Thesis

Tracking long-term effects of technology-based education on former at risk-continuation high school students

The purpose of this study was to test the belief that there are long-term effects from the integration of education technology in continuation high school curriculum that impacts students' self-esteem, workforce preparedness, and attitude towards learning. The extent to which education technology had an impact on these three areas was identified by surveying former continuation high school students on their perception of their attitudes towards learning, their workforce preparedness, and their self-esteem. A qualitative study was used including an online survey to collect data reflecting 83 former California continuation high school students' opinions on the impact of education technology on the three areas of the study. Seventy percent of the participants credited the continuation high school's education technology for preparing them for the technological world in which they live. However, some of the evidence was not as strong in areas where participants did not believe their technology skills had as much to do with gaining employment, contributing to their current success, or getting them pay raises and promotions. The hypothesis of the research study proved to be positively confirmed. The research findings support the assumption that educational technology has a long-term effect on the improved attitudes of continuation high school students towards learning, increased workforce preparedness, and increased self-esteem.

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