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Technological Literacy: Design And Testing An Instrument To Measure Eighth Grade Achievement In The Technology Education

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Technological Literacy for K-12 and for Community College Students: Concepts, Assessment, and Courses

Tagged Division

Technological Literacy Constituent Committee

Page Count

19

Page Numbers

15.1196.1 - 15.1196.19

Permanent URL

https://peer.asee.org/16797

Download Count

309

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Paper Authors

author page

Mauricio Castillo California State University, Los Angeles

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

TECHNOLOGICAL LITERACY: DESIGN AND TESTING OF AN INSTRUMENT TO MEASURE EIGHTH-GRADE ACHIEVEMENT IN TECHNOLOGY EDUCATION Abstract

This study was focused on the design and testing of an assessment instrument to measure eighth-grade student achievement in the study of technology. Through classroom experiences and refinement of instructional methods by trial and error, technology educators have witnessed some success (academic improvement) using hands-on, lab-based design and problem-solving instruction, but these advances have not been documented. In the year 2000, the International Technology Education Association (ITEA) introduced Standards for Technological Literacy (STL) (ITEA, 2000). To date, no clear methods for measuring and assessing student attainment in these standards has been instituted. It is the interaction of instruction in technology education and its influence on student learning that is the central problem addressed by this research. More importantly, it is the need within the technology education field to have a reliable and valid assessment tool to measure student learning in the study of technology. The study design was a two-group post-test only design that is grounded in the quasi-experimental quantitative research tradition. The study utilized a two-group post-test only design, a treatment group who had received instruction in technology education in the form a modular instructional delivery classroom and a control group who had not received any formal education in the study of technology. The results of study found that eighth-grade participants taking a technology class performed better (M=15.42, SD=5.42) than those who had no previous technology class exposure (M=14.07, SD=5.25). In comparing the means of the eighth-graders’ post-test, there was a significant difference F (1, 270) = 4.40, p=.037, p

Castillo, M. (2010, June), Technological Literacy: Design And Testing An Instrument To Measure Eighth Grade Achievement In The Technology Education Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16797

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