The Effects of Instructional and Administrative Text Messages on Academic Achievement and Student Perception of Learning in a High School Food, Nutrition, and Wellness Classroom

Sarah Moore, Josh Cuevas
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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.

Keywords


Academic achievement, Sense of learning, Cellphone technology, Instructional text messaging, Administrative text messaging

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References


Moore, S. & Cuevas, J. (2021). The effects of instructional and administrative text messages on academic achievement and student perception of learning in a high school food, nutrition, and wellness classroom. International Journal of Technology in Education (IJTE), 4(4), 818-846. https://doi.org/10.46328/ijte.130




DOI: https://doi.org/10.46328/ijte.130

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International Journal of Technology in Education (IJTE) - ISSN:2689-2758

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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.