First Advisor

Roger Jennings

Term of Graduation

Spring 1997

Date of Publication


Document Type


Degree Name

Master of Science (M.S.) in Psychology






Competency-based education, Educational technology, Educational evaluation, Prediction (Psychology)



Physical Description

1 online resource, (p82.)


The purpose of this research was to investigate the impact of educational technology and classroom assessment on student outcomes. The research used a pretest post-test matched pairs design to test these effects. The Theory of Planned Behavior (TPB) was used as a foundation for the model tested. Differences between the model tested and the TPB include the addition of Perceived Behavioral ControlTime 2 (PBC), and the dropping of Subjective Norms from the model. Participating faculty were trained in the use of educational technology, assessment, and course design. Each faculty taught two sections of a large course: first without the enhancements; and second with the enhancements. 483 participants had both Time 1 and Time 2 data; 23 5 in the control condition and 248 in the experimental condition. Results found no statistically significant difference between the control and experimental conditions; however, interesting relationships existed within the model that warrant further research. Path coefficients indicated a negative relationship between PBC-Time 1 and the self-report Behavior measure. This suggests that for some students who report a high sense of control or high performance standard in a course do not report enjoying the class or working hard at homework. It was also found that the path from PBC-Time 1 to PBC-Time 2 was non-significant for the control condition. The significant path found in the experimental condition indicated that a high level of control at Time 1 was associated with a high level of control at Time 2. Suggesting that the use of assessment and technology in the classroom assists in maintaining a strong sense of personal control in a class over time. When using an objective measure of student performance, such as percentage correct on specific exam questions, the path from PBC-Time 1 to percentage correct Behavior measure was non-significant for both conditions, indicating the confidence and a high performance standard early in a course are not indicators of success on exams. It was also found that the path from Intention to the percentage correct Behavior measure was nonsignificant for the control condition. This path also reflected a low negative relationship between these two variables.


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