The impact of technology on engagement and content mastery in high school biology

Abstract

The use of technology-mediated versus traditional paper-based delivery methods as a means of increasing student mastery and engagement was studied in the areas of notetaking and simulations. Data collection instruments included pre- and post-content tests with confidence response measures as well as both Likert-item and open-ended response surveys. Data was analyzed using both quantitative and qualitative methods. The results indicate that technology leads to increased levels of engagement and mastery when utilized as a way to model scientific processes, but a decrease of mastery and engagement when used as the medium for notetaking.