Using Computers with Curriculum-Based Monitoring: Effects on Teacher Efficiency and Satisfaction

Abstract

The purpose of this study was to examine the effects of using computer software to store, graph, and analyze student performance data on teacher efficiency and satisfaction with curriculum-based progress-monitoring procedures. Subjects were 20 special education teachers of mildly and moderately handicapped pupils; teachers were assigned randomly to a computer-assisted or a paper-and-pencil monitoring group Teacher efficiency in using the monitoring procedures was observed twice during a 3-month implementation period. In the first phase, all teachers used paper-and-pencil procedures; in the second, 10 teachers continued to use paper-and-pencil procedures while 10 teachers used computer-assisted monitoring procedures. Teacher satisfaction was assessed once at the completion of the study. Analyses of variance indicated that computer assistance was associated with a decrease in efficiency but an increase in teacher satisfaction. Implications for practice and additional research are discussed.

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