The effects of a paperless classroom on student achievement in the middle school science classroom

Abstract

The purpose of the study was to determine the effects of a paperless classroom on student achievement in the middle school science classroom. Two sections of eight grade life science students were used in the study. Each section of students was exposed to a paperless, online format of instruction and assessment for two chapters during a four-chapter unit and was required to do two chapters in the traditional paper orientated format. Student achievement was measured by pre and post test assessments, with the treatment chapters compared to the non - treatment chapters to determine the overall effect of the paperless classroom on student achievement.