The Effects of Technology Integration On AVID Students Compared to Other Middle School Students

Student disengagement in the learning process is problematic, especially in the middle grades. Studies show that technology infusion in classroom instruction promotes student learning and behavior when effectively integrated. Employing the theory of constructivism, this study explored technology infusion in a college and career readiness program based on the assumption that integration aids in the construction of knowledge. The purpose of this study was to analyze the difference between the performance scores of AVID and non-AVID groups in middle schools. Archived test results for the Preliminary Scholastic Achievement Test (PSAT) were compared on a sample of non-AVID and AVID middle school groups in schools with both programs located in Texas. A quantitative casual-comparative design explored the dependent and independent variables. PSAT performance scores represented the dependent variable. The independent variable was defined as the type of instruction provided (AVID vs. Non-AVID). The independent samples t-test tested hypotheses for significance at 0.05 level. There was not a statistically significant difference in the mean scores of the two groups in the schools. The results had implications for determining whether technology integration assists in motivating students to perform and for aiding the teaching profession in general in decision making regarding infusing technology in classroom instruction