Lewis, Sheila K.

The purpose of this quasi-experimental longitudinal study was to investigate the relationship of full-time laptop computer access to student achievement and student attitudes in middle school from the academic years of 1998--1999 through 2000--2001. Two sets of variables were identified in the study. The independent variable was the instructional method having full-time access to laptops or not. The dependent variables were student achievement, and student attitudes. ANOVAs were employed to test the difference between the experimental group and the comparison group. Measures of reading comprehension and math application were determined through scores on the Stanford Achievement Test (SAT) for sixth-grade students and the Florida Comprehensive Assessment Test (FCAT) for eighth-grade students. A teacher-made pretest/posttest writing assessment score for sixth grade was assessed with the criteria determined in the Florida Writes Program rubric. In addition, students and parents in the experimental group at the end of sixth-grade responded to a survey. As a result of the analysis, the following major findings were identified: (1) Although students in the sixth-grade were provided with full-time laptop computer access during the school year, it did not create a significant impact on student achievement in subject areas of reading comprehension, math application, and writing. (2) Data from the survey suggested that students with full-time laptop computer access during the school year had several advantages regarding student attitudes, motivation, applications of technology for school work, and improved organizational skills. Two conclusions were revealed from this study. First, laptop access did not prove to be the better learning technique over not having laptop access in improving student achievement. There was no significant difference as explained in analysis which found the power was low. Second, the study concludes that laptop access may improve student attitudes. When surveying students regarding the use of laptops, overall, students indicated that when compared to not having laptop access they felt more successful in school, more motivated to learn, their organizational skills were better, and their perceptions toward their test scores had improved. The study recommended that future research be conducted to: (1) Examine principals' participation in professional development activities related to educational technology. (2) Provide teachers with instructional design, delivery, staff development, on-going technical support, and opportunities in the classroom to integrate technology resources daily into the curriculum. (3) Study the effect of instructional uses of laptops and student achievement.