E.
Partner: UNT Libraries

The impact of computer assisted instruction on sensory cognitive factors in literacy learning.

Description: The purpose of this study was to examine the impact of computer assisted instruction on the development of literacy skills. The effect of instructional methodologies designed to stimulate sensory processing (auditory, visual, and somatic sensory) through information processing activities was analyzed. A software program was designed to present instruction to stimulate learning in one sensory modality, visual processing. Also, the effect of delivery mechanisms on the acquisition of literacy skills was investigated. Three treatment groups and a control group were established to analyze differences: cognitive processing methodologies presented via computer technology, conventional methodologies presented via computer technology, cognitive processing methodologies presented through traditional classroom tools, and a control group. A portable keyboard computer with word processing capabilities was selected to deliver technology-enhanced instruction. Results from this study suggest that activities designed to specifically promote processing in one sensory modality, do not promote acquisition of skills in other regions. There was no change in scores when visual methodologies were applied to auditory and somatic sensory cognitive processing goals. When spelling tests that utilized all sensory modalities were analyzed, visual processing instruction had no effect on achievement. This result was duplicated when tests requiring auditory processing skills were examined. However, when visual processing skills were applied to words requiring sight word memorization techniques, the methodologies improved achievement scores. Therefore, it can be concluded that methodologies increase achievement only if activities are designed to stimulate the sensory cognitive modality that the skill requires. Results of analysis concerning the effect of delivery mechanisms on spelling achievement revealed that technology is a useful tool when used to promote information processing related to the learning goal. Visual cognitive processing activities delivered via computer technology were effective only when practice activities matched instructional objectives. When conventional methods of learning spelling skills were presented utilizing technology, student scores ...
Date: December 2003
Creator: Walton, Donna L.
Partner: UNT Libraries

Impact of Video Presentation Features on Instructional Achievement and Intrinsic Motivation in Secondary School Learners

Description: This study analyzed instructional achievement and intrinsic motivation among 21st century secondary students utilizing a video lecture incorporating both student reaction cutaway images and immediate content interaction within the lecture. Respondents (n = 155) were from multiple classes and grade levels at a suburban Texas high school. Four groups of students viewed the identical lecture with differing video and content interaction treatments. Students responded to a pretest/posttest survey to assess academic achievement in addition to an intrinsic motivation instrument to assess student interest. Group one (the control group) viewed the 12 minute lecture without enhancement. A second group viewed the identical lecture with student reaction shots inserted in the video. Another group viewed the lecture with content question intervention inserted into the video. The final group saw the lecture with the student reaction shots and content question intervention combined in the video. A repeated measures multivariate analysis of variance (MANOVA) was used to compare results from a 14 item pretest/posttest. Combined, the groups showed no significance (p = .069) indicating no associations were identified by the experiment. Although no association was identified, this may be a reflection of the generic nature of the video lecture and the lack of association with the experiment and actual classroom content within their courses. Students also completed the Intrinsic Motivation Instrument which was analyzed using a MANOVA. Although no significant findings were present in either group viewing the student reaction or the content question interaction treatments individually, the group viewing the combined treatment showed significance in three scales: Interest/Enjoyment (p = .007), Perceived Competence (p = .027) and Effort/Importance (p = .035) Recommendations for refinement of the current experiment as well as future studies are provided.
Date: December 2012
Creator: Bland, Ronald B.
Partner: UNT Libraries

Indicators of Science, Technology, Engineering, and Math (Stem) Career Interest Among Middle School Students in the Usa

Description: This study examines middle school students' perceptions of a future career in a science, math, engineering, or technology (STEM) career field. Gender, grade, predispositions to STEM contents, and learner dispositions are examined for changing perceptions and development in career-related choice behavior. Student perceptions as measured by validated measurement instruments are analyzed pre and post participation in a STEM intervention energy-monitoring program that was offered in several U.S. middle schools during the 2009-2010, 2010-2011 school years. A multiple linear regression (MLR) model, developed by incorporating predictors identified by an examination of the literature and a hypothesis-generating pilot study for prediction of STEM career interest, is introduced. Theories on the career choice development process from authors such as Ginzberg, Eccles, and Lent are examined as the basis for recognition of career concept development among students. Multiple linear regression statistics, correlation analysis, and analyses of means are used to examine student data from two separate program years. Study research questions focus on predictive ability, RSQ, of MLR models by gender/grade, and significance of model predictors in order to determine the most significant predictors of STEM career interest, and changes in students' perceptions pre and post program participation. Analysis revealed increases in the perceptions of a science career, decreases in perceptions of a STEM career, increase of the significance of science and mathematics to predictive models, and significant increases in students' perceptions of creative tendencies.
Date: August 2013
Creator: Mills, Leila A.
Partner: UNT Libraries

Influence of Alice 3: Reducing the Hurdles to Success in a Cs1 Programming Course

Description: Learning the syntax, semantics, and concepts behind software engineering can be a challenging task for many individuals. This paper examines the Alice 3 software, a three-dimensional visual environment for teaching programming concepts, to determine if it is an effective tool for improving student achievement, raising self-efficacy, and engaging students. This study compares the similarities and differences between a Fundamentals of Programming course with and without Alice integrated into the curriculum. Both the treatment and control Groups are using the same Java materials, assignments, and exams. The treatment group also completes Alice activities for each programming concept throughout the course; as well as two Alice assignments.
Date: May 2013
Creator: Daly, Tebring
Partner: UNT Libraries

An investigation of factors affecting Omani faculty members' adoption of information and computing technology.

Description: The purpose of this study was to explore the factors influencing information and computing technology (ICT) adoption for Omani faculty members from a framework of Rogers' theory of diffusion of innovation. Three hundred Omani faculty members from Sultan Qaboos University (SQU) participated in the study. The survey consisted of five parts: (a) an 18-item questionnaire on ICT uses and skills, (b) a 1-item questionnaire on adopter category, (c) a 44-item self-constructed questionnaire on perception of barriers to adopting ICT, (d) a 50-item questionnaire on ICT attributes adapted from Moore and Benbasat, and (e) a 15-item questionnaire on demographic and job-related variables. Descriptive statistics indicated that the faculty members overall used ICT at the "Sometimes" level and had ICT skills at the "Intermediate" level. The most frequently used and skillful ICT functional areas were Website browsing, Internet search engine, and word processing. One-way ANOVAs found significant group differences of ICT uses and skills, perception of barriers, and perception of ICT attributes in the category of adopter. Early adopters used ICT more, had higher ICT skills, perceived fewer barriers in the adopting process, and recognized higher values of ICT attributes than later adopters did. Multiple regression analysis showed the level of ICT uses could be predicted by ICT skills, adopter category, perception of barriers, ICT attributes, and the selected demographic and job-rated background variables, to a large magnitude with an adjusted R2 value of .70. The level of ICT skills was the most salient predictor. Perception of ICT attributes and the number of traditional classes taught appeared to be important as well. Results supported Rogers' theory at the macro level but not at the micro level.
Date: August 2009
Creator: Al Senaidi, Said
Partner: UNT Libraries

An Investigation of the Impact of Technology Expenditures on Student Achievement in Texas Districts

Description: The purpose of this study was to explore the relationship between money spent on technology hardware, software, and training on district-wide achievement as measured by Texas standardized achievement tests, the Scholastic Aptitude Test (SAT), and the American College Test (ACT). A series of studies were carried out to develop a model of the relationship between Texas district TAKS, TAAS, ACT, and SAT scores for all subjects and district expenditures on technology hardware, technology software, and technology training. The findings of this study showed that although the mixture of uneven distribution of training, incentives, and equipment in these Texas districts clouds the issue of effective integration as it does for all districts (Anderson & Becker, 1998), and the mean level of per pupil technology expenditure for participating districts is of an amount ($192 per student) deemed unlikely to have substantial impact on student outcomes (Anderson & Becker, 1998), there are strong positive links between levels of expenditure and student achievement on the Texas Assessment of Knowledge and Skills and the American College Test that indicate that establishing guidelines for levels of expenditure, schedules of acquisition of materials and equipment, and timeframes for training and implementation may be vital to the success of technology integration in these districts and potentially for all districts in the nation. More study into effective funding levels, schedules of acquisition of materials and equipment, and timeframes of implementation is necessary to create truly successful programs of technology integration in school districts.
Date: August 2005
Creator: Hancock, Robert
Partner: UNT Libraries

An investigation of the use of instructional simulations in the classroom as a methodology for promoting transfer, engagement and motivation.

Description: Innovative educators seek technologies to facilitate or enhance the learning experience while taking nothing away from the message of instruction. Simulations have been shown to meet this requirement. While simulations cannot replace the teacher or the message of instruction, they can provide a deeper and more cognitively engaging learning experience. Classroom use of simulations has been ongoing since the 1960's. However, substantive research on their efficacy remains limited. What research has been conducted indicates that simulations possess great potential as aids to instruction. The author of this dissertation pursued this question focusing on whether simulations contribute to instruction by facilitating transfer, improved motivation and increased engagement. This dissertation documents a study in which instructional simulations were used in undergraduate science courses to promote engagement, transfer and knowledge-seeking behavior. The study took place at Midwestern State University (MSU), a public university located in north-central Texas with a student population of approximately 5,500. The study ran during the fall 2006 and spring 2007 terms. Samples consisted of students enrolled in GNSC 1104 Life / Earth Science during the fall term and GNSC 1204 Physical Science during the spring term. Both courses were offered through the Department of Science and Mathematics at MSU. Both courses were taught by the same professor and are part of the core curriculum for undergraduates in the West College of Education at MSU. GNSC 1104 and GNSC 1204 yielded samples of n = 68 and n = 78 respectively. A simulation focusing on earthquakes was incorporated into the curriculum in GNSC 1104 while a simulation which presented concepts from wave propagation was included in GNSC 1204. Statistical results from this study were mixed. Nevertheless, studies of this type are warranted to gain a more complete understanding of how students are impacted by their interactions with simulations as well ...
Date: August 2007
Creator: Lunce, Leslie Matthew
Partner: UNT Libraries

Making the Connection: How Mentors Choose Protégés in Academic Mentoring Relationships

Description: Among other things, mentoring research is concerned with how mentors go about the process of choosing who they should mentor. Even when mentoring relationships are assigned, mentors need to feel that the efforts they are putting forth are worth the time and energy. What protégé attributes best attract the attention of a mentor? What mentor attributes make some protégés more attractive to them than others? This study looks at 3 explanations for mentor-protégé attraction, shedding light on the mental processes that influence why some protégés find it easy to get mentors and why some have a much tougher time finding the right person to mentor them. Practical and theoretical implications of this study are included.
Date: May 2010
Creator: Robertson, Tip M. A.
Partner: UNT Libraries

A Mixed-methods Study Investigating the Relationship Between Media Multitasking Orientation and Grade Point Average

Description: The intent of this study was to examine the relationship between media multitasking orientation and grade point average. The study utilized a mixed-methods approach to investigate the research questions. In the quantitative section of the study, the primary method of statistical analyses was multiple regression. The independent variables for the study were media multitasking orientation, gender, age, and income. The dependent variable for the study was grade point average. Three out of four independent variables, namely, media multitasking orientation, gender and age were statistically significant predictors of grade point average. In the qualitative section of the study, seven participants were interviewed to determine how individual differences in media multitasking orientation manifest themselves in academic settings.
Date: August 2012
Creator: Lee, Jennifer
Partner: UNT Libraries