Comfarmative Evaluation

Confirmative Evaluation Plan

Mekky

Research literature throughout the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem (ACT, 2004; CEO Forum, 2001; Boster et al., 2004; Mann et al., 1999; Tracey & Young, 2006; WestEd, 2002). Indeed, researchers have affirmed that computer technology provides abundant opportunities for students to build or modify their personal knowledge through the rich experiences that technology affords.

Technology also motivates and engages the learner. When students have a choice in their assignment, see the relevancy, or can self-assess with teacher feedback intertwined, student motivation increases (Daniels, 2002; Ganske et al., 2003; Harvey, 2002). Technology lends itself to all of the above. The research literature also suggests that technology can have a positive impact on the self-esteem of students, especially for at-risk students with low self-esteem and self-confidence (O’Donnell, 2005; Kenny & Gunter, 2004; Taylor, Hasselbring, & Williams, 2001). A training, at a secondary school, has been conducted to show secondary school teachers, with a total of 15 male teachers, their ages range from 40 to 55 years with a minimum computer knowledge, the impact of computer technology on the self-esteem of dropout youth. The training focused on a control and intervention group, both consisting of 60 secondary level students. The intervention group was exposed to the MS Office Suite of tools to use in their learning, while the control group had no access to technology. Pre- and post-questionnaires were administered to determine attitudes toward learning, self-esteem, and self-efficacy. The findings showed a significant increase on all measures.

Moreover, this training consisted of several instructional methods. The first one was direct instruction strategy, which is...