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Abstract

This study investigated the effects of instructional and administrative text messages on student academic achievement and sense of learning. Ninety-eight Food, Nutrition, and Wellness students in grades 9th through 12th were involved in this study. In this quasi-experimental study, there was an experimental group and a comparison group. Students in the experimental group received instructional and administrative text messages three times a week for a total of nine weeks. A one-way ANCOVA and independent samples t-test were used for data analyses. The study found a statistically significant difference in academic achievement and sense of learning with students in the experimental group scoring higher as compared to students in the control group. In addition, there was a statistically significant difference with females in the treatment group scoring higher than males in the treatment group.

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The_effects_of_instructional_and_administrative_text_messages_on_academic_achievement_and_student_perception.pdf
20 Jul 2022
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Metadata

  • Institution
    • Gainesville

  • Publisher
    • International Journal of Technology in Education

  • Date submitted

    20 July 2022

  • Keywords
  • Additional information
    • Author Biography:

      Sarah Moore is a graduate of the College of Education at the University of North Georgia and a public school teacher. Joshua A. Cuevas is a professor and educational psychologist in the College of Education at the University of North Georgia, USA. His research interests include applied cognition, assessment, educational measurement, evidence-based reasoning, and memory.

      Book or Journal Information:

      doi.org/10.46328/ijte.130