Date

Spring 2017

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Digital teaching tools are prevalent in classrooms now more than ever. Using a digital teaching tool (e.g., a blog) can positively affect student engagement and achievement due to its relevancy to students who have become increasingly more exposed to technology. However, the scarce research on technological instructional tools and achievement in a Career and Technical Education (CTE) classroom, particularly dental assisting, is what brought about the need for this research project. The purpose of this study was to determine if a technology intervention using a blog affected dental assisting students’ achievement. Participants in this study were dental assisting students, ranging in ages from 18-55, attending a dental assisting program in Central California (n = 24). This study utilized a quantitative pretest/post-test design using a convenience sample. Using independent and paired samples t-tests, pre and post-test assessment data were analyzed. Results only partially supported the original hypothesis that treatment group participants would have higher achievement gains, since the treatment group post-test scores were not statically significantly different than those of the control group. Although data analysis showed that post-test scores between both groups (i.e. treatment and control) were not statistically different, both groups did show substantial improvement between pre and post-tests.

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