Reid, Karen (2013) Cognitive Research and Technology to Enhance Learning and Academic Achievement. Coursework Masters thesis, University of Southern Queensland. (Unpublished)
Abstract
Technology has significantly expanded and become a very important part of school life. Repeating certain technological tasks leads to a variety of cognitive changes (Johnson, 2006; Johnson, 2008). However, these cognitive changes do not necessarily translate into improved academic functioning (Das, Hayward, Georgiou, Janzen, & Boora, 2008). One reason proposed for this lack of transfer to academic functioning is that these web-based learning activities are not founded on an evidence based theory of intelligence and cognitive functioning. This study was designed to evaluate the effectivity of a theoretically grounded cognitively based instructional program website www.educationalsupport.com.au (EdSuP) to generate academic change following twelve weeks of intervention, in the areas of spelling, word reading, comprehension and maths across participation and ability groups when compared to curriculum-as-usual. The EdSuP website program developed by the researcher is based on the Planning Attention, Successive and Simultaneous (PASS) contemporary model of intelligence (Naglieri & Das, 1990). To evaluate the effectivity of the EdSuP program pre and post testing was implemented using the Wide Range Achievement Test 4 (WRAT4) to both the control and participant groups (n = 70) at two schools. The data was then analysed using a 2 x 3 x 2 mixed ANOVA. Significance was identified for participation, and ability groups when compared to curriculum-as-usual. Post Hoc analysis identified significance linked to the above-average and at-risk ability groups as well as a carryover effect for the maths participation group. This suggests that with an average of 9.18 hours of intervention per child, significant cognitive change as evidenced by improved academic output. Thus the EdSuP program could provide cost effective literacy practices for prevention and intervention to children no matter how remote, improving emotional and economic outcomes.
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| Item Type: | Thesis (Non-Research) (Coursework Masters) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Health, Engineering and Sciences - School of Psychology, Counselling and Community (1 Jul 2013 - 31 Dec 2014) |
| Supervisors: | Charlotte Brownlow |
| Qualification: | Master of Psychology (Clinical Psychology) |
| Date Deposited: | 02 Oct 2025 00:58 |
| Last Modified: | 02 Oct 2025 00:58 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52690 |
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